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Tweetable abstract Mitochondrial transplantation has been used to treat various diseases associated with mitochondrial dysfunction. Here, we highlight the considerations in quality control mechanisms that should be considered in the context of mitochondrial transplantation. 

Abstract Junior faculty mentoring committees have important roles in ensuring that faculty thrive and adjust to their new positions and institutions. Here, we describe the purpose, structure, and benefits of junior faculty mentoring committees, which can be a powerful tool for early‐career academic investigators in science, technology, engineering, mathematics, and medical (STEMM) fields. There is a paucity of information about what mentoring committees are, how to use them effectively, what areas they should evaluate, and how they can most successfully help junior faculty progress in their careers. This work offers guidance for both junior faculty mentees and mentoring committee members on how to best structure and utilize mentoring committees to promote junior faculty success. A better understanding of the intricacies of the mentoring committee will allow junior faculty members to self‐advocate and will equip committee mentors with tools to ensure that junior faculty are successful in thriving in academia. 

Tweetable abstract This perspective considers several avenues for future research on mitochondrial dynamics, stress, and DNA in outer space. 

Abstract Qualifying exams and thesis committees are crucial components of a PhD candidate's journey. However, many candidates have trouble navigating these milestones and knowing what to expect. This article provides advice on meeting the requirements of the qualifying exam, understanding its format and components, choosing effective preparation strategies, retaking the qualifying exam, if necessary, and selecting a thesis committee, all while maintaining one's mental health. This comprehensive guide addresses components of the graduate school process that are often neglected. 

Abstract A first‐generation college student is typically defined as a student whose biological parent(s) or guardian(s) never attended college or who started but did not finish college. However, “first‐generation” can represent diverse family education situations. The first‐generation student community is a multifaceted, and intersectional group of individuals who frequently lack educational/financial resources to succeed and, consequently, require supportive environments with rigorous mentorship. However, first‐generation students often do not make their identity as first‐generation students known to others due to several psychosocial and academic factors. Therefore, they are often “invisible minorities” in higher education. In this paper, we describe the diverse family situations of first‐generation students, further define “first‐generation,” and suggest five actions that first‐generation trainees at the undergraduate/graduate stages can engage in to succeed in an academic climate. We also provide suggestions for mentors to accommodate first‐generation students' unique experiences and equip them with tools to deliver intentional mentoring practices. We hope that this paper will help promote first‐generation student success throughout the academic pipeline.