Hector Mendoza
Communication and Outreach Subcommittee
University of Michigan

Research Interest

My research goals converge around the evolution of sexual reproduction. During my doctoral program, I investigated mitochondrial inheritance, a mechanism that ensures that mitochondria are only inherited from one parent. In the case of humans, children inherit mitochondria from their mothers, as the race to the egg during fertilization takes an important toll on sperm cells that damages their mitochondria. When this maternal inheritance mechanism is perturbed, rare mitochondrial diseases ensue, ranging from ophthalmic manifestations to muscular dysfunction. I decided to investigate the mechanism of biased mitochondrial inheritance from a fungal perspective. These organisms can reproduce sexually but do not differentiate into separate biological sexes. Instead, fertilization happens between two morphologically identical cells. Why would mitochondria need to be segregated appropriately? This fundamental question drives my fascination with the process of sexual reproduction and, accordingly, led to a fresh perspective as I continued my scientific training.

For my postdoctoral training, I decided to explore sex from a completely different lens, this time focusing on the mechanisms that allow for clear differences between biological sexes. Specifically, my current line of investigation focuses on the emergence and maintenance of sex chromosome systems. I am currently using the nematode C. elegans to model how sex chromosomes shape sexual dimorphism at both the genetic and developmental levels. This organism adds an additional layer of complexity to this work, as it comprises a hermaphroditic system in which males are naturally rare. Understanding and further characterizing the regulatory mechanisms behind sex chromosome can shed light on the evolutionary history of sex, in addition to potentially impacting the reproductive sciences.

As a PhD-trained scientist, you have many career options. What interests you the most?

I am interested in opportunities in academia, specifically in leading my own research laboratory and teaching both undergraduate- and graduate-level courses. As I transition into an academic position, I am still struggling with deciding what sort of institution I would like to join. While I would love to start my own research laboratory at a research-intensive institution and fully commit to training the next generation of scientists, I am very passionate about teaching and curriculum design. For this reason, I am exploring primarily undergraduate institutions, which focus on the education of undergraduates in a liberal arts context. I find this particular approach to post-secondary education quite impactful, as the undergraduate experience can be much more well-rounded and students can make the best decisions regarding their career paths. Additionally, I am quite excited to design and implement a research program that caters exclusively to undergraduate researchers, as their time in my lab will most likely be limited. The constant turnover in my lab, however, will mean that multiple students can contribute to a bigger project that can lead to a collaborative publication.

As an undergraduate, financial and time constraints prevented me from doing research and exploring how a biology degree could be used. If I am honest, I might reconsider my own decision to attend graduate school if I could turn back time. I thought it was the only logical path since I was not interested in a medical career. Thus, I want to make sure my future students are better prepared to make life-changing decisions. I am very interested in developing a strong mentorship philosophy both in the classroom and at the research bench. This interest has also made me consider administrative roles within academia and even secondary education.

In addition to your research, how do you want to advance the scientific enterprise?

I have been a non-traditional student for as long as I can remember, juggling schoolwork and multiple jobs to afford my education. I am also an immigrant, so the logistics involved in transferring colleges internationally turned out to be much more complicated than I had thought. These obstacles only made pursuing a science degree even more intimidating. I was constantly told that I was not putting in the hours needed to graduate or to move on to graduate school. Nevertheless, I persisted and completed my degree with flying colors. I will admit that I had a rough time getting to where I am today because I did not have anyone I could relate to. For this reason, I want students to realize that their paths towards their degrees will constantly evolve and will be shaped according to their own personal circumstances. I want to be part of my students’ journeys and be a guiding light when obstacles emerge.

I am also constantly educating myself on alternative science careers so that I am better prepared to provide advice and ensure students feel supported. For instance, I have experience in the clinical field, having worked as a Laboratory Clinical Processor during my doctoral training program. Though I acquired this experience out of financial necessity, I have come to realize that I can tell my students about these career paths, emphasizing that they are much shorter and inexpensive than medical or graduate school. It is still unsettling to think that the majority of STEM students go through their undergraduate careers fixated on one or two career options, even though demand is elsewhere. I want to emphasize that pursuing a scientific career can look so different for any individual. Its impact in society, however, will be rewarding and necessary.

As a leader within the Genetics Society of America, what do you hope to accomplish?

As part of the ECLP, I am thrilled to exchange ideas about effective communication and leadership. Accordingly, I am determined in establishing strong ties with colleagues in fields different from mine. As scientists, we can recite protocols from memory and perform intricate procedures with our hands. However, explaining why we do it is a creature of a different stripe. Programs like the ECLP take us out of our comfort zones, away from the bench, and challenge us to find the right word or visual to help an audience understand complex scientific concepts. During my tenure, I am hoping to venture out and explore opportunities in writing for non-academic settings and make science empowering.

Previous leadership experience

Instructor, Michigan Math and Science Scholars, University of Michigan (Summer 2024)

Editor and Translator, MiSciWriters, University of Michigan (2023-Present)

Instructional Peer Observer, Center for Academic Innovation, Schoolcraft College (2023-Present)

Executive Board Member, Multicultural Association of Graduate Students, University of Louisville (2016-2021)

Anthony (Tony) Patelunas is an Early Career Leadership Program alum who served as co-chair of the Early Career Scientist Career Development Subcommittee during his time in the program.  

The ECLP, which is currently accepting applications, teaches early career scientists leadership, writing, and networking skills, among other important tools that can be applied to careers in academia and industry. 

Tony gained many essential skills through his participation in the ECLP but one particular lesson stands out to him, “The most important skill I gained is learning to proactively manage my own career,” he shared. Through many conversations with mid- and senior-level professionals who started their careers from a similar place and pursued graduate studies in genetics, Tony was able to create a mental picture of how different careers progress, and envision what he wanted his own career journey to look like. “Spoiler: It’s often unexpected and serendipitous!” he pointed out. He started planning for the next two, five, and 10 years and was more intentional in considering and planning his own skill development and the positions he was willing to accept. 

Through the ECLP, Tony made connections that he maintains until today–his new network supports his decision-making as he consults these trusted colleagues before making big career moves. “The combination of a strong network and the opportunity to build skills and experiences beyond my research environment was irreplaceable to my success afterward,” he explained. 

As he continues to plan his career journey over the next couple of years, Tony hopes to pursue committee work and eventually a Board position with GSA and other professional societies. “The ECLP and the ECS Career Development Subcommittee highlighted the importance of building a strong network in my professional community, and the value of early leadership experience for long-term growth,” he shared. Tony sees serving on committees as another opportunity to continue building and expanding one’s network through regular interactions with individuals sharing a common mission. He also sees this as a chance to develop strategic thinking skills which are key to the growth of an organization, as well as an individual and their career. 

Like Tony, many in the ECLP chose to pursue a career in industry, while others have moved on to positions in academia. Through growing their network and skillset, participants can thrive in whatever career path they choose to take. Apply to the Early Career Leadership Program to gain the skills that will help you succeed as well. 

Applications are due October 16, 2024.

Receiving the DeLill Nasser Award inspired Gosia to apply for faculty positions and ultimately secure her dream job. “[DeLill Nasser Award] was a turning point in my career,” she shares, as it encouraged her to “take the future of my career in my hands.” As a James F. Crow Early Career Researcher Award finalist, she presented a lecture at PEQG 2022, which along with networking, led her to immediately start her job application process upon return from the conference. Additionally, she considers the DeLill Nasser Award an important recognition of both her science and service to the community, particularly her research studying how biology is coded in the genome and how gene expression modulates phenotypical traits. 

It wasn’t smooth sailing though–it took Gosia several tries to receive this award, but the perseverance was well worth it! “I would like to encourage everyone to apply and apply consistently across years, it took me a couple of years and numerous applications, to finally make it happen,” she says. 

At TAGC 2024 this past March, Gosia expanded her network and paved the way to grow her involvement with GSA. Thanks to TAGC’s unique format, she found this large-scale conference with small-meeting interactions ideal. “I was particularly impressed by TAGC 2024 being a large meeting with a feeling of a small meeting,” she explains. “Also, the numerous opportunities to attend as a mentee as well as to serve as a mentor and network with the GSA Board were cherries on my years of involvement with GSA,” she adds. 

Gosia has participated in all of the opportunities GSA offers early career scientists, starting with the GSA Journals Peer Review Training Program, followed by the Early Career Leadership Program both as a subcommittee member and then as a co-chair and steering committee member. GSA has been one of her main scientific societies since she started her PhD and Gosia shares plans to continue paying it forward, supporting the next generation of scientists through her leadership and involvement with GSA. “It was particularly rewarding this TAGC to serve as a mentor and poster judge–to support young scientists, the bright future of science,” she shares.

If you’re a graduate student or postdoc interested in applying for the DeLill Nasser Award for Professional Development in Genetics for $1,000 to support your attendance at a conference or laboratory courses, learn more online and apply by May 9, 2024.

If you’re interested in exploring all the benefits of a GSA membership or to join, find additional details on our website.