Olivia Ruge recently completed her Bachelor of Science in Neuroscience, an experience that sparked a passion for scientific research and a future in academia. Inspired by her experience and the mentorship provided at McGill, she is launching into a bright future. This Fall, she will be starting her PhD studies in Neuroscience at University of California, San Francisco. In this interview, we found out more about her research projects, as well as her journey to secure a seat at a top university by leveraging the opportunities offered through McGill.
Can you tell me about your undergraduate research experience at McGill?
I’m very fortunate to have worked in three different and amazing labs. I got my first taste of research in the , using two-photon microscopy to study neuron-glia interactions in Xenopus tadpoles. I studied glial calcium transients and how they mediate homeostatic plasticity. I loved the process of developing my own experiment to best test my research question, figuring out the tools and techniques I had access to, and how to analyze my data. I also collaborated on a project investigating the efficacy of non-viral transfection techniques to target radial glia. I will be presenting these findings at the Society for Neuroscience meeting this fall.
I then joined the , a systems neuroscience lab using zebra finches as a model organism to study the mechanisms underlying critical period timing and plasticity for motor development. I looked at the effects of different pharmacological manipulations on the critical period during which song learning can occur. I learned how to analyze behavioural data using automated tools, which allowed me to move beyond video scoring and manually coding behaviour.
Finally, after taking a Hormones and Behaviour class taught by one of Dr. Patricia Pelufo Silveira’s graduate students, I joined the Silveira lab. This was a pivotal experience: for the first time, I saw the concrete intersection of neuroscience and women’s health. I worked on a review paper exploring the relationship between being born small for gestational age (SGA) and impulsivity and risk-based decision-making later in life. Although the project was not directly about maternal interventions, it was foundational research that could inform public policy addressing maternal health and wellbeing. It felt very easy to make the connection between research and societal impact, and that’s what I loved the most about my time in Dr. Silveira’s lab.
You were the first author of a literature review with Patricia Pelufo Silveira, MD, PhD. Can you tell me about that paper?
The aim of that review was to synthesize how different forms of pre- and post-natal early life adversity (ELA), such as bullying, being born SGA, malnutrition, and emotional deprivation, can influence the orbitofrontal cortex. This was a review paper and didn’t involve any collection or analysis of primary data. Instead, my task was to identify the knowledge gaps in the field and find an answer with existing scientific proof in the literature. It was a great exercise in critical thinking. It is also important to highlight that this was a fairly broad review, and the evidence is still limited for certain types of ELA. For example, a lot of what we know about emotional deprivation comes from data from Romanian orphanages, which is a very specific context, and it is hard to generalize from those findings. The next step would be to advance the primary research on this topic to build a stronger evidence base and perhaps conduct another review in a few years.
Congratulations on being accepted in the Neuroscience PhD program at the University of California, San Francisco! What drew you to that program?
What attracted me to the University of California, San Francisco (UCSF) was the structure of the graduate neuroscience program. Much like the Integrated Program in Neuroscience at McGill, the first year is comprised of rotations between labs. I don’t have a master’s degree and my research experience is from my undergraduate years, as well as one year as a lab tech. Even though I think I can make an informed decision about what I want to do, the rotation system will allow me to try different techniques, will give me the chance to try out different lab cultures, and even change my mind about what I want to research. That really appealed to me and so I exclusively applied to programs that offered that format.
How did your time at 51³Ô¹ÏÍøprepare you for grad school?
McGill’s neuroscience program is amazing in that it integrates research into the curriculum. From the beginning, we weren’t just learning from textbooks—we were reading foundational and current research papers, from legacy projects in neuroscience to our professors’ research in their own labs. Exams often prompted us to think like researchers. There’s a strong culture of welcoming and training undergrads in labs, which gave me the chance to try research early on. I got to try different labs and techniques and discover more about what I liked and how I wanted to deepen my skills during graduate studies. I had incredible mentors—professors and grad students alike—who took time away from their own research and projects to teach me, support me, and let me make mistakes. While each lab was so different, everyone I came across was overall so empowering. I don’t think I’d be here and have the passion that I have for research if my experiences in these labs hadn’t been so positive. I hope to be that kind of mentor someday.
What was it like applying to grad schools in the United States as a Canadian student, especially during a time of political unrest and funding cuts?
This year was incredibly competitive since many programs cut their class sizes by 50 to 70%. As is often the case, international student quotas are the first to be targeted. I got accepted into grad school this round, but I had applied last year and wasn’t selected. Looking back, I realize that there was a knowledge gap between me and the other prospective students I met during the interview weekends. 51³Ô¹ÏÍøis an incredibly strong research institution and a world leader in neuroscience, but certain resources are simply not accessible to undergraduate students. The U.S. applicants came from institutions where there is more money invested in undergraduate experiences, and they were more familiar with the expectations of these programs and how they have changed over the years. For example, in the previous years, applicants did not need to have a publication or have presented at conferences to be accepted into the program. Now, some applicants have up to three publications and have been to international conferences. I didn’t know that until I was already applying. To better prepare for my portfolio in the last year, I went after every opportunity I could: local conferences, summer research grants, anything that would help me build my experience and portfolio. When I finally got in, it felt surreal, but also validating. They saw something in me, and now I get to show them that it’s real!
To anyone going through the same process right now, my advice would be to not get discouraged if you don’t get in the first time. Keep building your experience, seek out mentors, and take every opportunity you can. Research is about curiosity and perseverance. If you love it, it will be worth it.
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