BrainWaves: The Neuroscience Graduate Program Newsletter - Brain Waves Posts , Student ProfilesBrainWaves: The Neuroscience Graduate Program Newsletter - Brain Waves Posts , Student Profileshttps://www.mindsnews.ca/blogs/student-profilesWed, 10 Dec 2025 12:12:39 -0800http://zoho.com/sites/<![CDATA[Alumni Interview: Minesh Kapadia]]>https://www.mindsnews.ca/blogs/post/Alumni-Interview-Minesh-Kapadia

AUTHORS: Crystal Mahadeo & Ritesh Daya











Minesh Kapadia graduated from the MiNDS program in November 2015. He is an intelligent and talented young researcher who sat down with us to share his experiences and advice on defending your thesis and finding a job after you graduate.

How did you prepare mentally for your defence?
 While a defence is certainly an intimidating proposition, I found it helpful to remind myself that it is a unique opportunity to share my research and passion for the work with colleagues and faculty. As much as they are trying to probe your knowledge about the topic, it’s important to remember that they are also genuinely interested in learning about the project and how it advances our scientific understanding.

How much time did you dedicate to your preparation?
 Although the preparation of the thesis took several months, I dedicated just over 2 weeks to the preparation of the defence presentation. 

How often did you visit/consult with members of your committee?
 I was in constant communication with my supervisor during my defence preparation. This included personal meetings to ask questions, sending a copy of my dissertation for feedback and presenting my defence to others beforehand.

Any words on how to prepare for your external committee member?
 I found it particularly useful to do a quick search of their research and interests. This allowed me to craft my presentation to include details they may not be aware of, as well as anticipate some of the questions they would likely ask and the issues they may raise for further research.

What kind of thesis format did you choose and why?
 I decided to write a sandwich thesis mainly because I had already prepared a few manuscripts for my projects. Once I was given permission to write I discussed it with my supervisor and we decided that a sandwich thesis was the best option. It also helped me prepare the last manuscript that I was working on. 

Now that it is all said and done, is there anything you would have done differently in regards to your defence preparation, or thesis write up?
 If I could do it again, I would have liked to begin writing my draft earlier than I did. This has more to do with the way I write than anything else, but I would have liked to spend more time focusing on the broader scope of my project and less on specific structure of certain paragraphs and sentences.

Do you have any suggestions to help relieve stress when writing and preparing to defend? What did you do to relax?
 I remembered some of the supportive and motivational statements my supervisor (Dr. Boris Sakic) would share with me before presentations. In particular, he would remind me that even as a graduate student, I will likely be more knowledgeable on the topic that any other member of the audience. That always gave me some additional confidence when I was feeling nervous about a presentation.

What did you do immediately after your defence?
 I spent some time with my family, friends, and my supervisor.

Any words of advice for students defending in the near future?
 Enjoy the process and be proud of the work you have done. Remind yourself what drove you to become a scientist and share that passion with everyone willing to hear it.

Which phrase best captures your thesis defence:
- A spa date in Ancaster.
- A walk through Gage park after dark.
- Riding a unicycle through a minefield.
- Walking blindfolded across Main Street during rush hour.

 I would say, a walk through Gage park after dark. There is a huge difference between that first option and the second one (laughs).

What are you doing now?
 I am currently a postdoctoral fellow at McMaster University working under the supervision of Dr. Margaret Fahnestock. My particular project investigates early immune activation in Alzheimer's-like disease and the role of specific immune cells/proteins on markers of learning/memory as   well as amyloid-beta and tau pathology. Although my graduate work focused on lupus of the nervous system in Dr. Boris Sakic's lab, the current project serves as an extension of our group’s serendipitous discovery of autoimmune manifestations in a widely-used model of Alzheimer’s Disease. However, I decided to advance this work in another laboratory where I can further develop my skills in the hopes of becoming an independent researcher.

Was it difficult finding a post-doc position in your field after you graduated?
 I did not find it difficult to find a post-doc position, but it was definitely difficult to find the RIGHT post-doc position. I differentiate the two because there are many opportunities out there, but few that offer the right balance of support, autonomy, and professional development.

Any advice for those looking for a job right now?
 As a recent graduate with a neuroscience background, I have no doubt that many of the readers of the MiNDS newsletter are intelligent and capable scientists and will be well-suited for just about any opportunity that may come their way. Based on my experience, I would advise students and readers to consider their research interests and overall career goals and to honestly evaluate where you stand in terms of development. Consider the scientific environment you will be joining and ask yourself whether you can see yourself spending 8-10+ hours there each day. Is this the opportunity that will incite the passion and dedication required of a fledging scientist? Are you proud of the work you will be doing there? I believe these are all facets that are very important to consider, but may not be readily apparent if one is only looking at the lab’s publication record, funding situation or research institute.

Is there anything else that you would like to add or is there a story that you would like to share about your experiences?
 If I could reiterate one important point, it's the importance of finding the right laboratory for you. As graduate students, many of you will face important professional and personal decisions during your time at McMaster. More often than not, the choices you make will have drastic consequences on both your professional and personal lives. In my experience, I found that making these decisions can be much easier when you have a supportive and understanding supervisor.

]]>Tue, 13 Dec 2016 21:25:00 -0500<![CDATA[Student Profile: Laura Zielinski]]>https://www.mindsnews.ca/blogs/post/Student-Profile-Laura-Zielinski

AUTHOR: Laura Zielinski



Laura Zielinski, a second year MiNDS graduate student, proposes a systematic review protocol to examine the possible negative impacts of cannabis use on methadone maintenance treatment outcomes in individuals seeking treatment for opioid addiction.

North America is currently facing an opioid crisis and as a result, the demand for effective treatment of opioid addiction (or opioid use disorder) is growing. Methadone maintenance treatment (MMT) is an opioid substitution therapy whose purpose is to relieve withdrawal symptoms and diminish cravings, and is currently the most common treatment of opioid use disorder. Despite its popularity, patients on MMT continue to show high rates of opioid relapse and treatment attrition, however the reason for this remains unclear. MMT patients show disproportionately high rates of cannabis use (~50%) compared to the general population, which may have a negative impact on treatment outcomes. North America is also moving towards more liberal views of cannabis which may increase its use even further due to wider availability and reduced stigma. This coupled with the demand for a more effective treatment of opioid use disorder warrants an examination into the potential harms associated with cannabis use, particularly in such a vulnerable population. The current systematic review protocol outlines the aims and methods of a systematic review whose objective is to examine the association between cannabis use and MMT outcomes. We will summarize all literature investigating this association and assess the quality of evidence, as well as conduct a meta-analysis, if appropriate. Results of the upcoming review will be of use to clinicians as it will provide evidence on whether monitoring cannabis use during MMT is advantageous for optimizing MMT outcomes.


Citation: Zielinski, L., Bhatt, M., Eisen, R. B., Perera, S., Bhatnagar, N., MacKillop, J., Steiner, M., McDermid Vaz, S., Thabane, L., Samaan, Z. (2016). Association between cannabis use and treatment outcomes in patients receiving methadone maintenance treatment: A systematic review protocol. Systematic Reviews, 5, 139.

To read the full article, please click here.

]]>Tue, 13 Sep 2016 21:08:00 -0400<![CDATA[Student Interview: Chris Rowley]]>https://www.mindsnews.ca/blogs/post/Student-Interview-Chris-Rowley

AUTHOR: Shawna Thompson (and Chris Rowley)

Tell us about your research project.

My research started with developing a new technique to analyze myelin that is in the cortex of the brain using magnetic resonance imaging. Now that the technique is published, I am moving to apply that technique to investigate how intracortical myelin develops into adulthood, and then how it is affected in bipolar disorder. 


Why did you want to get into research? 

I wanted to do research because I enjoy critical thinking. In grade 3 I actually wanted to be an explorer when I learned about the likes of David Thompson. It took me a little bit to realize there wasn’t much exploring left to do. Research is how I found a way to keep my childhood dream alive of being able to explore for new scientific findings! 

You have recently successfully completed your comprehensive exam. How did you find the process as a whole?  
The process was great! It helped that I had a big travel conference to look forward to at the end. I love to learn about new things, and picking something new and close to me made it actually enjoyable.  


What did you choose to research as your comps topic, and why? 
The idea came about while I was out riding my bike when it was -10 degrees. I looked at the snow covered fields and thought “Why am I doing this?”. Despite not feeling very warm and fuzzy at that moment, I knew that exercise helped me feel better everyday, but why was this so? I decided then that I wanted my comps project to focus on depression and exercise (completely out of my normal MRI research). 



What part of the comps process did you find most difficult? 
I went into this blind, so the beginning was most difficult. I started with just the idea of linking exercise and depression. So I had to do a lot of reading to find links between the two, come up with awesome research questions, read the next paper and find that was already done, then come up with a new question, repeat, repeat, repeat.  


What was the most enjoyable part of your comps experience? 
(Spoiler alert) When I heard those three beautiful words, “Chris, you passed.”


Any tips or advice for those approaching their comprehensive exams?  
Make sure you are doing it on something of interest to you. You have to do a lot of reading, and it can already be hard enough as it is to focus on reading. If it is a topic you have interest in, then you will be less likely to procrastinate when it comes time to read.  


What do you like to do when you aren’t doing research? 
Well I already said I like to ride my bike, so I won’t say that again… Outside of research I do like playing video games, and playing intramural sports with SOMA like sweet, sweet dodgeball and hopefully inner tube water polo! I also like taking on little projects to learn new skills. My last one was making a master chief (re: video game Halo) helmet out of paper and Bondo. That will help me if I ever need to do some body work in the future. Next one I am planning is hand engraving, to turn a skeleton watch into a piece of art. All of the watches like this are 5+ figures and I can’t quite do that on a student budget. 


]]>Tue, 13 Sep 2016 21:03:00 -0400<![CDATA[Welcome our New Students!]]>https://www.mindsnews.ca/blogs/post/Welcome-our-New-Students1

In this month’s Program Corner, we are introduced to the remainder of this year’s incoming class of MiNDS students. As you will see, they are an exciting group of individuals with varied interests both in and outside of the lab. We hope that you enjoy getting to know them as much as we have!

My name is Ashley Bernardo and I am really enjoying the MiNDS program so far! I completed my Bachelor of Science (Honours) degree at the University of Guelph with a major in Biological Science and a minor in Neuroscience. While at Guelph I conducted two systematic literature reviews, one on the efficacy of deep brain stimulation as a treatment for Parkinson’s disease and the second on human umbilical cord blood as a potential treatment for brain injury. My graduate supervisor is Dr. Mishra and his lab focuses on neural mechanisms of Schizophrenia and Parkinson’s disease. Outside of academia I enjoy spending time with friends and catching up on TV shows. Winter is my favourite season because I enjoy snowboarding and everything looks so beautiful covered in snow. I look forward to my time here at McMaster!



Hello, my name is Roohie Sharma, and I am so excited to be a part of the MiNDS program! I completed my undergraduate degree here at McMaster in the Honours Life Sciences program. I will be under the supervision of Dr. Ram Mishra, studying neural mechanisms of bipolar disorder in animal models. I’m loving my experience in the lab so far, and am looking forward to all the coming opportunities to further my skills and knowledge! Outside of the lab, I enjoy listening to music, working with animals, spending time with my family, and figuring out how to dance like Beyoncé.


Hey! I’m Michelle. I have an undergraduate degree in Psychology and Criminal Justice from the University of Guelph. After completing my thesis in behavioural neuroscience I decided to shift gears, which is what brought me to McMaster, where I am now working in the MacAnxiety Research Centre with Dr. Van Ameringen. In another life I would be an aspiring photographer, spending my time travelling and capturing the world through my lens. Then use my down time to hang out on the West coast, hiking the Rockies in the summer, and snowboarding on fresh powder in the winter. For now though, I’ll settle with the occasional vacation, taking my dog on long walks, and venturing to Blue Mountain whenever I can.


Hello everybody!
I am Shazia Malik, a first year student in the MiNDS program. About six years back, I finished my medical degree in Pakistan before moving to Canada in 2009. Study of the brain and its processes has always intrigued me. I decided to pursue graduate studies in neuroscience to understand its basics more before I move forward to enter the clinical world. I am very excited to be able to do some clinical research through this program. I feel that in a clinical setting, one can only help a set number of people. On the other hand, by participating in research, one helps the entire patient population in the respective area. My research supervisor is going to be Dr. Rathbone and we will be doing research on traumatic brain injury. Other than that I have a beautiful three year old daughter who brings a lot of joy, as well as mischief, to my life.

]]>Tue, 10 Nov 2015 20:18:00 -0500<![CDATA[Emerging MiNDS]]>https://www.mindsnews.ca/blogs/post/Emerging-MiNDS4

AUTHORS: Finnegan R, Becker, S
 

SUMMARY: Rory Finnegan

In our paper “Neurogenesis paradoxically decreases both pattern separation and memory interference”, we investigated the role that young neurons in the dentate gyrus of the hippocampal formation have on learning and memory. In particular, we were interested in how the unique properties of young dentate granule cells (DGCs) contribute to reducing memory interference when learning highly similar patterns, which has been observed in many human and animal studies. We used an artificial neural network to simulate a collection of DGCs and various methods to differentiate young vs mature DGCs during learning. In particular, the simulated young adult generated neurons were more plastic and hyperactive but were less densely connected with afferent projections. Our results showed a significant improvement in overall performance on highly similar patterns when a small population of the young DGCs were used. Interestingly, young neurons caused a decrease in pattern separation. Pattern separation is a type of neural coding that maps highly similar input patterns to less overlapping output patterns, which is believed to increase as a result of neurogenesis (birth of neurons). This finding is somewhat contradictory to current theories. Overall, these results suggest that adult neurogenesis (birth of new neurons in the adult brain) along with apoptosis (programmed cell death) may serve more as a mechanism for regulating a heterogeneous mixture of young and mature DGCs based on learning demands rather than simply increasing the sheer number of DGCs available for pattern separation tasks. 

CITATION: Finnegan R, Becker S (2015) Front Syst Neurosci 9:136 10.3389/fnsys.2015.00136. 

AREA: Learning & Memory (Computational Neuroscience) 

PHOTO CREDIT:http://www.frontiersin.org/files/special%20topics/2988/thumb_400.jpg
 


]]>Fri, 30 Oct 2015 11:09:57 -0400<![CDATA[In the MiNDS of our students]]>https://www.mindsnews.ca/blogs/post/In-the-MiNDS-of-our-students1

AUTHOR: Crystal Mahadeo

Shawna Thompson

Shawna Thompson is a PhD student in Dr. Jane Foster’s lab. Recently, Shawna transferred from Masters to PhD to continue her research. She also attended SfN in Chicago for the first time! We talked about the transfer process and her experience at the Neuroscience conference.  

1) Tell us about your research.

I am working with Dr. Jane Foster to investigate peripheral immune influences on the central nervous system at the cellular and behavioural levels. My first project involves studying microglia in T cell deficient mice. 


2) Why did you want to get into research?  

I’ve always been interested in the fields of science that still have big unanswered questions. Research gives me the opportunity to be inquisitive, while working behind the scenes to make discoveries that will impact the future of healthcare in a big way. In undergrad I loved studying microbial pathogenesis and virology, and reading neuroscience articles. When I started reading about the gut-brain axis, it seemed to be the ideal intersection between my interests and I was hooked. 

 

3) Why did you decide to transfer to PhD? Is this something you’ve always wanted to do?

It still feels like I’m at the very beginning of a research story; one year is not a lot of time! I felt I needed more time to develop my research interests, so I was thrilled when the opportunity to transfer to PhD arose. I also have so much more to learn from Dr. Foster, she is an excellent mentor. I had not ever really considered transferring in advance, in part because I didn't know that it would be a possibility for me. While I have loved science for as long as I can remember, I always tend to make my academic and career decisions based on what is the most interesting opportunity available at any given time, so my plan is always in flux. 

 

4) What are you future career plans?

Right now I love research and hope to become a PI in the future, although if the past is any indication of the way my career path changes, I really have no idea where I will be 10 years from now. I wanted to be a chef for the longest time!

 

5) What part of the transfer process did you find most difficult?

There was a lot of writing involved with my transfer, although it seems everyone’s experience is a bit different. While it seemed like a lot of work at the time, now I am glad that I was able to dedicate more time during that period to reading and literature review. (Editor's note: outlined in the student handbook,* the transfer from MSc to PhD requires the writing of a report for the committee in the format of a Journal of Neuroscience. The content of the report must cover the work done to date in the MSc as well as information on what the research that the student plans to do in the PhD. program. The student also prepares a 15-20 minute presentation on the work done to date and the work that is to be done for the PhD.)

 

6) Any tips of advice for those considering a transfer to PhD from Masters? 

With regards to making the decision to transfer, talk to as many different people at different levels as you can, and reach out to mentors from your past. During the process, don’t shy away from the writing process, it turned out to be very helpful. For my transfer I had to write a research proposal outlining my plans for the first two chapters of my thesis, and a draft of a paper from the research I had already completed.   


7) You recently went to the Society for Neuroscience (SfN) meeting. How was that experience? 

It was really neat to meet some of the scientists who wrote the papers I study, and I saw my first couple of Nobel Prize winners! The social and collaborative aspects of science really shine at SfN, and the amount of relevant posters and talks was incredible. It was a wonderful experience to hear May-Britt Moser's presidential lecture, and Beth Stevens gave a very interesting talk about microglia. Overall, it was both inspiring and exhausting, I can’t wait for my next SfN meeting!

 

8) What do you like to do when you aren’t working in the lab or attending conferences?

As the Director of Member Relations for SOMA, I have been organizing a MiNDS dodgeball team, The Lobotomizers! We’re looking for new members, even if you can only show up for a game or two, so come out if you’re interested! I'm also on the Board of Directors at the Rockton Agricultural Society, a non-governmental organization that my family has been involved in for generations and I’ve recently begun writing lay summaries of journal articles for an ASD Mental Health blog. I also love baking, playing team sports and in the summer I try to spend as much time stand-up paddleboarding on Lake Huron as possible. 

 

If you would like to join the MiNDS dodgeball team, please contact Shawna at: thompsl3@mcmaster.ca

 

*You can find the MiNDS handbook online: http://neurosciencemcmaster.ca/files/MiNDS%20Student%20Handbook%202015-2016.pdf

]]>Fri, 30 Oct 2015 11:01:42 -0400<![CDATA[The MiNDS of our Alumni]]>https://www.mindsnews.ca/blogs/post/The-MiNDS-of-our-Alumni2

AUTHOR: Elyse Rosa

Alison

Alison Fenney was a PhD student in the MiNDS program working with Dr. Timothy Lee. Alison defended her thesis in the fall of 2011. While working with Dr. Lee, her PhD project focused on the role of motor information in learning and behaviour in the presence and absence of physical or cognitive challenges. Since graduating from the MiNDS program, Alison has had a very successful career, starting with work at the Ontario Brain Institute and now with the Neurotechnology Industry Organization in San Francisco. Alison was kind enough to take time out of her busy schedule to answer a few of our questions about how she translated what she learned as a MiNDS student to her current career. 

  1. Please explain in some detail what it is that you are currently working on (give us an idea of your ‘job description’)
  1. I currently work at the Neurotechnology Industry Organization (NIO), the trade organization for neuroscience companies, research institutes, and patient advocacy groups globally. My job description involves bringing together the commercial neuroscience community, advocating for the industry’s position to regulators and policy makers and hosting a lot of events to stimulate investing and partnering. (Translation: organizing conferences, researching public policy, writing market reports, creating databases, managing relationships, LOTS of email correspondence)
  1. In what ways do you feel that the MiNDS program helped prepare you for your current career?
  1. To start off Kathy’s behavioural interviews for MiNDS applicants are great prep for what interviews will be like once you graduate. Second, the opportunity to participate in diverse TAships—I was part of Out of Our MiNDS before it got that cool name, conference planning and guest speaker lunches. Third, the flexibility of the program’s administration to allowed me to concurrently take an MBA which made a big impact on my career readiness.
  1. Could you elaborate on how you went from being a MiNDS student to the position you have today? What steps did you take to launch your career specifically?
  1. Networking and relationship building is everything. People underestimate the value of knowing people and having support along the way. While in the MiNDS program, I would volunteer and participate in a lot of extracurricular activities. Through one in particular, an industry day run by MILO, I made invaluable connections that directly lead to my second job. I should take this opportunity to thank Lori Dillon for that (Lori you rock!). Prior to graduation, I took a number of informational interviews, with anyone who would meet with me, and then everyone they knew who would meet with me. Those experiences help fine tune your self pitch and help you learn about what different jobs/careers are really like. To sum up, meet people, take opportunities that present themselves and craft a good self-pitch.
  1. What were some of your fondest memories of being a MiNDS student?
  1. Softball, the Hooker dinner, karaoke with Istvan Mody, and s*** disturbers journal club at the Phoenix (the original). I made some of my best friends in the MiNDS program, and we went through a lot together, and those same people are a key part of my personal and professional network today.
  1. Do you have any advice for current MiNDS students who are unsure of how to translate their current research interests into a potential career path?
  1. Start exploring careers, jobs and organizations now. Take informational meetings (but be prepared); it is more competitive than ever for recent grads to gain full time academic roles or transition beyond the bench (each has its own challenges). You need to differentiate yourself through your ability to communicate briefly and concisely, to build relationships, and to utilize your network. 

]]>Fri, 30 Oct 2015 10:08:45 -0400<![CDATA[Welcome our New Students]]>https://www.mindsnews.ca/blogs/post/Welcome-our-New-Students-2015

Monica Akula has a Neuroscience and Psychology double major from the University of Toronto. Her graduate supervisor will be Dr. Judith West-Mays. Monica's research interests include cellular and molecular neuroscience, developmental neuroscience, and genetics. Her hobbies are reading and watching movies.

My name is Lisa Dyce and I am excited to be a part of the MiNDS Graduate Program at McMaster! I graduated from the University of Guelph with an Honour's Bachelor of Science in Biological Science (Major) and Psychology: Brain & Cognition (Minor). My graduate supervisor at McMaster is Dr. Khrista Boylan. My research interests include studying the neurobiology of psychiatric illnesses such as Major Depressive Disorder, Generalized Anxiety Disorder, and Borderline Personality Disorder. I hope to one day aid in the identification of objective, physical measures of psychiatric illnesses in order to improve the quality of life for those affected by them as well as reduce the stigma surrounding mental health. Outside of my academic life, I enjoy spending time with my friends and family, relaxing with a good book, listening to music, practicing yoga and exploring the local trails with my two dogs. 

Hi everyone, my name is Casey Myers and I'm very excited to be starting the MiNDS program this fall. I recently graduated from McMaster University (Go Marauders Go!) with a degree in Psychology, Neuroscience and Behavior. My supervisor for the upcoming year is Dr. Heather Moulden, who is a forensic psychologist at St. Joseph's Healthcare Hamilton - West 5th Campus. My research interests are in the forensic psychology stream, particularly sexual violence and paraphilias. When I'm not worrying my parents and friends by working in the forensic units, I enjoy practicing yoga and going to the movies. I've probably seen most of this year's summer blockbusters; so if you see me around, don't hesitate to strike a conversation!

My name is Krysta Andrews. I received a BSc (Honours) degree in Biology at Queen’s University as well as an MSW, with a specialization in Health and Mental Health, from the University of Toronto. I have conducted research in the fields of ecology, medicine, and social science. Currently, I work with children, youth, and families who have experienced various forms of trauma. My graduate supervisor for the MiNDS program will be Dr. Andrea Gonzalez.

Anastasiya recently completed her undergraduate degree at the University of Toronto, with a double major in Neuroscience and Psychology. Her life passions include brains (obviously!), reading, visual arts, and baking various pastries. Her research interests revolve around the biomarkers of psychiatric disorders, and she will be working to complete her master's degree under the supervision of Dr. Frey.

Hey there, I'm Laura from Whitby, ON. I completed my undergraduate degree at Western University with a double major in health sciences and psychology, and I have already begun working with my supervisor, Dr. Zena Samaan. Within the field of neuroscience, I'm primarily interested in clinical neuroscience and mental illness because I love interacting with patients. Outside of academics, I love to figure skate and I become MIA when any important event is on TV. My other interests include Netflix, pizza, Mario Kart, and Taylor Swift. Looking forward to September!

My name is John and I recently graduated from the Neuroscience program at Brock University. I’m looking forward to starting the MiNDS program at McMaster and meeting all of you! While I was at Brock, I completed my honours thesis studying psychological traits that protect individuals from potential emotional and cognitive issues following mild head injuries. I’m looking forward to moving into a developmental neuroscience field with my supervisor, Dr. Van Lieshout this coming fall. Outside of academics I love playing and watching basically any sport, camping and spending time at my family’s cottage with my cousins and friends. I’m also trying to learn Spanish through the Rosetta stone program; it is not going well at all but it’s still fun. I’m looking forward to making new friends and memories in the MiNDS program and am very excited about beginning this next chapter of my life.

My name is Shreya Prashar and I will be joining the MiNDS program this fall. I graduated from McMaster University in June with a Hon. B.Sc. in Biology & Psychology. I conducted my Senior Thesis under the supervision of Dr. Gupta in the Biology Department, and will be working under the supervision of Dr. Mishra. My project will focus on investigating the effects of different drug treatments on neurotrophic factors including BDNF, MANF, and CDNF. In my spare time, I love watching reruns of Friends, listening to music, and doing Zumba. Some of my other favourite shows include Big Bang Theory, Modern Family, and The Mindy Project. People that know me best would say that I am an optimist, a good motivator, and absolutely adore minions!!

]]>Tue, 11 Aug 2015 19:12:00 -0400<![CDATA[The MiNDS of our Alumni]]>https://www.mindsnews.ca/blogs/post/The-MiNDS-of-our-Alumni
AUTHOR: Elyse Rosa
Mike Chrostowski

Mike Chrostowski was a PhD student in the MiNDS program working with Dr. Suzanna Becker and Dr. Ian Bruce. Mike defended his thesis in August of 2012. While working with Drs. Becker and Bruce, his PhD work focused on modeling the development and treatment of tinnitus in the auditory cortex after hearing loss. Since graduating from the MiNDS program, Mike has begun a very successful career. Recently, Mike’s business and research were highlighted in the Globe and Mail. In the midst of his busy schedule, Mike was able to answer a few questions for us about how he transitioned from a MiNDS student, into the working world. 

Please explain in some detail what it is that you are currently working on (give us an idea of your ‘job description’)
I am the founder and CEO of Sound Options Tinnitus Treatments and we provide customized sound therapies for tinnitus. As the founder of a startup, I have to wear many hats, so my job description varies. Because of my background, I have to work on pushing the technology forward so that we can deliver effective products to our customers and partners. To grow our business, I also have to do sales: it is my role to bring new hearing clinics onboard to distribute our treatment.  In addition to this, I pitch to investors and work on business plans.


In what ways do you feel that the MiNDS program helped prepare you for your current career?
The idea for my business stemmed from my graduate work, but the integrative approach that we are using to provide tinnitus treatments is something that was always emphasized in the MiNDS program. When I was a part of the MiNDS program, I also remember starting off with professional development sessions that covered topics like effectively communicating science. This has been critical in our interactions with potential customers, investors and the media. Scientists should always be able to convey their research to the public effectively, but it also benefited me in this specific endeavor.


Could you elaborate on how you went from being a MiNDS student to the position you have today? What steps did you take to launch your career specifically?
I had always had an interest in starting a business (my first was a photography business before grad school). While doing research on tinnitus, I had the motivation to be able to use my knowledge towards providing a potential solution. Towards the end of my PhD studies, I heard about the Ontario Brain Institute and an entrepreneurship program they were starting. I applied for the program, pitched my business idea, and got some initial funding to start a business. These days, there are many incubators and support services for those wanting to start a business, but I still think that getting initial funding is extremely helpful for a life science startup.


What were some of your fondest memories of being a MiNDS student?
I really enjoyed the first year shared with fellow inaugural MiNDS students (21 of us). It was a new experience in many ways, and I met some good people in that year and subsequent years with whom I still keep in touch.


Do you have any advice for current MiNDS students who are unsure of how to translate their current research interests into a potential career path?
In short: network. If you feel that you have a passion for doing research and staying in academia, stay up to date on your field and relevant fields, and attend events where you have a chance to meet great researchers in the field who may offer postdoctoral positions in the future. Working to establish collaborations, even during grad school can be very fruitful in the future. On the other hand, if you feel you may want to use your background in a different setting, there are definitely opportunities out there. Work to stay in touch with other MiNDS students and grads, but also try to attend networking events for relevant organizations like the Ontario Brain Institute or Life Sciences Ontario. There are opportunities out there that you would not even be aware of unless you meet people at all sorts of events.


To read the globe and mail feature article on Mike’s startup company click here.


To visit the Sound Options webpage, click here.

]]>Tue, 04 Aug 2015 11:45:46 -0400<![CDATA[Ask a Senior Student]]>https://www.mindsnews.ca/blogs/post/Ask-a-Senior-Student2
Bill Simpson



AUTHOR: Bill Simpson


PhD Student, Year 4

simpsow@mcmaster.ca

What can I expect from Neurosci 700?

Neurosci 700 is an introductory Neuroscience course that all MiNDS students must take during their first year. Classes are held once per week and the content and format vary slightly from year to year. There are two instructors, one for each term, and two senior level TAs that will stay with you for the entire course. The course generally adheres to the following format:

 

Fall term: A review of neurophysiology, fundamental principles, and neuroscience techniques. This is done through a mixture of lectures and assigned journal articles that are discussed in a journal club or seminar style. There are assigned readings from the course textbook (which may differ year to year) and a test at the beginning and end of the term to see how much you’ve learned.

 

Winter term: Discussion and presentation-based format, focusing on group work. Topics include current issues in neuroscience, translational disease applications, and other interesting cutting edge research. This is done mostly through weekly journal articles, which are presented in a hybrid lecture/seminar format. There are generally a few writing assignments done throughout the term with the main one being a formal CIHR/NSERC grant proposal.

 

   

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