ALS and the Search for Answers: Ariel Nieves Investigates How the Disease Begins and Spreads

Why do some brain cells succumb to disease while others remain unaffected? And how does a neurodegenerative condition move through the intricate circuitry of the brain?

These are the kinds of questions that drive the research of Ariel Nieves, a PhD student in Stony Brook University's Department of Neurobiology and Behavior. Working in the laboratory of Roger Sher, Nieves studies Amyotrophic Lateral Sclerosis (ALS), a devastating neurodegenerative disease that affects nerve cells in the brain and spinal cord

Her research focuses on understanding how ALS begins and how it spreads through neural networks. By modeling the disease in neurons and analyzing how different genetic mutations affect the brain, Nieves hopes to uncover the mechanisms that drive the rapid progression of ALS.

"ALS is a condition where motor neurons in the brain and spinal cord begin to die," Nieves said. "Most cases are actually sporadic, meaning we don't know exactly what triggers them. I'm interested in understanding what might be sufficient to start the disease and what factors contribute to how it spreads through the brain."

Modeling a Complex Disease

ALS, also known as Lou Gehrig's disease, leads to progressive loss of muscle control and typically advances quickly after diagnosis. While some forms are linked to inherited genetic mutations, the majority of cases occur without a clear cause.

In the Sher Lab, researchers use both animal and cellular models to recreate aspects of the disease and examine its effects at the level of individual cells and neural networks.

Nieves' project focuses on identifying patterns in how ALS-related pathology moves through the brain's interconnected circuitry. By comparing multiple genetic variants of ALS in experimental models, she can observe how different mutations affect distinct brain regions.

"One of the most exciting things we've seen is that different genetic mutations seem to affect different brain areas, even when the disease starts in the same place," she said. "That suggests there may be unique pathways through which the disease spreads."

Understanding those pathways could eventually help researchers identify new therapeutic targets that slow disease progression rather than simply managing symptoms.

From Psychology to Neuroscience

Nieves did not originally set out to become a neuroscientist. As an undergraduate psychology major studying biopsychology, she was initially interested in the relationship between brain activity and behavior.

Over time, her curiosity shifted toward the biological mechanisms underlying those behaviors.

"I became more interested in the 'how,'" she said. "What are the mechanisms underneath behavior or disease?"

Encouraged by a mentor who welcomed her curiosity and supported her development as a researcher, Nieves began exploring neuroscience more deeply. That mentorship ultimately helped guide her toward doctoral training.

At Stony Brook, graduate students in the neuroscience program complete research rotations in multiple laboratories before selecting a dissertation lab. Although she had not originally planned to study ALS, conversations with faculty and students led her to explore Sher's research.

"After reading some of the papers and talking with Dr. Sher about his work, I felt this spark of curiosity," she said. "Those moments where you suddenly think, 'I feel like a scientist and I want to get my hands into this.'"

Learning to Communicate Science

Alongside her laboratory research, Nieves is also developing skills that she believes are essential for the future of science: communication and collaboration.

She is currently enrolled in the Advanced Graduate Certificate in Science Communicationat the Alan Alda Center for Communicating Science at Stony Brook. The program helps scientists translate complex research into clear and engaging language for a wide range of audiences.

The training grew out of a personal realization. Early in her research career, Nieves sometimes struggled to explain her work outside of scientific circles.

"I realized that if I couldn't explain my work to my own family, then I needed to learn how to communicate it better," she said. "The Alda Center has helped me think more about audience, storytelling and how to humanize science."

Those skills, she believes, are essential not only for public engagement but also for collaboration across scientific fields.

"Different disciplines often stay in their own silos," she said. "But the fastest way to move science forward is to build bridges between those areas."

Building Community in Neuroscience

That collaborative spirit is also reflected in the culture of Stony Brook's neuroscience community.

Graduate students regularly participate in seminars, workshops and research presentations that bring together scientists working on topics ranging from taste perception to computational neuroscience.

Recently, two graduate students in the department, Narmin Mekawy and Srividya Pattisapu, launched "Home Turf," a biweekly seminar series designed specifically for graduate students.

The informal sessions give students an opportunity to present their work, exchange feedback and practice explaining complex ideas in a supportive environment.

"It's a student-only seminar where we can share our research and build connections across different areas of neuroscience," Nieves said. "It's been a really great way to strengthen the community."

Mentorship and the Path Forward

For Nieves, mentorship has been central to her journey in science.

As a first-generation college student whose family does not work in scientific fields, she initially struggled with imposter syndrome. Support from mentors and colleagues has helped her grow more confident in her role as a researcher.

"Mentorship means everything to me," she said. "Good mentorship makes you feel supported and shows you what's possible."

Looking ahead, Nieves hopes to eventually lead her own research laboratory. She is also passionate about outreach and encouraging young students from underrepresented communities to explore careers in science.

"I want people in the communities I come from to see that they can belong in science," she said. "Representation matters."

Ultimately, Nieves believes the future of neuroscience depends on collaboration across disciplines and communities.

"Science is never done by just one person," she said. "It's a collective effort. The more we work together and communicate across fields, the faster we can make discoveries that improve people's lives."