Cobbers on the Brain

Learning Beyond Memorization

Coming into this semester, I thought I had a solid understanding of what it meant to “learn” science. As a neuroscience major on a pre-med track, I’ve spent years studying pathways, mechanisms, and disorders. But this class challenged me to move beyond memorization and into something deeper—engagement.

One of the biggest shifts for me came from reading scientific papers and actually interacting with the concepts instead of just passively trying to understand them. At first, primary literature felt dense and overwhelming. But over time, I started to see patterns—how researchers ask questions, how they design experiments, and how they interpret results. More importantly, I began to connect those findings back to what I was learning in my other classes, especially biochemistry and neurochemistry.

That shift—from just learning content to actively engaging with it—was one of the most meaningful parts of this semester.

The Reality of Balancing It All

At the same time, this semester was not easy.

Balancing coursework, assignments, and everything else going on in my life was one of the biggest challenges I faced. There were moments where staying on top of deadlines felt overwhelming, and I had to be more intentional about managing my time and energy. This wasn’t just about academics—it was about learning how to show up consistently, even when I didn’t feel fully prepared.

In a way, this challenge was its own form of learning. It forced me to develop discipline, resilience, and a better understanding of how I work under pressure. These are skills that go beyond the classroom and will definitely carry into my future career.

Finding My Voice in Science

If there’s one area where I saw clear growth, it was in how I communicate science.

Through blog posts and artstracts, I learned how to take complex neurochemical and biochemical concepts and present them in a way that is accessible and engaging. Writing for a general audience pushed me to simplify without losing meaning, which is much harder than it sounds. It made me think carefully about what really matters in a concept and how to explain it clearly.

I also saw this growth during oral exams and class discussions. Being able to explain neurochemical concepts in conversation—with my professor and peers—was something I became more confident in over time. There’s something different about speaking your understanding out loud. It reveals what you truly know and where your gaps are.

Looking back, I’m proud of how much more comfortable I’ve become in these moments. Instead of feeling intimidated, I now see them as opportunities to think through ideas in real time.

Connecting Knowledge to My Future

As someone interested in going into healthcare, particularly in a patient-centered role, the skills I developed this semester feel very relevant.

Healthcare is not just about knowing information—it’s about communicating it clearly and compassionately. Patients don’t think in terms of biochemical pathways or signaling cascades. They need explanations that make sense to them, especially when they are already dealing with stress or uncertainty.

This class helped me practice that skill in a meaningful way. Whether I was writing a blog post or explaining a concept during an oral exam, I was constantly thinking about clarity, structure, and understanding.

I also developed a deeper appreciation for how interconnected different areas of science are. Taking biochemistry and neurochemistry at the same time allowed me to see how molecular processes translate into brain function and behavior. That kind of integrative thinking is essential in healthcare, where problems are rarely one-dimensional.

What Liberal Learning Means to Me

Before this semester, I understood liberal arts education as being “well-rounded.” But now, I see it more as being connected.

At Concordia, I’ve had the opportunity to explore different disciplines, but more importantly, I’ve learned how to see the relationships between them. This semester really highlighted that for me. Concepts I learned in biochemistry directly supported my understanding of neurochemical pathways, and together, they gave me a more complete picture of how the body works.

Liberal learning, to me, means being able to move between perspectives—scientific, social, and personal—and understanding how they inform each other. It’s not just about depth in one area, but about the ability to integrate knowledge across fields.

This approach has also encouraged me to think more broadly about real-world issues, especially in health and disease.

A Skill Worth Highlighting

If I were to highlight one skill I improved this semester on my resume, it would be:

Science Communication and Concept Integration

I’ve developed the ability to explain complex scientific ideas in a clear and accessible way, while also connecting concepts across disciplines. This includes writing for a general audience, engaging in discussions, and thinking critically about how different areas of knowledge overlap.

This is a skill that will be valuable not only in healthcare, but in any setting where clear communication and interdisciplinary thinking are important.

Understanding Metabolic Syndrome Through Multiple Lenses

One example that stands out to me in terms of interdisciplinary problem-solving is metabolic syndrome.

At first, metabolic syndrome might seem like a purely biological issue—something explained by insulin resistance, lipid metabolism, and hormonal regulation. And while those factors are important, this class helped me see that the problem is much more complex.

From a biochemical perspective, we can analyze pathways involving glucose regulation, fatty acid metabolism, and inflammation. From a neuroscience perspective, we can consider how the brain regulates appetite, reward, and stress responses. These systems influence behaviors like eating patterns and physical activity.

But we also have to think about psychological and social factors. Stress, mental health, access to healthy food, cultural dietary habits, and socioeconomic status all play a role in the development and progression of metabolic syndrome.

By integrating these perspectives, the problem becomes more complete. It also changes how we think about solutions. Instead of focusing only on medication or biological interventions, we can consider lifestyle changes, education, and community-level support.

This kind of interdisciplinary thinking reflects the goals of liberal learning – it allows us to approach complex issues in a way that is both informed and meaningful.

Growth That Extends Beyond the Classroom

Looking back, this semester was not just about what I learned, but how I learned.

I became more comfortable engaging with difficult material, more confident in expressing my understanding, and more aware of the connections between different areas of knowledge. I also learned how to navigate challenges and keep moving forward, even when things felt overwhelming.

These are lessons that go beyond any single class.

Moving Forward

As I reflect on this experience, I realize that learning at a liberal arts institution is not just about preparing for a career—it’s about developing the ability to think, connect, and engage with the world in a meaningful way.

This class pushed me to grow in those areas. It challenged me, but it also helped me see my own progress.

And while this may be the final blog post of the semester, the skills and perspectives I’ve gained will continue to shape how I approach learning in the future.

In that sense, this is not really an ending – it’s a continuation of the kind of learner I am becoming.

Feature Image Credit: Created by Jackline Peace Nanyonga using ChatGPT.

Introduction: When Energy Balance Breaks Down

We eat to fuel our bodies and to maintain balance – between hunger and satiety, storage and use, health and disease. But in metabolic syndrome, this balance is disrupted. The body stores more, burns less, and signals get crossed. Therefore, what we eat doesn’t just add calories – it rewires the systems that control metabolism itself.

Metabolic syndrome – characterized by obesity, insulin resistance, dyslipidemia, and cardiovascular risk – is now understood as a disease of chronic, low-grade inflammation. Importantly, this inflammation isn’t just in fat tissue – it starts in the brain.

The Brain on Inflammation

At the center of metabolic regulation is the hypothalamus – a small but powerful brain region that integrates signals like insulin and leptin to regulate hunger and energy expenditure. Under normal conditions, this system maintains balance.

However, in obesity and metabolic syndrome, this system becomes inflamed.

Research shows that even a few days of a high-fat diet can trigger hypothalamic inflammation, activating pathways like JNK and NF-κB before significant weight gain even occurs.[1]  This inflammation disrupts signaling:

• Insulin and leptin stop working effectively
• Hunger signals override satiety
• Energy expenditure drops

The result? A vicious cycle of overeating and metabolic dysfunction.

Figure 1: In metabolic syndrome, inflammation disrupts communication between hunger(AgRP) and satiety(MSH) pathways.

Not All Fats Are Equal

Here’s where diet becomes critical.

Saturated fatty acids (SFAs), commonly found in processed and high-fat diets, actively promote inflammation. They cross into the brain, activate immune-like pathways (like TLR4 signaling), and impair insulin and leptin signaling.[1]

In contrast, unsaturated fats – especially omega-3 fatty acids—do something different.

Instead of activating inflammation, they help reverse it.

Omega-3s as Metabolic Regulators

Omega-3 fatty acids (like EPA and DHA, found in fish, flaxseed, and walnuts) don’t just support heart health—they directly influence brain metabolism.

Studies show that omega-3s can:

• Reduce hypothalamic inflammation
• Restore insulin and leptin sensitivity
• Improve signaling in appetite-regulating neurons

In fact, experimental evidence demonstrates that unsaturated fatty acids—including omega-3s—can reverse diet-induced hypothalamic inflammation and restore metabolic signaling.[1]

Mechanistically, omega-3s:

• Inhibit pro-inflammatory pathways like NF-κB
• Reduce cytokine production
• Improve neuronal signaling related to energy balance

This essentially helps “reset” the system that metabolic syndrome disrupts.

Figure 2(right): Omega-3s counteract inflammatory pathways that drive insulin resistance.

 

 

From Brain to Body—Systemic Effects

What happens in the brain doesn’t stay in the brain.

Hypothalamic inflammation affects:

• Glucose production in the liver
• Fat storage in adipose tissue
• Insulin secretion from the pancreas

This means improving brain inflammation can improve whole-body metabolism through the brain-body metabolic axis.

Omega-3s, by targeting this central control system, help:

• Lower blood glucose
• Improve lipid profiles
• Reduce overall metabolic risk

In other words, they don’t just treat symptoms—they target the control center.

Rebalancing the System

Metabolic syndrome isn’t simply a matter of eating too much – it’s a failure of regulation. And that failure is deeply rooted in inflammation, especially in the brain. But not all nutrients worsen this process. Therefore, incorporating omega-3 fatty acids offers a way to actively restore balance.

By calming inflammation, improving signaling, and reconnecting the brain to the body, omega-3s shift metabolism from dysfunction back toward regulation.

Bibliography

[1]

Jais and J. C. Brüning, “Hypothalamic inflammation in obesity and metabolic disease,” J Clin Invest, vol. 127, no. 1, pp. 24–32, Jan. 2017, doi: 10.1172/JCI88878.

Introduction: The Signals That Shape Us

Every day, we are guided by invisible signals that tell us what matters. A smile from a friend, a good grade, even the satisfaction of finishing a task – these experiences feel meaningful because our brain marks them as worth it.

But what if those signals were quieter? Or different?

Autism Spectrum Disorder (ASD) is often described through behavior – differences in social interaction, communication, and patterns of repetitive actions. Yet beneath these outward traits lies something deeper: a brain that may be processing value and reward in a fundamentally different way. At the center of this idea is dopamine, a neurotransmitter that does far more than simply make us feel good.

Dopamine: More Than a “Feel-Good” Chemical

Dopamine is often misunderstood as the brain’s “pleasure chemical,” but its real role is more precise. It acts as a kind of internal currency, helping the brain decide what is worth attention, effort, and repetition. When dopamine is released, especially in pathways connecting areas like the ventral tegmental area and the nucleus accumbens, it sends a powerful message: this matters—remember it, seek it again.

This system shapes how we learn from our environment, how we stay motivated, and how we engage with others. It quietly influences everything from studying for an exam to forming friendships.

Figure 1(left): Dopaminergic pathways connecting key brain regions involved in reward and motivation. [1]

Autism: A Spectrum, Not a Single Story

One of the most important things to understand about ASD is that it is not caused by a single gene, pathway, or brain difference. Instead, it represents a wide spectrum of neurobiological variations. Researchers now recognize that there may be multiple subtypes of ASD, each shaped by different underlying mechanisms. [1]

Among these possibilities, dopamine dysfunction stands out as a compelling explanation for some individuals. Since dopamine is central to reward processing and behavioral learning—both of which are often altered in ASD – it offers a way to connect brain chemistry with lived experience.

When the Reward System Shifts

In a typical brain, social interactions are naturally rewarding. Eye contact, shared laughter, or conversation can trigger dopamine release, reinforcing those behaviors over time. However, in some individuals with ASD, these same social cues may not produce the same internal response.

If social interaction does not feel rewarding, the motivation to seek it out may be reduced—not because of disinterest, but because the brain is assigning value differently. At the same time, predictable and repetitive behaviors may provide a more reliable or satisfying signal, making them more appealing.

This perspective helps reframe common features of ASD. Reduced social engagement and repetitive actions are not simply deficits; they may reflect a brain that is responding to a different set of internal rewards. As the research suggests, disruptions in dopamine signaling can directly affect reward processing and learning patterns in ASD.[1]

Figure 2: Differences in dopamine signaling may shape how social interactions and repetitive behaviors are experienced in autism.[2]

Repetition, Motivation, and Control

Dopamine also plays a key role in shaping habits and repetitive behaviors. When dopamine signaling is altered, the balance between flexible behavior and repetition can shift. Interestingly, this is not unique to autism. In conditions like Parkinson’s disease, where dopamine levels are medically adjusted, individuals can develop intense, repetitive behaviors—highlighting how powerful this system is in driving what we do again and again.

This connection suggests that repetition in ASD may not simply be a behavioral trait, but a reflection of deeper neurochemical patterns influencing motivation and control.

Conclusion: Rethinking Behavior Through the Brain

Understanding autism through the lens of dopamine invites a shift in perspective. Instead of asking why certain behaviors occur, we begin to ask how the brain is assigning value to the world.

If dopamine signals are altered, then the meaning of everyday experiences changes. Social cues may feel less compelling, while structured patterns may feel more grounding. This is not a failure of the system, but a difference in how it operates.

Recognizing these differences is important, not only for understanding ASD, but for shaping more thoughtful and personalized approaches to support. Because ultimately, behavior is not just what we see—it is the reflection of how the brain experiences the world.

Bibliography

[1]

E. DiCarlo and M. T. Wallace, “Modeling dopamine dysfunction in autism spectrum disorder: From invertebrates to vertebrates,” Neuroscience & Biobehavioral Reviews, vol. 133, p. 104494, Feb. 2022, doi: 10.1016/j.neubiorev.2021.12.017.

[2]

“What is autism? | AUsome Training | Autism explained by Autistics.” Accessed: May 05, 2026. [Online]. Available: https://ausometraining.com/what-is-autism/

[Feature image]

“Is There an Autism Epidemic? | Johns Hopkins | Bloomberg School of Public Health.” Accessed: May 05, 2026. [Online]. Available: https://publichealth.jhu.edu/2025/is-there-an-autism-epidemic

Feature Image Credit: Created by Jackline Peace Nanyonga using ChatGPT.

Introduction: Why Gene Transcription Matters

Your brain is constantly interpreting signals and translating them into changes in gene expression. One of the most important pathways involved in this process is Wnt signaling, a highly conserved system that plays a central role in brain development and neural function.

What makes this pathway especially powerful is not just the signal itself, but how it ultimately influences gene transcription. At the center of this process is β-catenin, a protein that acts as the final decision-maker – determining whether specific genes are turned on or off.

Understanding how β-catenin regulates transcription provides insight into how disruptions in signaling pathways may contribute to neurodevelopmental disorders such as schizophrenia.

When the Pathway is Off: Controlling β-Catenin

In the absence of a Wnt signal, β-catenin is tightly regulated and continuously broken down. This is achieved through a “destruction complex” composed of proteins such as GSK3β, Axin, APC, and CK1α. This complex phosphorylates β-catenin, targeting it for degradation and preventing it from accumulating in the cell (Singh, 2013).[1]

As a result, β-catenin cannot enter the nucleus, and Wnt target genes remain inactive. In this state, the pathway is effectively turned off, and no transcriptional response occurs.

 Turning the Switch On: β-Catenin and Gene Activation

When Wnt ligands bind to their receptors, the destruction complex is disrupted. This allows β-catenin to escape degradation and accumulate in the cytoplasm. As levels rise, β-catenin translocates into the nucleus, where it interacts with TCF/LEF transcription factors to activate gene expression programs involved in neural development, cell proliferation, and synaptic plasticity (Singh, 2013).[1]

Figure 1: Canonical Wnt signaling pathway showing β-catenin degradation (left) versus nuclear translocation and transcriptional activation (right).[1]

Importantly, β-catenin does not bind DNA directly. Instead, it acts as a co-activator, helping transcription factors initiate gene expression. This makes it a crucial link between extracellular signals and long-term cellular changes.

Regulation and Relevance: Why β-Catenin Matters in the Brain

The activity of β-catenin is closely tied to GSK3β, a kinase that determines whether β-catenin is degraded or stabilized. When GSK3β is active, β-catenin is broken down. However, when GSK3β is inhibited – such as by lithium – β-catenin accumulates and transcription is enhanced (Singh, 2013).[1]

This regulation becomes especially important in the context of schizophrenia. The paper highlights that multiple pathways, including dopamine signaling and Akt/GSK3β signaling, converge on β-catenin. Additionally, genetic factors such as the DISC1 gene can inhibit GSK3β, leading to increased β-catenin stability and greater activation of transcription (Singh, 2013).[1]

Figure 2 (left): Integration of dopamine, Akt/GSK3β, and Wnt signaling pathways converging on β-catenin-mediated transcription.[1]

These findings suggest that β-catenin is not just part of one pathway, but a central hub where multiple signals influence gene expression.

Conclusion: A Small Protein with Big Consequences

β-catenin represents the point where signaling pathways are translated into changes in gene expression. By controlling TCF/LEF-mediated transcription, it plays a key role in shaping how neurons develop, connect, and function.

Because of this, even subtle disruptions in β-catenin regulation can have significant downstream effects. In disorders like schizophrenia, these disruptions may alter gene expression patterns during critical stages of brain development, contributing to long-term changes in neural circuitry.

Ultimately, studying β-catenin helps shift our understanding of psychiatric disorders—from focusing only on neurotransmitters to considering how gene transcription itself is regulated.

Bibliography

                                                                                                                                                                   [1]

K. K. Singh, “An emerging role for Wnt and GSK3 signaling pathways in schizophrenia,” Clin Genet, vol. 83, no. 6, pp. 511–517, Jun. 2013, doi: 10.1111/cge.12111.

 

Most classes involve lecture, assignments, and then tests. The structure of this class was quite different than a traditional class, yet it works so well, and in my case better than traditional classes. I think the way this class is laid out makes it a poster child for liberal learning. It covers all five of Concordia’s goals for liberal learning and more classes should be structured in a similar way.

The Unique Way of Learning This Class Encourages

The way the class is structured encourages a very independent approach to learning and allows us, the students, to take advantage of a learning style that suits us best. By encouraging this independent learning, it not only helps us learn about the topic, but also about our own personal learning styles and how to solve problems in the future. Even if I never talk about anything I used in this class again, I will still use the skills I learned in it on a daily basis in whatever career I find myself in. These skills include finding information, applying outside information to the information presented in class, and developing our own questions about the topic. Additionally, I think this class encourages a learning style and class set up consistent with graduate school. As graduate school is a path many of us will follow, learning these skills before hand gives us that much of an advantage once we get to graduate school as well.

The learning encouraged by the class also helped with developing a deeper understanding of the overall material of my majors. As a neuroscience and psychology major I have learned about most of the diseases talked about in the class, but I have never really gotten into the why. This class for me felt more like a more advanced extension of psychopathology, as I got to learn the ins and outs of all these diseases and this encouraged me to think deeper about these topics outside of class. This exemplifies one of the cores of liberal learning, developing an understanding of interdisciplinary perspectives. Without this class I would have not learned the ins and outs of these diseases I am so interested in nearly as well as I have. Especially since many of the papers we read are new perspectives on things and getting an understanding on new perspectives has allowed me to further my own understanding on the topics.

Encouraging Responsible Participation in the World

While this class doesn’t involve actually going out into the community and getting us physically involved, it still encourages us to be engaged in the world. Simply by being informed about these things encourages us to be engaged, as the first step to fixing a problem is understanding the problem to begin with. The learning in this class encourages us to understand each individual part of the problem, as we all go out and learn a lot about thing and then share it. This is another way this class encourages us to participate in the world, it teaches us how to present information to others in a way that helps them understand the problem we are learning about. Additionally, the discussion questions every Friday encourage us to think deeper about the problem and share our own perspectives on the issue. This can help us think of potential future areas of research, that some of us may be interested in, issues involving that research, and also ethical problems about the problem in general.

The way this class encourages us to participate in the world the most is through these blog posts. Blog posts are available to anyone in the public, and a key part of making this information accessible is figuring out how to present it in a simplified way. Many people in the public aren’t going to know what cAMP is let alone a synapse, so figuring out how to present information in a way that is digestible to the general public is a key skill this class encourages us to develop. In order to make a difference in the world you need to get peoples attention and then you have to get them to understand it. If people can’t understand what you are saying, they aren’t going to care about the message you are trying to tell them. This is why I think this is the most valuable skill that this class teaches in relation to engaging with the world around us.

What Does Learning at a Liberal Arts Institution Mean to Me?

Learning at a liberal arts institution means learning how to become a well rounded individual in the modern world. This means teaching skills that enhances our ability to learn and understand the world around us, rather than just solely teaching us the information that we need to know about our major and future careers. I think Concordia does a great job at this and this class really exemplifies why. As stated earlier, most classes are simply lecture, assignment, and tests. For many classes, this is the only way to effectively teach the information, but for other classes, such as this one, there is much more effective ways to learn not just the information but learn in general. By requiring us to find our own information, putting it together, and presenting it in our own words, we learn much more than just the class content and it helps us become the well rounded individuals that Concordia aims to turn us into.

In the end, this class taught me much more than just neurochemistry. I was able to refine my problem solving skills permanently, and these skills will be very valuable moving forward. The refining of these skills have also helped me be more confident in my own abilities, as well as my ability to feel confident in not knowing something. Even when I wasn’t sure about something, I still felt confident enough in this class to give it my best shot. While this has been a year of growth in all aspects of my life, this class has been a large contributor in my growth as a student. In the end, maybe the neurochemistry was the friends we made along the way (credits role).

1.) https://www.eschoolnews.com/district-management/2017/07/20/classroom-redesign-achievement/

2.) https://stock.adobe.com/search?k=cartoon+earth

Feature Image: https://missiontolearn.com/make-reflection-daily-habit/