Dr. Dianne Laboy Cintrón

In celebration of National Hispanic Heritage Month, we honor the lives and work of Hispanic scientists who have made significant contributions to our understanding of health and disease. Their dedication and determination serve as an inspiration to aspiring young scientists.

Dr. Dianne Laboy Cintrón is a graduate student in the laboratory of Dr. Nadav Ahituv at the University of California San Francisco (UCSF). A Puerto Rican native, Dianne moved to the mainland United States during high school, where she found a place of belonging in science. She has enjoyed the support of several mentors throughout her journey and equally enjoys paying it forward to other young scientists. As she has just successfully defended her PhD thesis, she hopes to bring her skills to the industry.

…Although I could speak [English], I did not use it as a first language. But something that made me very comfortable was math and science, and I think that’s a really beautiful aspect about science— it’s able to transcend cultures and language barriers.

Dr. Dianne Laboy Cintrón

Let’s start by learning about you and your research.

I am a PhD student in the laboratory of Dr. Nadav Ahituv at UCSF. The research in the Ahituv Lab focuses on understanding areas of the genome that do not code for protein, also known as noncoding DNA, which represents about 98% of the human genome. Because I've always been interested in neurons, my research mainly focuses on trying to understand noncoding DNA in neurons.

Our lab developed a tool known as Massively Parallel Reporter Assays (MPRAs), which allows us to test thousands of sequences for regulatory activity. Doing this we're able to tell if an area of the noncoding genome that we're interested in has a function for activating gene expression or not. This technique gives both a functional and a quantitative readout, to use for any research question and with many models.

Noncoding DNA is so interesting! When you started your PhD research, what question or challenge did you set out to address?

When I was an undergraduate, I started learning about genetics and fell in love with it. One of the things that I was really excited about was “junk DNA,” so I looked into it and learned that scientists refer to it as noncoding DNA.

I spent some time in Dr. Heather Mefford’s lab, which is a clinical genetics lab focused on identifying genes associated with epileptic encephalopathies. There, I realized that there are so many rare diseases that we don't know the genetic basis for because the genetic diversity that differentiates humans lies in noncoding DNA. So I became fascinated with trying to understand how it functions and learn the grammatical rules of this area of the genome. That's what led me to want to pursue a PhD and join the lab of Dr. Nadav Ahituv.

I like how you describe it as “grammatical rules”—I’ve never heard it described that way before. How do you explain the importance of your research to people who aren't familiar with noncoding DNA?

We're in an era where there have been large advancements of genetic therapies, so an understanding of genetics is really important to the general public. It really goes back to having a good understanding of basic biology and identifying what mutations can lead to disease, because understanding those mechanisms are essential for developing therapeutics in the future.

And how do you think your research will contribute to the broader research community?

In the early 2000s, when we finally sequenced the human genome, I think a lot of scientists thought that we would quickly address a lot of health challenges. But we soon realized that understanding the genome is really a complex endeavor, and despite over 24 years of research trying to understand what the sequences mean, there's still a lot unknown.

Something key in my work is the Encyclopedia of DNA (ENCODE) project, which also consists of publicly available data. Our lab was actually part of the ENCODE project, and part of my work contributed to the last pieces of data for this project. Since a lot of changes to the DNA occur in noncoding regions, I think providing data to other people so we can collectively understand how exactly the noncoding genome works is really important. This is why the data that we generate in the lab is made publicly available.

That’s a really important and exciting project to be a part of. Are there any specific discoveries or technological advances that have made your research possible?

Sequencing technologies and how fast they have been developed have really made my PhD journey way smoother than for other scientists before me. The cost of sequencing has also improved. When we first sequenced the genome, it was very expensive, but the cost has dramatically decreased since then.

A large consortium of government-funded projects has also led to a lot of publicly available data, which has been huge for me. I mentioned the ENCODE Project, but there are others, like the Functional Annotation of the Mammalian Genome (FANTOM) Project, the NIH Roadmap Epigenomics Mapping Consortium, and the Genomics of Gene Regulation Project. I think the collaboration that has happened to produce these massive amounts of publicly accessible data has been huge for our field.

It sounds like a really exciting field that has grown so much and will continue to grow. What do you find the most rewarding thing about working in your field?

One of the really cool things that I enjoy about my work is that you can apply these tools to any topic in biology, because once you understand the genome, you’re not limited to just one field of exploration. In our lab, we're looking at a variety of diseases, from Alzheimer’s to cancer to rare diseases, but we’re all using the same tools to look at the noncoding genome. In science, there will be projects that succeed and others that don't, and being in this field allows one to switch topics when something is not working but still use the same techniques. I think that's really exciting.

Were there any hobbies or interests that you had when you were younger that guided you toward where you are right now?

I moved from Puerto Rico to the state of Washington in 2012 as a high school student. When I first arrived, there were so many complex things. I got the lowest score in US history and English was challenging—although I could speak it, I did not use it as a first language. But something that made me very comfortable was math and science, and I think that’s a really beautiful aspect about science— it’s able to transcend cultures and language barriers. I joined Science Olympiad, a science club for high school students that offers a range of competitions in engineering and science, and that's where I found my home. I did one of the competitions, called “Designer Genes,” which led me to the path I’m currently in.

As an immigrant in the U.S. myself, I know exactly what you mean about fitting in. It can be so intimidating to navigate, especially when English isn’t your first language. Did you have any mentors or people that guided you along the way and made your path easier?

Right out of high school I did an internship program at the University of Washington called the Genomics Outreach for Minorities (GenOM) Project. This project brings in students from underrepresented backgrounds to take classes and participate in research. I worked in Dr. Takato Imaizumi’s lab, where I was mentored by a postdoc, Dr. Akana Kubota. They taught me everything I know about science. Also, the person who ran the program, Lisa Peterson, was a huge advocate for us students, and we called her our mom-away-from-home.

Key to my decision to continue on the path of genetics was my time in Dr. Heather Mefford’s lab and the mentorship I received from Dr. Alison Muir there. My Introduction to Biology professor, Dr. Scott Freeman, was also a great mentor and is a pioneer in science education. He advocated for all students and how to teach science inclusively. I also did a summer internship at the Broad Institute as part of the Broad Summer Research Program. For a Puerto Rican kid that grew up in Washington, going to Boston and being in the presence of the giants of science was a very amazing experience.

I was also part of the Ronald E. McNair Scholars Program, which helps students from underrepresented backgrounds get into graduate school, and they were essential for not just applying but also for providing financial support.

Were any of your mentors Hispanic scientists that you especially looked up to?

Absolutely. I had a peer mentor at the University of Washington who was a part of the Society for the Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS). Her name is Dr. Arianna Gomez and she always advocated for scientists of color. In Puerto Rico, I knew of Dr. Mónica Feliú Mójer who leads Ciencia Puerto Rico and has done so much work to advance science there and take it to the community, and I really admire her for that. I also really look up to my mentor Dr. Gisselle Vélez-Ruiz.

It’s incredible to hear how much support you had at every step of the way of your academic career. You’re still a student yourself but you’ll be graduating soon. Have you had the opportunity to mentor underrepresented students like yourself?

A lot of students that are interested in graduate school have reached out to me, and I enjoy talking to them. I remember thinking that graduate school seemed very scary, something that only the smartest people in the world do. But throughout my journey to graduate school, many people told me “you're qualified for this, you're working hard, you have the skills, and if you put in the effort you can apply to graduate school.” I really want to pay it back to show people that they can do it too, it doesn't matter what your background is. So, when students reach out to me, I'm always happy to sit down and talk to them. I have also sat in a lot of panels to get that information to a broad amount of people through SACNAS.

So, from a student’s perspective, what do you think professors and other research professionals can do to support underrepresented students in STEM?

I love this question. I think the way that we teach science at the undergraduate level leads to a lot of inequalities, and sadly, a lot of people that are interested in science end up leaving. In undergrad I contributed to a research project looking at active learning interventions versus lecture-based learning in science classes. We saw that in all classrooms where active learning was implemented, the achievement gaps between students from underrepresented backgrounds significantly decreased. This data showed that when you teach inclusively, with respect and dignity, and when you communicate the confidence that you have in your students’ ability to learn a topic, it dramatically decreases achievement gaps.

It would be great if all professors took this approach, but we know that there is still a lot of work to be done. Have you faced any challenges during your journey that required you to advocate for yourself?

In Puerto Rico, teachers, scientists, lawyers, everybody I saw was Puerto Rican. Then when I came to the US, I couldn’t understand why there were so many disparities in terms of people of color in science and many other disciplines. That’s when my imposter syndrome started, and I think that has been one of the biggest challenges I’ve faced, which is something people from underrepresented backgrounds face.

I've really tried to focus on the positive and tried to find the spaces that affirm that I belong in science. Those spaces include organizations like SACNAS and others that promote diversity in STEM. I’ve also actively sought out mentors and other students that affirm my experiences and support my journey.

It can be really intimidating to advocate for yourself when times get challenging. What advice would you give to other students like yourself that may be struggling?

I would advise them to rely on their communities. One of the reasons why I chose to come to UCSF was because during the interview, the people that were going to be my peers seemed very genuine and kind and smart. And when there were challenges, I always went back to the affirming, welcoming, and inclusive people that I could talk through problems with. When I talk to young students, I always tell them that when they're picking a Graduate School, they must think about not only the place that they're going to thrive as a scientist, but also the place where they will survive as a person of color, as an underrepresented person, as a first-generation student in science.

One of the fun parts about community is also sharing our unique heritage with one another. Are there certain aspects of your Hispanic heritage that you especially enjoy sharing with your scientific community?

The aspect of my heritage that I enjoy the most is how community-oriented we are. I was raised with the belief that in your community, if someone succeeds, you succeed too. I also love food and Puerto Ricans have really good food. My favorite food is plantains, which are really versatile. You can make mofongo, tostones, or pastelón; you can make sweet or savory. Any time I have friends over or bring something to work, I'll make something with plantains, because people always love it.

Are there specific ways other people around you celebrate Hispanic heritage?

At UCSF there are a lot of events to celebrate Hispanic Heritage Month. Food really unites us: students host cooking nights, the cafeteria creates special menus. We also talk with each other about being Hispanic, about all the Latino countries and our different flags, our different accents, and what makes us similar or different. It's a month to reflect on all the people that have paved the way for us to be able to celebrate.

Speaking of Hispanic Heritage Month, is there anything specific you’d like to share about this special time as a STEM researcher?

I would like to give a shout-out to the SACNAS community because they really advocate for Hispanics, Chicanos, Latinos, and Native Americans in the sciences. Being part of the SACNAS community has been one of my most rewarding experiences. And everybody is welcome, you don’t have to be Latinx or Hispanic to be part of it, so if there is any undergrad or graduate student feeling lonely and looking for a community, SACNAS is a great option. It's really where science and culture meet each other; when I attended my first SACNAS conference in 2016 it felt so good to just see a room full of students of all backgrounds.

You just defended your PhD thesis. As you reflect on that, what does your ideal future look like?

I’ve been thinking about this a lot. For the longest time I wanted a career in academia, but being in academia has been really challenging at times and I’ve started looking at other areas like project management or science education. After talking to a lot of people, I think I want to do a little bit more science and I’m interested in translating the things I’ve learned in academia into industry and seeing how that unfolds. So, I’m looking at scientist positions in biotech. And in the future, I would be really interested in working with patient advocate groups as a scientist or scientist advisor.