Why I Supervise: Challenging with Care, Learning Together

“I also want to thank you again for letting me do a project with you. During that time, I really learned a lot about myself. Right now, I’m doing many things outside of my comfort zone, and I’ve even managed to speak up in meetings :)”

I received this email from a student who spent two months in our lab. It made me really happy—not just because it was kind, but because it reflected exactly what I try to do when supervising:

I don’t just want students to complete a project—I want them to grow. I want them to leave with more confidence, more independence, and ideally, a few tools they can use in their future academic or professional life.

How I Try to Support Growth

I try to challenge my students—but with care. That means I observe what they need. Sometimes it’s a lack of confidence: they don’t believe in themselves, and they need reassurance. In those cases, I encourage them to take ownership of their work. If they planned something, I want them to follow through. I’m there, but I won’t take over.

Other times, it’s about speaking up. Especially in group meetings, less experienced students might feel unsure. I try to make it measurable: I tell them, “Try to learn one new thing per meeting.” That’s already a lot and a great win. And with that tip, many students started asking questions.

Then there are students who are very confident—sometimes too confident. In those cases, I show them (gently!) that asking questions early can save time. A non-essential experiment that had to be repeated often makes that point clear.

I always tell my students: You can talk to me.
If the challenge feels too much, or if you need more, I want to know. This is a shared process.

Learning Through Struggle

One common challenge is the daily lab calculations. I could just give them the formula—but I usually don’t. I give them time to figure it out themselves. And yes, after a few days of struggling with daily lab calculations, it often becomes easier for them. They understand it better. They remember it. And they feel proud of having solved it on their own.

Giving students space to learn on their own is not less work for me. I have to be present, observe, and step in when needed. We talk about their challenges and progress in our 1:1 meetings. I point out what I think they can improve, and in our final offboarding meeting, we reflect on whether they reached those goals.

It’s not always easy. It can be frustrating—for them and for me. But so far, most of my students have developed, and we’ve seen real improvement toward the end. That makes me proud.

Why I Do This

The reason I do this is because I experienced it myself.
During my master’s at the University of Graz, my supervisor challenged me. It was frustrating at times. Just asking and getting the answer would have been so easy. But instead, I learned how to think, how to plan experiments, and how to solve problems.

I’m thankful for that experience.
And now, I try to pass it on.

It doesn’t always work the same way for every student. I’m learning with each one I supervise. But when I see growth, when I see someone step outside their comfort zone and realize they can, it makes me happy. And when they appreciate it—like in that email—it reminds me why I do this.

Sharing Experiences

I’m sharing this not because I think I’ve figured it all out, but because I want to reflect and learn. I’m just starting my journey. My lab is still small, and most of the time I’m in the lab myself, doing my own experiments—so I see the students, I’m around. And for me personally, I want to keep it that way. I want to have a lab size where I can really focus on every single member. That’s what feels right to me.

There’s absolutely no judgment if others run bigger labs—there are many different approaches, and I’m sure I’ll adapt and learn more over time. This is just where I am right now. So I’m also happy to hear how others do it—if you have thoughts, experiences, or ideas, I’d love to hear them.

Dealing with Negativity When Sharing Ideas

Sharing ideas publicly is powerful. It invites dialogue, reflection, and sometimes even change. But it also opens the door to critique—and not all of it is constructive.

Whenever someone expresses an opinion in a space where others can witness it—be it a classroom, a conference, a blog, or social media—there will be reactions. Some people will agree, some will disagree, and that’s perfectly fine. In fact, it’s healthy. But what’s not fine is when critique becomes personal. When it stops being about the idea and starts being about the person behind it.

For me, this often happens when I talk about academic kindness.
It’s a concept I care deeply about. You can call it what you want, but for me, it means:
“Treat others the way you want to be treated.”
It’s about respect, about meeting colleagues—whether peers, students, or employees—on equal footing. It’s about creating a culture where people feel safe, valued, and heard.

I get genuinely excited when I receive positive feedback. When someone tells me how they interpret academic kindness, how they try to live it, or how it’s helped them rethink their own academic environment. These conversations energize me. They remind me why I speak up in the first place.

But not all feedback is kind.
Sometimes, especially online or under the cover of anonymity, people say things that are not just critical—they’re ugly. They’re personal. They’re meant to hurt. And even though I’ve come to expect it, it still hits hard.

I don’t know how others experience this, but for me, negativity tended to outweigh positivity. I could read ten encouraging comments and still feel crushed by one cruel one. It’s not that I don’t appreciate the support—I do, deeply—but the sting of a harsh comment lingers longer.

I’m open to discussion. I welcome disagreement. But I draw the line at disrespect.
Critique is not the same as cruelty.

By choosing to speak and write about academic kindness—how I live it, how I understand it—I’ve accepted that some people will be triggered by it. I’ve seen it happen. And I’ve learned that some reactions say more about the person commenting than about the idea itself.

So what do I do?

I try to focus on the positive.
Not everyone will be on this journey. And those who respond with rudeness or hostility may never change their minds. I listen, but I move on.

When I encounter negativity, I’ve found it helpful to pause.
I let the comment sit. I digest it. And then I ask myself:
Is there something true in this?
If yes, I learn from it. If not, I let it go.

This process helps me stay sane. It helps me continue sharing, even when it’s hard. Because I believe in the value of kindness. I believe in respectful dialogue. And I believe that even in the face of negativity, it’s worth speaking up.

💡 Let’s Keep the Conversation Going

I’d love to hear how others deal with negativity when sharing ideas.
Do you have strategies? Do you feel the same imbalance between positive and negative feedback?

Let’s talk about it—with kindness.

Efficient at Work, Present in Life

When I started my tenure-track position, I felt the pressure immediately. The clock was ticking—there’s a limited window to prove yourself, publish, secure funding, and build a strong research profile. Naturally, I thought the solution was to work more: evenings, weekends, even during vacations. In my first year, I did exactly that.

What did it lead to? Stress. A constant feeling of missing out. I stopped doing sports regularly, spent less time outdoors, and my body responded—tight muscles, aching joints, and a mind that felt foggy and fatigued. I was productive, yes, but I wasn’t thriving.

This year, I decided to do things differently.

You often hear stories on social media or from colleagues about how much they work. If that works for them—kudos. But for me, I’ve learned that working efficiently and with focus during work hours is far more sustainable than stretching myself thin across all hours of the day.

I now prioritize structure. I have lunch with my husband every day, followed by a walk together in nature near the campus. After that, I’m back in my lab coat, doing my own experiments while supervising students. During incubation times, I head to the office to write emails, prepare applications, and keep things moving. I don’t linger in the lunch room or take long fika breaks—not because I don’t value social time, but because I want to protect my evenings.

And those evenings? They’re sacred. Spending time with my husband is essential for me. Having a strong, supportive relationship helps me manage the stress that inevitably comes with this career path. Whether it’s cooking together, talking about our day, or simply relaxing side by side—it grounds me.

Is it still stressful? Yes. But now I have space in my life for things I love—training, nature, gardening. This summer, transforming our garden was my therapy: fresh air, movement, and a sense of accomplishment. It reminded me that rested minds are more creative. I used to feel guilty for not working constantly, but now I see that balance fuels better science.

Of course, there are times when I work late or on weekends. And yes, during my three-week vacation, I still check emails in the evenings and visit the lab to do small things—and most importantly, water my plants 😊. But I also make time for myself.

For me, it’s simple: work hard, enjoy hard. This rhythm makes me feel more whole, more present, and more motivated.

This might not resonate with everyone, and that’s okay. But if you’re feeling overwhelmed, maybe it’s worth asking: what does balance look like for you?

What do you do in your free time? How do you balance your hobbies and your work? I’d love to hear your thoughts.

How We Celebrate Wins in the Lab

Last week, we celebrated a special moment in the lab: our student Sofia officially completed her degree, and I had the joy of “crowning” her with a handmade graduation hat. Her bachelor’s thesis was accepted, and with that, she crossed the finish line of her academic journey—at least for now.

A bachelor’s thesis might be shorter than a dissertation, but that doesn’t make the achievement any less meaningful. We grow with our challenges, and every step forward deserves recognition. In science, where experiments often fail, hypotheses get contradicted, and lab work can be mentally and physically exhausting, celebrating every win is essential.

Studies gradually become more complex and demanding. Looking back, I remember how stressful it felt to finish my master’s project and prepare for the defense. At the time, it seemed overwhelming. Now, with some distance, I realize how doable it was—but only because I had grown through the process. That’s the beauty of academic work: we evolve with each task, each challenge, each success.

It’s become a personal tradition—together with Andreas Kohler—to DIY a graduation hat for every student who completes their final degree. Not everyone is still in Umeå when their degree ends, but we’ve found a way to honor their journey too: every student who finishes their stay with us receives a “Tested and Approved by Kohler Proteostasis Lab / Kohler Mito Lab” button. It’s a small but heartfelt token of appreciation for their work and growth.

So here’s to every student who made it through the long hours, the failed experiments, the revisions, and the doubts. You did it—and that deserves a crown.

A Motivation Letter That Stands Out

As someone currently reviewing applications for an open postdoc position, I’ve been reading a lot of motivation letters lately. Some are excellent. Others… could use a bit more thought. So I wanted to share a few reflections on what makes a strong motivation letter — and what to avoid.

A motivation letter (or cover letter) is your one chance to stand out from several dozen applicants. With a high number of submissions, the time spent on each letter is limited. That means your letter needs to be clear, relevant, and easy to follow — ideally structured in a way that helps the reader quickly understand who you are, why you’re applying, and what you bring to the table.

Here’s a structure that often works well:

1. What are you applying for, and who are you?
Start with a short paragraph stating the position you’re applying for and a brief introduction to your background.
Example: “I am currently completing my PhD in molecular biology at X University, where I focus on Y.”

2. Why this position and this group?
Explain what excites you about the topic and why you want to join this specific lab. Be specific. Mention a recent paper or project that caught your attention — but make sure it’s actually from the group (not a collaboration where the key method was done elsewhere). The lab’s homepage is also a great resource.

3. What do you want to learn?
Show that you’ve done your homework. What skills or knowledge are you hoping to gain? For example: “I’m particularly interested in learning more about single-cell transcriptomics and how it can be applied to study X.”

4. What can you contribute?
Do you have a specific technical skill that fits the project? Or soft skills like communication or teamwork? Add a short example.
Example: “During my PhD, I co-organized a seminar series that brought together researchers from different departments, which helped me develop strong coordination and communication skills.”

5. Use keywords from the job ad
This helps your application stand out during a quick read-through. It also shows that you’ve paid attention to the actual requirements and expectations.

6. Submit through the correct channel
If there’s an online system, use it. Personally, I only start reviewing applications after the deadline and only through the system.

Additional Tips

7. Show genuine interest
Avoid generic phrases like “I am passionate about science.” Instead, show your interest through specific examples or reflections on the group’s work.

8. Be honest and realistic
It’s okay to say you want to learn something new — just be clear about what you already know and what you hope to gain. Overpromising can backfire.

9. Proofread carefully
Typos, grammar mistakes, or formatting issues can distract from your message. Ask someone to read it over before submitting.

10. Keep the tone professional but personal
You’re writing to a future colleague, not a faceless institution. Be respectful, but let your personality and enthusiasm come through.

11. Include contact details if requested
If the job ad asks for reference persons or contact info, make sure it’s included and clearly formatted.

Terminens Ros: Celebrating Teaching Success

I am thrilled to share that I have been honored with the "Terminens Ros" award by the Biomedicine students this semester. For those unfamiliar, the "Terminens Ros" is a special recognition given by students at Umeå University to a teacher who has made a significant positive impact through their teaching and engagement. This recognition is particularly meaningful to me, not only because it comes from the students themselves but also because it marks a significant milestone in my teaching journey.

The First Full Course Responsibility

This year was my first time having full responsibility for a course. With this new role came the opportunity to implement a teaching concept that I had been passionate about. I introduced the use of Mentimeter for real-time questions and feedback, fostering an interactive and engaging learning environment. Discussions were encouraged, allowing students to voice their thoughts and deepen their understanding through dialogue.

Creating a Safe Space for Learning

One of the core elements of my teaching approach was the design of lab sessions. These labs were not just about performing experiments; they were about encouraging independence and creating a safe space where mistakes could happen. Instead of focusing on examination during the labs, I aimed to explain concepts thoroughly, ensuring that students grasped the material before the actual exams. This approach was intended to build confidence and promote a deeper understanding of the subject matter.

Learning from Experience

As with any new endeavor, not everything went perfectly. There were challenges and unexpected hurdles along the way. However, these experiences were invaluable. Together with the students' constructive feedback, we identified areas for improvement and worked collaboratively to refine the course. This iterative process of feedback and adjustment is something I am deeply committed to, and it motivates me to continually enhance the learning experience.

The Joy of Teaching

Teaching is more than just imparting knowledge; it is about inspiring and being inspired. The positive evaluations and the "Terminens Ros" award have been incredibly motivating. They remind me of the impact that a thoughtful and student-centered approach can have. The rose now sits proudly on my desk, and the diploma has a special place in my office, serving as daily reminders of the joy and fulfillment that teaching brings.

Looking Ahead

As I reflect on this past semester, I am filled with pride and excitement for the future. The journey of teaching is one of continuous learning and growth, both for the students and for myself. I am eager to build on this experience, to innovate further, and to continue creating an environment where students can thrive.

Thank you to all the students for this incredible honor. Your feedback and support are the driving forces behind my passion for teaching. I look forward to another year of learning, growth, and shared success.

Keynote talk “Academic kindness”

What an amazing day at our Department Retreat!
I was so happy when our Head of Department, Matthew Francis, asked me to talk about academic kindness this year.

I love talking about academic kindness because it is so important to me. I believe the best way to discuss a personal and sensitive topic like this is to open up and be vulnerable. I wanted to be clear from the start that this isn’t about prescribing behavior – academic kindness can be lived very differently and is a personal decision. So, I decided to share my own experiences, both positive and negative, and how they affected my wellbeing, performance, and creativity.

Before our session (here’s us just before we began), Annika from HR set the stage by recapping last year’s retreat centered around trust and respect. With over 100 people in our department, I knew this approach wouldn’t resonate with everyone, but my hope was to make kindness more visible and get it on everyone’s radar. This was the first time I took such a strong position in a public setting – it was scary, but definitely worth it.

I wrapped up by inviting everyone to reflect:

• What does academic kindness mean to you?

• How would you like your team to show it?

• What can you do?

I was overwhelmed by a wave of positive feedback. Our department has people who are willing to work together on this, and it’s incredibly motivating to see such support. I don’t expect to change academia overnight, but I’m doing my part to promote kindness in science. If you feel the same, let’s connect!

Academic Kindness in Action

There are moments in academic life that go beyond data, deadlines, and experiments—moments that remind us why we do what we do, and who we do it with. Today was one of those moments.

One of our Bachelor students had his final presentation, marking the end of his thesis work—an important milestone in any academic journey. What made this day special wasn't just his excellent presentation, but the fact that every single member of our lab team came to support him.

This might not sound extraordinary at first, but when you consider everything that was happening at the same time, it becomes truly meaningful. Experiments needed to be run. We’re in the middle of a very busy phase in the lab. One of our Erasmus students had officially finished her stay on Monday—yet she was still in Umeå and chose to come back just to be there. Another Bachelor student had her final thesis due today—and still made time to show up.

That level of support and presence is something I deeply value. When I heard last week that the whole team had planned to attend, it genuinely made my day.

These small, quiet gestures—showing up, clapping, offering a few words of encouragement—are what I think of when I talk about academic kindness. It’s not always grand or loud, but it matters. It builds trust, connection, and a culture where people feel seen and supported.

Academic environments can be competitive, isolating, or overly focused on performance. But it doesn't have to be that way. We can choose to foster cultures where kindness, encouragement, and celebration are the norm. Where we don’t just work together, but we show up for each other—even, and especially, when it’s not required.

Final presentations are a big deal. They are the culmination of months of effort, growth, and learning. I believe they deserve to be celebrated. And I am more than proud that my team shares this belief.

What Is Academic Kindness—and Why Does It Matter to Me?

Academic kindness means different things to different people. For me, it’s not about being overly permissive or avoiding hard conversations. It’s about being clear, fair, and respectful. It’s about holding high standards while recognizing the humanity of the people we work with. It’s about setting boundaries and being supportive—not either/or. In short, it’s about cultivating an environment where people can thrive, not just survive.

As a principal investigator, I see kindness not as a “nice-to-have” or a personal trait, but as a deliberate practice—a leadership value that shapes how we build teams, mentor others, and conduct our science. I believe that psychological safety is essential for excellence. People do their best work when they feel safe to speak up, ask questions, challenge assumptions, and admit when they don’t know something. That kind of openness doesn’t happen by accident; it takes intention, trust, and consistency.

In our lab, we try to embody these values in practical ways. One example is our lab culture document. It outlines our shared expectations, how we communicate, and what kind of environment we’re trying to create. Every new member reads it, and more importantly, has the opportunity to suggest edits. We revisit it together regularly—not as a box-ticking exercise, but as a living agreement that evolves as we do.

When I make decisions—whether about projects, authorship, or timelines—I try to explain the “why” behind them and invite input. While the final call often rests with me, I want everyone in the lab to feel heard and respected. Leadership, to me, isn’t about having all the answers—it’s about listening carefully, making thoughtful choices, and creating space for others to contribute meaningfully.

One practice I’ve found especially helpful is stepping back when I feel frustration or anger—particularly in moments that don’t require an immediate response. Instead of reacting on impulse, I take time to reflect: Why did that upset me? What expectations weren’t met? What might the other person be experiencing? This doesn’t mean avoiding difficult conversations—it means approaching them with care. I’ll often follow up with a conversation where I explain my perspective, listen actively, and focus on what we can learn or do differently moving forward. It’s not always easy—especially on busy, high-pressure days—but I’ve found that this approach builds trust and mutual understanding over time.

Of course, things don’t always go smoothly. Mistakes happen. Misunderstandings occur. But I’m proud to work with a team that shares a commitment to honest, respectful dialogue and a culture of continuous growth.

In light of Mental Health Awareness Week (starting May 19), I’ve been reflecting more deeply on what academic kindness really looks like in day-to-day practice. It’s not about being endlessly agreeable or soft-spoken. It’s about creating a climate where people can be themselves, take intellectual risks, and feel supported through both successes and setbacks. It’s about treating each other like whole people, not just producers of data or lines on a CV.

Academic kindness is not just about being “nice”—it’s about building a system where we can all do better science, better mentoring, and better living. That’s how we grow. That’s how we lead. And that’s how we care for one another.

I’d love to hear your thoughts—what does academic kindness mean to you?

What makes a good scientific discussion?

After our first session on how to do a scientific presentation, covering the dos and don’ts, we now want to put it into practice. We have our common group meeting with the Kohler MitoLab. Both of us, when starting the lab, were so excited about scientific discussions – we used to discuss science all the time and were looking forward to bringing in complementary expertise from our group members to boost the projects.

It's much easier to notice mistakes in others' presentations than in our own—our blind spots make self-evaluation harder. That's why, during our scientific talk group meetings, we developed a checklist to help presenters critically assess their own work. The checklist includes key points such as clearly stating your hypothesis before presenting results, explaining all figures thoroughly, tying conclusions back to your hypothesis, and delivering a clear take-home message. It's designed as a tool for self-reflection and improvement.I would be

We are also working on the other side – I want to have my team become great scientists who are critical and eager to think deeply into a project. First of all, we made sure that we have a safe space. We also encourage our bachelor students to ask if they did not completely understand something – our more senior members are already and will do practical supervision, so clear explanations are an important skill. That’s a win-win situation!

We also need to emphasize that a critique on the project is not a critique on the person – we rather help if we see limitations and tell them early on. Otherwise, some years later, reviewers might ask the same. More critical people help us avoid blind spots. However, it is sometimes difficult to know what you could ask. Especially for our younger team members, we are trying something new. We developed a sheet with guiding questions – suggestions that they can think about and try to find in the presentation. Examples are: which method did I find especially interesting or clever? Is there a graph or table I’d ask for more detail on? What question would I ask to link it to my own interests or other topics?

I am convinced that critical scientific thinking is a skill that can be learned, and we are here for that. With this, we hope to get all our team members more into the scientific thinking world.

Would be interested to hear – how do you get scientific discussions going in the group meeting? And how do you help your team members to think more critically?

Academic Kindness and the Journey to Group Leadership

I’m still in Graz for a little longer, heading back to Umeå tomorrow — but I’m already feeling so grateful and full of energy after these past two days.

These were the first events I was invited to as a speaker/panel member, and that honestly means a lot to me. Huge thanks to Johanna Stadlbauer from the PostDoc Office for the trust, the warm welcome, and for creating such a thoughtful and supportive space. We connected instantly, and it really made these days special.

Yesterday, I joined the PostDoc Office Annual Event as a panel member, and today I gave a workshop on the path from postdoc to group leader. I shared my thoughts on academic kindness, and also told my very real story — with rejections, failed applications, uncertainty, and all the messy parts that are often left out.

Everything was so well organized: I got a lovely goodie bag, a reserved seat, the food was amazing, and the whole team was incredibly kind and helpful.

The discussions were open, inspiring, and full of honesty — time just flew. I'm heading home tomorrow with new connections, fresh ideas, and a lot of motivation.

And it was just really lovely to be back in Graz again.

🔗 Prepare and be courageous – Tipps und Tricks für den Weg zur Gruppenleitung

🔗 Exploring Collegiality – Good Leadership and Kindness in Academia

Inspiring the Next Generation of Scientists

This week has been an "outreach" week for me, filled with opportunities to engage with young minds and share my passion for science.

On Monday and Tuesday, I had the privilege of being part of the jury for "UngaForskare," a fantastic event where high school students presented their scientific projects. It was truly exciting to see these innovative projects and discuss them with such passionate young minds. Their enthusiasm and creativity were inspiring, and it was a joy to be part of their journey.

From Wednesday to Friday, I am virtually visiting school classes as part of LånaEnForskare to talk about our science and what it's like to be a researcher. Two out of three sessions are done – tomorrow is the finale! These sessions have been a wonderful opportunity to connect with students, share insights about the scientific process, and hopefully ignite a spark of curiosity and interest in the field of science.

So, why do I do this?

On one hand, I believe it's incredibly important to engage in outreach activities and encourage young people to love science. It brings me immense joy to see their eyes light up with interest and excitement. Inspiring the next generation of scientists is a responsibility I take seriously, and it's rewarding to know that I might be making a difference in their lives.

On the other hand, I conduct these talks in Swedish. While I aim to become fluent as Sweden is my new home, being a full-time group leader makes studying Swedish quite challenging. So, forcing myself to speak Swedish and give lectures helps me improve. It's a win-win situation – I get to practice my language skills while doing something I love.

Outreach is not only vital for inspiring the next generation but also a fantastic opportunity for me to practice my Swedish. It's a reminder that learning and growth are continuous processes, and every interaction is a chance to improve.

Thank you for following along on this journey. Let's continue to inspire and be inspired!

Our Lab Receives Generous Funding!

I woke up today to an email with incredibly positive news: our lab has received very generous funding for a postdoctoral researcher from Kempestiftelserna! This funding will significantly elevate our robotic screening unit and help us advance our unbiased analyses.

This news comes at a particularly meaningful time for me. Recently, we've faced a series of challenges and setbacks, making this achievement feel even more rewarding. I feel humbled and grateful for this opportunity to push our research forward and make impactful contributions to the scientific community.

Our lab has always been dedicated to innovation and excellence, and this funding will allow us to continue striving towards these goals. The support from Kempestiftelserna is not just a financial boost; it's a vote of confidence in our work and our vision. It reinforces the importance of perseverance and resilience in the face of adversity.

With this new funding, we are excited to expand our team and bring in a talented postdoctoral researcher who will help us drive our projects to new heights. If you are on the market, happy to connect and stay tuned for more information about this opportunity.

Scientific Presentations: The Good, The Bad, The Ugly

Today, my husband's group and my group kicked off a mini-series focused on scientific presentation styles with our group members. We explored how presentation slides should be designed, what they should contain, and what to avoid. I firmly believe that no matter how thrilling your project is, if you don't connect with your audience and convey your excitement, you've lost them—this is the classic "death by PowerPoint."

Instead of delivering a traditional lecture, we encouraged reflection and guided our members to discover their own presentation styles. We sparked discussions by showcasing example slides from our own presentations, ranging from our master's studies to PhDs and current work. There were definitely some "gems" on how not to do it, but it also highlighted how presentation style can make or break a project. There's no one right way to present—it has to fit your personal style.

A big part of supervision is helping our team members develop their skills and confidence to navigate the academic world. Our experienced lab members did a great job analyzing, but I am also extremely proud of our newest team members, our current bachelor's students. They joined the discussion and voiced their own opinions. It was a real discussion between our team members, and that was delightful to see! It was a fun and engaging session, especially seeing some of my own examples that were really, really questionable (though I was really proud of them in 2017 😄).

Reflecting on the session, I realized how crucial it is to foster an environment where everyone feels comfortable sharing their thoughts and ideas. Supervision isn't just about guiding research; it's about nurturing growth and confidence. By encouraging open discussions and allowing team members to express their opinions, we help them develop critical thinking skills and the ability to navigate the complexities of the academic world.

Seeing our bachelor's students actively participate and contribute to the discussion was particularly rewarding. It reminded me that effective supervision involves recognizing and valuing the input of all team members, regardless of their experience level. Their fresh perspectives often bring new insights and ideas that can enrich the entire group's understanding.

In the end, the session was a great reminder that scientific presentations are not just about conveying information—they're about connecting with your audience and making them feel your excitement. There's no one-size-fits-all approach, and finding your own style is key to delivering impactful presentations.

Embracing academic kindness for scientific excellence

I recently completed a fantastic and thought-provoking course: Resolving Conflicts in Research - Leadership Skills for a Harmonious Team by Leadership Sculptor. This experience has been transformative, providing me with valuable tools to handle conflicts constructively.

Conflicts are challenging and often drain the energy of the parties involved. Depending on their size, they can also affect those around them. Ignoring conflicts is not an effective approach, as they can grow bigger and bigger until the all-destruction-I-do-not-care mode is switched on. This course has taught me the importance of catching conflicts in their early phases and addressing them constructively.

In some aspects, my inner voice was right, and for other situations, I now have valuable tools to navigate them effectively. The course also covered essential negotiation skills and strategies to build high-performing teams. I firmly believe that the best performance is achieved when a positive atmosphere and support are provided.

When humans interact, there are misunderstandings, miscommunication, and conflicts. I am convinced that it is the responsibility of a group leader to not only lead by example but also have strategies on hand that make the life of our groups easier. Clear communication and respect are keys for me, personally.

For me, scientific excellence is not just about achieving great results but also about how we achieve them. I believe in leading with academic kindness, fostering a supportive and harmonious work environment where everyone feels valued and respected. A positive team dynamic is crucial for innovation and productivity. By promoting clear communication, mutual respect, and understanding, we can create an environment where everyone can thrive and contribute to our collective success.

In conclusion, this course has reinforced my belief that leadership is not just about guiding a team towards scientific excellence but also about ensuring that the journey is marked by kindness, respect, and support. I am committed to applying these principles in my leadership approach and fostering a culture of academic kindness in my team.

Grant success to end the academic year

As the year comes to a close, I am very happy to share some wonderful news: we have received continuing support from the Konung Gustaf V:s och Drottning Victorias Stiftelse! This generous contribution will be used to perform some great high-throughput screens next year, propelling our project forward.

Securing funding in the academic world is no easy feat. The process of applying for grants can be incredibly challenging and often comes with its fair share of rejections. Each “no” can feel like a setback, but it’s important to remember that every rejection is a step closer to success. Persistence is key. Every application, whether successful or not, is an opportunity to refine your ideas and strengthen your resolve.

This recent support is a testament to the importance of pushing through those challenges. It’s a reminder that perseverance pays off, and that the hard work and dedication we put into our research do not go unnoticed.

As we look ahead to the new year, I am filled with optimism and gratitude. This support not only fuels our immediate goals but also reinforces the belief that our efforts are making a difference. It’s a positive way to end this academic year and a motivating start to the next.

Thank you to everyone who has been part of this journey. Let’s continue to push boundaries, embrace challenges, and celebrate our achievements, big and small.

Exciting Times Ahead: A Major Milestone for Our Lab!

🌟 I am beyond excited to share some fantastic news with you all! This week marks a significant milestone for our lab as we finally install the biggest, most expensive, and most central piece of equipment we’ve ever acquired. After months of procurement, planning, and construction, it has arrived in its (huge) box from overseas! 📦

The Journey to This Moment

When things take longer than expected, it can be hard to stay patient. But the wait is finally over, and I couldn’t be more thrilled! This journey has been a testament to the dedication and hard work of everyone involved. From the initial stages of procurement to the meticulous planning and construction, every step has brought us closer to this moment.

Gratitude and Support

A huge thank you to #Kempestiftelserna for funding this equipment and supporting our lab’s #ResearchVision! As a #NewPI, it’s challenging to convince our academic community of a new idea, and this support is incredibly helpful and encouraging. Receiving grant money for a new application idea, especially when starting out, means so much. This support not only validates our vision but also empowers us to push the boundaries of our research.

What’s Next?

We have an exciting week ahead with a two-day installation followed by three days of intensive training. This new robotic power will significantly enhance our capabilities and open up new avenues for exploration and discovery. I am immensely grateful for the opportunity to advance our research with such cutting-edge technology.

Stay Tuned!

Stay tuned for some cool (and crazy) results! 🤖✨ Visit us to see how this thing looks after being unboxed. We can’t wait to share the amazing outcomes and breakthroughs that this new equipment will help us achieve.

First publication of the lab

Better Together: Interorganellar Communication in the Regulation of Proteostasis

I’m thrilled to announce the publication of our latest review, “Better Together: Interorganellar Communication in the Regulation of Proteostasis,” in the journal Contact CTC. This marks the first publication from our lab and my first corresponding review, making it a significant milestone for us.

In this review, we explore the intricate network of chaperones and folding factors that maintain a functional proteome, which is essential for cellular life. Unlike traditional views that isolate proteostatic mechanisms within individual organelles, our review highlights how these processes are interconnected across organellar borders. This interorganellar communication occurs through signaling processes or direct associations via contact sites.

For those interested in the detailed mechanisms and the broader implications of our findings, you can read the full article here

“The Lab Turns 1” Potluck

Last weekend, Andreas and I had the pleasure of inviting current and former lab members for a small potluck and birthday party to celebrate our lab’s first anniversary. It was a wonderful occasion filled with great food, happy times, and a sense of camaraderie that made the time fly by.

I absolutely love hosting events like this. They provide a fantastic opportunity for our team members to come together and simply enjoy each other’s company. These gatherings play a crucial role in fostering happy and healthy group dynamics, which in turn helps create a positive lab environment.

It feels surreal that the lab is already one year old. The time has flown by, and while I’m thrilled with the journey, it hasn’t been without its challenges. Some parts were much harder than I had ever anticipated, while others were very manageable – but nothing was easy. I’m proud of the many things that have worked out as planned. We successfully built up the lab, welcomed our first students in March, and got our main methods up and running. However, some tasks were definitely harder and slower than I expected. Starting a group comes with a myriad of tasks, making it difficult to balance my time effectively. Securing funding to get the lab running was a significant achievement, but not all grant applications were successful. The lab is functioning well, but we still face challenges.

Reflecting on my own expectations and immediate goals often makes me nervous, especially when considering to-do lists and things I could or should have done differently. Relaxing after a day of doing my best, yet not completing everything I planned, is challenging. I tend to focus on the negatives, which is something I’m actively working on.

As a group leader, I strive to be a role model and demonstrate how science can thrive with kindness in academia. Despite setbacks and hurdles, academic kindness remains a central aim for me. On this Sunday, I was simply happy to see our team members working together, performing well, and I am excited to continue our scientific journey with them. I also look forward to welcoming new members who bring fresh perspectives.

Låna en forskare initiative

Today, I had the incredible opportunity to participate in the Låna en forskare initiative, where I shared “En dag i en forskares liv” (A Day in the Life of a Scientist) with students for the very first time. This experience was both thrilling and rewarding, and I’m so glad I took part in it.

During the session, I presented online and included some videos of my work in the lab to give the students a real glimpse into the daily life of a scientist. I also explained why we do our work, incorporating age-appropriate comparisons to make the concepts more relatable. It was wonderful to see their curiosity and enthusiasm. In the end, the students engaged in a lively discussion about their perceptions of what a scientist is and what they had learned from the session.

I had a lot of fun preparing the presentation, taking videos and photos while working in the lab to make it as engaging as possible. Participating in this initiative has reinforced my belief in the importance of science education and outreach. It’s crucial to inspire the next generation and show them the exciting possibilities within the field of science.

Looking forward to more opportunities to share and inspire!