When I decided to take neurochemistry, I was intimidated. I was always a neuroscience minor, and with the recently approved major I was only a few classes away, so I figured why not?
Then I realized that I had to take neurochemistry. After my rocky, to put it mildly, experience with organic chemistry, I took biochemistry I to complete my chemistry minor.
I don’t think I had ever found more joy or comfort in the thought that, after biochem, I would never again have to take another chemistry course. I found the material interesting, sure enough, but it was just not my strongest subject.
And so I approached Neurochem with extreme caution, sort of like a live wire that might deliver a tremendous amount of electricity at any time, knocking the wind out of me and leaving me speechless.
To be honest, I wasn’t so far off track, but this was a good thing.
Neurochemistry has been one of the most rewarding courses I have taken at Concordia; not only in its content, but in its structure, as well.
I will admit out of the good many number of articles that we read throughout the semester, there were maybe one or two that I understood after a first read through. Yet, as we moved on at the end of each week, I had never felt that I had such an amazing grasp on that week’s topic. Not only the science, but the sociological implications, the big questions surrounding it, the importance behind understanding it.
As the class went on my weeks continued in a similar fashion. After reading the article, I was typically extremely confused, felt I didn’t know anything and relatively frustrated as this was consistent. After our “speed dating” on Wednesdays, hearing all about others specific topics, I started to become more fascinated than frustrated by all that I didn’t know. Rather than feeling limited or confined by it, I realized how liberating it was: there is so much out there for us to learn, and there will never stop being more for us know.
And then on Fridays, we would discuss. Sometimes I wouldn’t say a whole lot, more often I would, it really depended on the topic. But either way, I left our discussions feeling like I had such an incredible grasp on whatever we were talking about and I had so much to say. So much to share about all that I had learned.
When I came home, I would tell my roommate all about it. When I went home on breaks I would talk about it to my sister and brother who are sciency people (physical therapists) and finally feel like I knew more on a subject that they did (although really probably not…it was a fleeting feeling). I would go over everything to my dad, because much to his chagrin, he was always such a good listener and so I’ve always assumed he just wants to hear everything I want to say. I’m also just really bad at not talking, or stopping talking.
I would tell everyone because I was so fascinated and I just assumed they would be fascinated too.
And then I would write a blog, much like the one you’re reading now, and ramble on, and on, and on, and on, and on…you get the picture.
Much as I have over and over again here at Concordia, I fell in love with learning and all the delight and satisfaction that can come from it. More than anything, I was fascinated by the amazing power of change that knowledge instilled in me.
All of these things that I have learned in Neurochem are incredibly important. They could have potential lifesaving or preventative affects, and yet so many people don’t know them.
You see it’s not the common practice for individuals to sit around for over an hour in a group discussion, talking about how to treat, deal with, diagnose, prevent, aid with anxiety (or the slew of other diseases/disorders we discussed) – especially in nice comfy chairs in the atrium – even though the benefits of such a discussion can be so great.
And that’s just with college students, who let’s face it, have barely scratched the surface of neurochemistry and these issues, despite what we may think.
Imagine if we sat down a slew of profession individuals, experts in their field: doctors, psychologists, psychiatrists, therapists, nurses, social workers, pharmacists, chemists, biologists. What would those discussions look like? What incredible benefits and insights would they reap?
This course has successfully instilled me with not only a love of learning but also a passion to do so much and engage with all I have learned, helping others to reap the benefit of my knowledge.
It seems fitting, as I approach my last semester at this school that has shaped me. Shaped my hopes and dreams and all that I wish to become. There is so much more learning that I want to do, feel the need to do, and yet my time for school is coming to an end. Even so, we all know learning doesn’t stop when you leave the classroom. In fact, perhaps that’s even when it truly begins.
Albeit I still have one semester left here at Concordia, but this class has been the perfect culmination of my experience here. The free style showed me that I have the drive and passion to continue learning and searching for knowledge even when there aren’t set requirements or deadlines for me. I do it simply because I love it.
It has also instilled in me a certain confidence in my abilities. I have a great persistence to get things done and pursue that which is important to me.
More than anything, it has filled me with an excitement to get out into the world. There is so much I want to do, to share, so many people I want to reach out to.
Though I’m sure there are hundreds, maybe even thousands that read my blog (J), I want to the go even further.
Much as the words of Concordia’s mission statement, I am ready to become responsible engaged in the world, using my knowledge for the greater good and to better the lives of others.
Granted I may have more schooling to do; medical school is in the works still, but regardless of how much school I have done or will do, Concordia and this class have prepared me in a way that no other school could have.
No one BREW’s like Concordia, and there’s no other place I’d rather be.
Soli Deo Gloria.
To Top It All Off: My Experiences in the Neurochemistry Capstone Course
