Student Profile

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Riley Morrone

PhD Candidate, Neural and Behavioral Program

School of Graduate Studies

In the pursuit of understanding how the brain functions and recovers from injury, many scientists are drawn to neuroscience for its complexity, challenges, and potential for impact. One such researcher is Riley Morrone, a PhD student at Downstate, whose journey into the field of neuroscience began with a high school biology class and has now led to groundbreaking research on traumatic brain injury (TBI).

The spark for science, a teacher's influence.......

When asked about the moment Riley first became fascinated with science, she recalls, “I always loved science during my early education, but I really found a passion for it in high school when I took biology and chemistry with John Fetchko at Seneca Valley High School.” Fetchko, her high school teacher, played a pivotal role in nurturing her love for science. The introduction to the world of neuroscience came a bit later, during a high school anatomy and psychology class that helped Riley discover the intersection of psychology and neuroscience.

A journey through academia: undergrad at Virginia Tech

For her undergraduate studies, Riley chose Virginia Tech, where she pursued a degree in Clinical Neuroscience. Initially, medical school seemed like the natural path. However, the experience of doing research in both clinical and basic science labs during her college years altered her trajectory. “I was working in a clinical lab and enjoyed it, but I also wanted to try out a basic science lab,” she explains. It was during Riley's senior year, after taking advanced neuroscience courses, that she realized she wanted to pursue a PhD instead. With guidance from professors at Virginia Tech, she shifted gears and applied to PhD programs in neuroscience.

Why Traumatic Brain Injury?

The research focus on traumatic brain injury (TBI) came naturally for Riley, given both its clinical relevance and the allure of understanding brain anatomy and behavior. “Traumatic brain injury is extremely prevalent and devastating, with no current FDA-approved treatments that address the disease itself,” she notes. She was drawn to TBI research not only because of its impact on patients but also due to the potential to uncover the mechanisms behind the behavioral deficits caused by brain injuries.

Working in the lab of Dr. Peter Bergold, Riley has been exploring the neural correlates of behavior in TBI using mouse models. This approach bridges the gap between behavior and brain structure, focusing on how different brain regions contribute to the deficits observed in patients with TBI. The understanding of neuroanatomy is critical, as it enables to investigate how injury impacts various brain regions and their interconnectedness.

One of the biggest challenges in TBI research is understanding the chronic effects of the injury, which are poorly understood and difficult to model in animal studies. Riley explains that many patients with TBI never fully recover or even worsen over time. Her research aims to shed light on this phenomenon and the neural mechanisms behind chronic deficits in TBI. "I hope my work can contribute to addressing the treatment shortcomings in this field," she adds.

Choosing SUNY Downstate, the people and the community

The decision to attend SUNY Downstate for her PhD was driven by the supportive community and the opportunity to specialize in behavioral neuroscience. “When I interviewed, I could tell everyone was extremely supportive and collegial. It was an environment where people genuinely cared about one another,” Riley shares. The program’s emphasis on behavioral neuroscience and neuroanatomy was also a major draw. In addition to her thesis work, she teachs neuroanatomy to medical, physical therapy, and physician assistant students, which has been one of the highlights of her training. Moreover, Riley has enjoyed a leadership role as the president of the Graduate School Council, working with students, faculty, and administrative staff to enhance the experience for everyone in the program.

Graduate school is not without its challenges, and imposter syndrome was something Riley faced early on. Surrounded by brilliant peers and mentors, she sometimes felt out of place. However, the supportive environment in the lab and the reassurance from peers helped manage these feelings. “What helped me was talking to other students who reassured me that it’s okay to feel a little lost at first. My peers and mentors continuously empowered me, reminding me that making mistakes is a part of the learning process,” she reflects.

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Pearls of wisdom.....

Looking back on her journey, Riley offers advice for future trainees:

“I got a fortune cookie early in my PhD training that said ‘all things are difficult before they are easy.’ It’s a simple statement, but it really resonated with me. The learning curves in graduate school can feel steep, but remembering that things get easier over time can keep you going.”

She also stress the importance of leaning on peers and building a community for support during challenging times.

What's next?

In five years, Riley sees herself in academia, continuing to teach and conduct research. “I plan to do a post-doc after graduation and hope to work at a university where I can teach students at all levels—undergraduate, graduate, and medical students,” she says. Teaching neuroanatomy will remain a central aspect of her career, as she aims to inspire future generations of scientists.

Outside of their research, Riley enjoys a variety of activities, from hanging out with friends to engaging in creative hobbies like collaging. She also enjoy outdoor activities like hiking and running, with memorable trips to national parks with their family. One of the most recent adventures was hiking the Grand Canyon’s rim-to-rim with their mom, an experience she describes as both challenging and rewarding.