Shifting "DEI" to DEIJB
I believe that "DEI", or Diversity, Inclusion and Equity must be informed by Justice and Belonging in order to be effective. There is further work to be done until marginalized groups are not just retained and supported in STEM, but also feel belonging in the field. Data shows that DEI initiatives are largely failing at long-term retention of diversity in STEM, and I believe that re-focusing and centering belonging will help shift the tide of ineffective DEI to promote retention of marginalized groups in STEM.
I actively work on broadly integrating DEIJB principles and initiatives into my research, teaching, outreach, and mentorship. As a member of the LGBTQIA+ community, I also strive to use my perspective and voice to develop more effective DEIJB initiatives and serve the community.
I actively work on broadly integrating DEIJB principles and initiatives into my research, teaching, outreach, and mentorship. As a member of the LGBTQIA+ community, I also strive to use my perspective and voice to develop more effective DEIJB initiatives and serve the community.
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I am currently working to center belonging in ongoing DEIJB initiatives at Northeastern University through the following:
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The BIMODAL workshop is being co-developed with fellow PhD student Angela Jones, Helmuth Lab (center) and M.S. student Lindsey Forg (left) and is funded with an Equity Action Grant from Northeastern University College of Science.
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Decolonizing eastern oyster research
I am committed to continually learning more about de-centering persisting Western ideologies and influence in ecology and evolutionary research. In my work, I commit to the following steps, while also recognizing that they do not represent the extent of sufficient action. If you have a relevant resource or connection to share, please be in touch!
(1) Centering indigenous data sovereignty by cross-listing genomic data from this study on NCBI, GEOME, and Local Contexts Hub and scripts on Dryad (or similar). While I do not directly work on eastern oyster restoration, genomic data generated from my work may add to the conversation of co-management between indigenous and non-indigenous conservation approaches. By cross-listing data and scripts, results can be available to all.
(2) Recognizing that pre-colonial wild eastern oyster populations were abundant, robust, and well-managed by traditional ecological knowledge of indigenous people. This is known through a combination of archaeological shell middens, oral histories, and ethnographic accounts (Reeder-Myers et al, 2022). In particular, indigenous knowledge about tidal patterns, watershed interconnectedness, and oyster ecology promoted management even during periods of shifting environmental conditions, mitigating depletion to rare and localized events (Reeder-Myers et al, 2022). Substantial population decline of eastern oysters did not occur until post-colonial capitalist fisheries rapidly depleted wild reefs through commercial overfishing and destroyed estuarine habitat.
(3) Using site names in publications that derive from original indigenous site names and including a land acknowledgement in presentations of this work that includes recognition for all collection sites, which follows best practices for decolonizing fieldwork and academic curriculum (Cronin et al 2021).
(4) Building relationships with local shellfish restoration initiatives with the intent of returning shells to the land of the Massachuset Nation to increase recruitment of native wild juvenile eastern oysters.
(1) Centering indigenous data sovereignty by cross-listing genomic data from this study on NCBI, GEOME, and Local Contexts Hub and scripts on Dryad (or similar). While I do not directly work on eastern oyster restoration, genomic data generated from my work may add to the conversation of co-management between indigenous and non-indigenous conservation approaches. By cross-listing data and scripts, results can be available to all.
(2) Recognizing that pre-colonial wild eastern oyster populations were abundant, robust, and well-managed by traditional ecological knowledge of indigenous people. This is known through a combination of archaeological shell middens, oral histories, and ethnographic accounts (Reeder-Myers et al, 2022). In particular, indigenous knowledge about tidal patterns, watershed interconnectedness, and oyster ecology promoted management even during periods of shifting environmental conditions, mitigating depletion to rare and localized events (Reeder-Myers et al, 2022). Substantial population decline of eastern oysters did not occur until post-colonial capitalist fisheries rapidly depleted wild reefs through commercial overfishing and destroyed estuarine habitat.
(3) Using site names in publications that derive from original indigenous site names and including a land acknowledgement in presentations of this work that includes recognition for all collection sites, which follows best practices for decolonizing fieldwork and academic curriculum (Cronin et al 2021).
(4) Building relationships with local shellfish restoration initiatives with the intent of returning shells to the land of the Massachuset Nation to increase recruitment of native wild juvenile eastern oysters.
LGBTQIA+ Community Belongingness
Co-authors Leila Curtis, Andy Lee, and Ally Swank presenting our poster at the 3rd Joint Congress for Evolutionary Biology in Montréal, Canada in July 2024.
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A poster detailing our forthcoming manuscript on LGBTQ+ Belonging in EEB (Ecology and Evolutionary Biology). Reach out with feedback!
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You are Welcome Here
I have co-developed and facilitated YAWH (You are Welcome Here) DEI programming designed to increase the feeling of welcomeness for the LGBTQIA+ community at the Northeastern Marine Science Center. I became involved with the YAWH program in the spring of 2022 and am committed to facilitating curriculum for workshops twice per year through 2025. |
Mentorship
Effective mentorship can promote diverse student retention in STEM by explaining hidden curriculum, helping to navigate opaque processes (e.g. graduate school application process), building confidence, and increasing a sense of belongingness in students. I am grateful to mentors who have guided me into the field, and I prioritize mentoring undergraduate students in return.
BEACHES MENTEES
I have formally served as a mentor to students through the BEACHES (Bridging Each Applicants Chances for Higher Education Success) program at Northeastern University. During this week-long workshop, I mentor post-bac students and developed resources to help students without ready access to the graduate school pipeline navigate the graduate school application process.
My previous BEACHES mentees are:
(2024) O. Ferguson, undergraduate at Bates College
(2022) S. Labbe, undergraduate at Salve Regina University
(2022) A. Frick, undergraduate at University of New Orleans
UNDERGRADUATE MENTEES
I have also mentored undergraduate co-ops in the Lotterhos Lab during each semester of my PhD. These students work full-time in the lab, and during this time, I provide instruction, mentorship, and advice as I work alongside them.
My previous undergraduate co-op mentees are:
(2024) L. Fenuccio, undergraduate at Northeastern University
(2023) Z. Segnitz, undergraduate at Northeastern University
(2023) K. Bajaj, undergraduate at Northeastern University
(2023) N. Mongillo, undergraduate at Northeastern University
(2022-2023) E. Leung, now a PhD student at UC Riverside in conservation genomics
(2022) A. Christie, now a Northeastern alum pursuing professional apiculture
HIGH-SCHOOL MENTEES
I have also mentored high school students Lotterhos Lab by providing them opportunities for summer internships! When hiring high school students, I select students who are enthusiastic about the topic of the internship and communicate a willingness to learn, even if they lack formal experience on their resume. I have found this approach successful, and it gives curious students the confidence boost of obtaining formative research experience before pursuing an undergraduate degree.
My previous high school intern mentees are:
(2024) L. Gouralnik, now an undergraduate at McMaster University
(2021) S. Wagner, now an undergraduate at UMass Amherst
(2021) A. Pojoy, recently graduated high school student
BEACHES MENTEES
I have formally served as a mentor to students through the BEACHES (Bridging Each Applicants Chances for Higher Education Success) program at Northeastern University. During this week-long workshop, I mentor post-bac students and developed resources to help students without ready access to the graduate school pipeline navigate the graduate school application process.
My previous BEACHES mentees are:
(2024) O. Ferguson, undergraduate at Bates College
(2022) S. Labbe, undergraduate at Salve Regina University
(2022) A. Frick, undergraduate at University of New Orleans
UNDERGRADUATE MENTEES
I have also mentored undergraduate co-ops in the Lotterhos Lab during each semester of my PhD. These students work full-time in the lab, and during this time, I provide instruction, mentorship, and advice as I work alongside them.
My previous undergraduate co-op mentees are:
(2024) L. Fenuccio, undergraduate at Northeastern University
(2023) Z. Segnitz, undergraduate at Northeastern University
(2023) K. Bajaj, undergraduate at Northeastern University
(2023) N. Mongillo, undergraduate at Northeastern University
(2022-2023) E. Leung, now a PhD student at UC Riverside in conservation genomics
(2022) A. Christie, now a Northeastern alum pursuing professional apiculture
HIGH-SCHOOL MENTEES
I have also mentored high school students Lotterhos Lab by providing them opportunities for summer internships! When hiring high school students, I select students who are enthusiastic about the topic of the internship and communicate a willingness to learn, even if they lack formal experience on their resume. I have found this approach successful, and it gives curious students the confidence boost of obtaining formative research experience before pursuing an undergraduate degree.
My previous high school intern mentees are:
(2024) L. Gouralnik, now an undergraduate at McMaster University
(2021) S. Wagner, now an undergraduate at UMass Amherst
(2021) A. Pojoy, recently graduated high school student
Graduate School Application Resources
There are increasingly more resources online for navigating the graduate school application process. As such, I include resources here that are unique to the EEB (ecology, evolution, biology) & Marine Science fields that I personally used. All resources linked below are also here.
NOTE: Most EEB programs will only admit students who have identified an advisor who accepts them into their lab. Alternatively, programs may admit to lab rotations, but this is less common in EEB. Given that an advisor must accept a student to their lab, the majority of the application process is focused on finding a mentor and building a relationship with them before the actual application to the university.
APPLICATION TIMELINE
Students should begin the application process a full year before the desired entry date (e.g. begin in Summer 2024 for Fall 2025 entry). You'll find that much of the preparation and work occurs BEFORE the actual application to the university.
NOTE: Most EEB programs will only admit students who have identified an advisor who accepts them into their lab. Alternatively, programs may admit to lab rotations, but this is less common in EEB. Given that an advisor must accept a student to their lab, the majority of the application process is focused on finding a mentor and building a relationship with them before the actual application to the university.
APPLICATION TIMELINE
Students should begin the application process a full year before the desired entry date (e.g. begin in Summer 2024 for Fall 2025 entry). You'll find that much of the preparation and work occurs BEFORE the actual application to the university.
Summer
Find out what kind of research interests you! Make a short list of 15-20 labs that you think do cool research and prepare to email them. Don't worry if the labs explore different research topics - that's ok. Focus on researching the PI and their lab, NOT the university. Apply to attend EEB Preview Days (see below) and sign up for mentorship programs (see below) that can provide feedback on application materials.
EEB Preview Days
Some universities offer "Preview Days" as an opportunity to learn more about the grad school application process, speak with faculty, practice interviews, beef up your CV, have Q&A sessions with current graduate students, and present your research. These are great opportunities to participate in the summer or fall before applications are due!
I attended Brown University's EEB Preview Day in 2020 and it was very helpful for informing my application process. As far as I can tell, they unfortunately no longer run this program. I also prepped an application to Dartmouth's EEES Scholar Program but didn't end up applying.
Michigan State University, Yale University, UC Davis, and Princeton University all run Preview Days on an annual basis. Northeastern University BEACHES is a 3-day intensive application workshop each year in June with additional curricula and full travel funding.
Mentorship Programs
I participated in the MIT-WHOI JP-ASK mentorship program in the fall of 2020. This program paired me with a current PhD student in the MIT-WHOI joint program, and they offered individual feedback on my NSF-GRFP application as well as my grad school personal statements. I highly recommend the EEB Mentor Match Program run by the American Society of Naturalists as another option!
EEB Preview Days
Some universities offer "Preview Days" as an opportunity to learn more about the grad school application process, speak with faculty, practice interviews, beef up your CV, have Q&A sessions with current graduate students, and present your research. These are great opportunities to participate in the summer or fall before applications are due!
I attended Brown University's EEB Preview Day in 2020 and it was very helpful for informing my application process. As far as I can tell, they unfortunately no longer run this program. I also prepped an application to Dartmouth's EEES Scholar Program but didn't end up applying.
Michigan State University, Yale University, UC Davis, and Princeton University all run Preview Days on an annual basis. Northeastern University BEACHES is a 3-day intensive application workshop each year in June with additional curricula and full travel funding.
Mentorship Programs
I participated in the MIT-WHOI JP-ASK mentorship program in the fall of 2020. This program paired me with a current PhD student in the MIT-WHOI joint program, and they offered individual feedback on my NSF-GRFP application as well as my grad school personal statements. I highly recommend the EEB Mentor Match Program run by the American Society of Naturalists as another option!
Fall
Send initial inquiry emails to PIs to express your interest in their lab, complete “pre-evaluations” or preliminary interviews if they ask, apply for national grants such as the NSF-GRFP, and secure strong letters of recommendation from your undergraduate advisors or professors.
Sending Inquiry Emails
Perhaps the most intimidating step in the grad school application process is sending an (often cold) email to a PI to introduce yourself as a prospective PhD applicant who is interested in learning more about their lab. In this email, you want to briefly (!) introduce yourself, explain how your research interests overlap with the lab, and ask if they are planning to accept a PhD student in the coming year.
Here's my template for sending an email to a PI - I received a great response rate from PIs that I emailed using it!
Pre-Evaluations or Pre-Application Interviews
A PI may respond to your email with an opportunity for further evaluation, either a written set of questions or a request for a short 15-30 minute interview. This is great news! This means you passed through the first hurdle of their email inbox, and they are interested to hear more from you. These evaluations will likely play a large role in if you're invited to submit a formal application to the university. On the other hand, if you don't receive a response from the PI, kindly send a follow up email a week or two after to make sure they didn't miss your email.
National Fellowship Applications
A competitive PhD applicant will apply for the NSF-GRFP if they are eligible. This is a national fellowship that funds students for 3 years. There are many other national fellowships, including the NOAA Nancy Foster Fellowship and Ford Foundation Predoctoral Fellowship. You can either prep these applications with your undergraduate advisor or ask a prospective graduate advisor well in advance to apply together.
Finding PIs that are Recruiting
One of the realities of applying to grad school is that not all labs recruit every year - a PI usually needs to have available grant funding to recruit a student. It can be disappointing to connect with a PI who thinks you're great but can't accept you due to lack of funding. So, how can you find PIs that are doing interesting research AND have funding?
Sending Inquiry Emails
Perhaps the most intimidating step in the grad school application process is sending an (often cold) email to a PI to introduce yourself as a prospective PhD applicant who is interested in learning more about their lab. In this email, you want to briefly (!) introduce yourself, explain how your research interests overlap with the lab, and ask if they are planning to accept a PhD student in the coming year.
Here's my template for sending an email to a PI - I received a great response rate from PIs that I emailed using it!
Pre-Evaluations or Pre-Application Interviews
A PI may respond to your email with an opportunity for further evaluation, either a written set of questions or a request for a short 15-30 minute interview. This is great news! This means you passed through the first hurdle of their email inbox, and they are interested to hear more from you. These evaluations will likely play a large role in if you're invited to submit a formal application to the university. On the other hand, if you don't receive a response from the PI, kindly send a follow up email a week or two after to make sure they didn't miss your email.
National Fellowship Applications
A competitive PhD applicant will apply for the NSF-GRFP if they are eligible. This is a national fellowship that funds students for 3 years. There are many other national fellowships, including the NOAA Nancy Foster Fellowship and Ford Foundation Predoctoral Fellowship. You can either prep these applications with your undergraduate advisor or ask a prospective graduate advisor well in advance to apply together.
Finding PIs that are Recruiting
One of the realities of applying to grad school is that not all labs recruit every year - a PI usually needs to have available grant funding to recruit a student. It can be disappointing to connect with a PI who thinks you're great but can't accept you due to lack of funding. So, how can you find PIs that are doing interesting research AND have funding?
- Check university websites for lab websites and scroll through to see which labs have announced they're recruiting
- Search job boards and listservs for hiring announcements (e.g. EvolDir, New England Marine Sci Opportunities, TAMU Job Board)
- Use Twitter (this is where I found my current grad position!). Make a professional twitter account and follow professors or grad students that are tweeting about science topics that interest you. Retweet articles and funding opportunities to get into the algorithm.
Winter
Submit applications to universities where the PI you've been in contact with has encouraged you to apply. If a PI hasn't told you to apply, you should follow up with them to confirm. This will save you the application fee for the university if they're no longer interested in your application. You will likely submit applications for 2-5 programs, and deadlines for programs are usually between December 1st and February 1st. Make sure to receive feedback on your application materials from mentors before submission!
Spring
Visit universities and complete in-person interviews with the department. They’ll likely pay for the expense of traveling to the university for your recruitment visit. Accept an offer!
Acing the Interview
Interview days can be intimidating, but practicing great interview technique ahead of time can help you feel confident. Prepare for interviews with your prospective PI as well as other faculty members, graduate students, and even the department chair or dean. You may have 1:1 interview or group interview formats. Here's a list of questions that your prospective PI may ask you, and here are some general tips for Acing the Interview!
Acing the Interview
Interview days can be intimidating, but practicing great interview technique ahead of time can help you feel confident. Prepare for interviews with your prospective PI as well as other faculty members, graduate students, and even the department chair or dean. You may have 1:1 interview or group interview formats. Here's a list of questions that your prospective PI may ask you, and here are some general tips for Acing the Interview!