Tiffany Lowe-Power stands with Minnesota

@tlowepower.bsky.social

2942 Followers 1737 Following

I study how bacteria kill plants. Interested across biological scales: molecular 🧬, cellular🦠, organismal 🧫, ecological 🥀🌍, and evolutionary 🧬. Optimistic pessimist: The world is dark, so how can we slow the decline?

End of episode 50 eruption at Kilauea

Text message saying "Dr. Pathologist, Help! What killed my pepper plant!? I think it's Southern blight...." With photos showing textbook signs of Sclerotium

Pears in bags of run off water

Blast hits for EPS genes across Ralstonia genus

Protester holding up fist

Protest sign saying freedom of life

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"It is essential that all postdoc supervisors and mentors are familiar with the terms of the Postdoctoral Scholars’ labor agreement, which affirms that “adequate opportunities for professional development are essential and that a reasonable portion of paid work time will be allocated to professional development activities” (Article 20).

Postdoctoral scholars are not merely temporary research staff—they are emerging professionals in a critical phase of their career development. Their time at UC Davis should empower them to build the skills, networks, and experience necessary for future success, whether in academia, industry, government, or beyond. The University of California formally recognizes their right to pursue professional development activities during paid work time, reflecting our broader commitment to their growth.

As a mentor, you play a pivotal role in ensuring postdocs thrive. We ask that you actively support your postdoctoral scholars by:

Allocating time – Provide sufficient paid time for participation in career and professional development activities, including workshops, conferences, and courses.
Facilitating resources – Where possible, help identify and secure funding for these opportunities, such as registration fees and travel costs. External grants and fellowships can be invaluable in expanding access to these experiences.
Fostering mentorship – Maintain regular, open dialogue about research progress, career aspirations, and developmental goals.
Encouraging initiative – Empower postdocs to pursue new opportunities and build professional networks that will sustain their long-term success.

When postdocs are supported in developing their professional skills, everyone benefits—the quality of our research, the vibrancy of our academic community, and the broader impact of UC Davis as a leader in discovery and innovation."

he Department of Plant Pathology at the University of California, Davis is seeking applications for a fulltime, tenure-track Assistant Professor position in Mycology, with a focus on plant pathogenic, symbiotic,
or mycotoxigenic fungi and fungal-like organisms (e.g., oomycetes). We are looking for a highly
motivated and creative scientist with a strong background in mycology and/or the biology of fungi and
fungal-like organisms that interact with plants. The successful candidate will be expected to develop a
world-class, externally funded research program that integrates both fundamental and applied aspects
of fungal biology within the context of plant pathology. We welcome applicants pursuing a wide range
of research topics related to plant-associated fungi, including but not limited to mechanisms of fungal
pathogenesis or symbiosis with plants, population genomics and evolution of fungal plant pathogens,
plant-associated fungal microbiomes and plant-microbe interactions, and/or one health approaches to
fungal diseases and antifungal resistance. Applicants working in other relevant research areas involving
pathogenic, symbiotic, or mycotoxigenic fungi or fungal-like organisms that affect plant health are also
encouraged to apply. The successful candidate will have significant opportunities for collaboration with
faculty in plant pathology, microbiology, genomics, and agricultural sciences, and to contribute to
addressing issues of importance to California’s agricultural and natural ecosystems.
The appointee primary teaching responsibilities will be teaching Introductory Mycology, an upperdivision lab class, and SAS 30, Mushroom, Molds & Society, a general education class for non-majors.
Additional graduate and undergraduate teaching responsibilities may be assigned based on
departmental needs and the candidate’s expertise. The department offers modern instructional
facilities, including a newly renovated teaching laboratory.

RSSC diversity and distribution by host (Case Study: Banana/Plantain Family).
A) Reactive information boxes summarize the filtered data: 709 isolates, 61 sources, 26 countries, and 4 unique host species. B) The map shows the geographic distribution of reported entries isolated from Musaceae hosts. C) Phylotype abundance per Musa species (count). D) Phylotype abundance by country (count). E) Phylotype abundance by continent (count).

RSSC diversity and distribution by location (Case Study: Africa).
A) Reactive information boxes summarize the filtered data: 2,449 isolates, 82 sources, 36 countries, and 70 unique host species. B) The map shows the reported geographic distribution of RSSC isolated in Africa. C) Phylotype abundance by host species (count). D) Phylotype abundance by host species (proportion). E) Phylotype abundance by country (count).

RSSC diversity and distribution by lineage (Case Study: IIB-1 and IIB-2).
A) Reactive information boxes summarize the filtered data: 1,834 isolates, 70 sources, 62 countries, and 24 unique host species. B) The map shows the reported geographic distribution of IIB-1 and IIB-2 isolates. C) IIB-1 and IIB-2 abundance by host species (count). D) IIB-1 and IIB-2 abundance by country (count). E) IIB-1 and IIB-2 abundance by continent (count).