We study how extrinsic niche cues, including growth factors, extracellular matrix proteins, innervation-associated signals, and mechanobiological inputs, coordinate adult stem and progenitor cell behavior in vivo during homeostasis and regeneration.
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Training & Mentorship
Our training goal for graduate students is to train scientists, not technicians. Trainees are encouraged to take ownership of a defined scientific question and drive a coherent story from experimental design and execution to data interpretation, writing, and presentation. We aim to help motivated trainees develop intellectual leadership early, with a strong emphasis on causal in vivo evidence and physiologically meaningful outcomes.
What you can expect from us
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Clear milestones and honest feedback.
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Regular 1:1 discussions with the PI on experimental logic, strategy, and career development.
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A high bar for rigor, reproducibility, and clear scientific communication.
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A supportive and efficient environment that helps you move to your next stage without unnecessary delays.
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Transparency in lab planning: we hold an annual “State of the Lab” review to summarize progress, priorities, timelines, and resource planning so trainees understand the broader context of their work.
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At least once per year, a structured 1:1 progress and career-planning check-in to review project milestones and manuscript timelines, align expectations with your personal career goals, and adjust the plan as your priorities evolve.
What we expect from you
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Ownership: drive a question and build a coherent story, rather than only executing isolated tasks.
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Rigor: careful controls, quantitative reasoning, and transparent record-keeping.
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Initiative: propose ideas, iterate quickly based on data, and communicate proactively about progress and obstacles.
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Integrity and teamwork: constructive feedback, respect, and accountability.
How we work
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Weekly lab meeting: one trainee gives a focused project presentation (logic, evidence, and next steps), followed by brief weekly updates from each member.
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Weekly journal club: rotating presentations that cover classic foundations and track the latest literature, with explicit training in critical thinking (claims vs evidence, alternative models, and experimental design).
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Regular 1:1 mentoring: experimental design, troubleshooting, strategic planning, and communication.
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Milestones & timelines: we plan projects with clear near- and mid-term milestones, and we revisit scope and manuscript plans regularly. At least once per year, we hold a structured progress and career-planning check-in to align scientific goals with your next-step timeline as priorities evolve.
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Continuity and transitions: when goals or circumstances change, we aim for an efficient, well-documented transition plan so that projects can be completed without ambiguity, while credit remains fair and transparent.
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Annual “State of the Lab” review: PI-led recap and planning discussion to align scientific priorities, timelines, and resource planning in a transparent, ownership-driven culture.
Leadership development
We intentionally train leadership and mentoring skills. Senior trainees gain experience supervising visiting undergraduate thesis students and, when appropriate, working with research technicians. The goal is to develop scientific management and mentoring capacity while still preserving each trainee’s independence and project ownership.
Writing & communication
We write early and often. Trainees are involved in figure planning, manuscript drafting, and constructive responses to reviewer feedback. When appropriate, we also practice proposal-style scientific writing (e.g., fellowships or selected funding applications) as a training tool to strengthen clarity, logic, and long-term project planning.
Rigor & reproducibility
We prioritize causal in vivo evidence and quantitative readouts, and we encourage appropriate controls, transparent documentation, and careful interpretation that distinguishes correlation from causation.
Authorship & credit
We use a clear project-ownership model. Each project has a designated first author responsible for driving the story. Changes to project personnel, collaborations, or shared first authorship are discussed explicitly and require agreement between the PI and the project lead. If a project needs to be re-scoped or additional help is required, we plan this together and ensure credit reflects contributions fairly (including appropriate co-authorship or shared first authorship when warranted). In general, shared first authorship reflects substantial leadership-level contributions rather than purely supportive tasks.
Career development
We actively support trainees in finding the right next step, including competitive postdoctoral training abroad, fellowship applications, and developing an independent scientific voice. We also support timely transitions for trainees pursuing industry or other careers.