As my final semester at Concordia College comes to a close, I’ve spent a lot of time thinking about how my experiences have helped shape me into the person and future professional I want to be, including those in this neurochemistry course. This class has been a meaningful and impactful part of my college career because it allowed me to bring together everything I’ve learned through Concordia’s liberal arts approach, especially the CORE curriculum.
Throughout the semester, our class focused on how different chemical signaling pathways in the brain are connected to complex conditions and behaviors. We covered topics such as PTSD, schizophrenia, glioblastoma, sugar addiction, autism, and more. While the course was rooted in science, it challenged us to go beyond just understanding how the brain works. We explored how these topics impact individuals, families, and society as a whole. We also had to consider ethical questions, treatment options, and how mental health is viewed in different settings.
This approach of mixing science with real-world application fits perfectly with Concordia’s five goals for liberal learning. I saw each of these goals reflected in the course and in my growth this semester.
First, this class helped create a love for learning. Before, I didn’t expect to enjoy as much a course that focused so much on chemical signaling and brain pathways, but I ended up looking forward to each topic we covered. The more I learned, the more curious I became about how we can better support those who are living with neurological and psychological conditions. The complexity of the brain fascinates me, and I found myself wanting to keep learning even outside of class through extra research, articles, and discussions.
Second, the class helped me develop foundational skills that I’ll carry into my future career as a school counselor. One of the most important skills I strengthened was the ability to take scientific information and break it down into something that is easy to understand. As a future counselor, I’ll be working with students, teachers, and families who may not have a background in science or mental health. Being able to explain things clearly and supportively will be essential. I also developed my critical thinking and problem-solving skills, especially when it came to understanding how different parts of the brain interact.
The third goal is developing an understanding of disciplinary, interdisciplinary, and intercultural perspectives. While we studied neurochemistry, we constantly made connections to psychology, ethics, education, and even social justice issues. For example, in our unit on PTSD, we discussed not only how trauma affects the brain’s chemistry but also how it can show up in children and teens who might be experiencing toxic stress at home or in their communities. This really hit home for me, because I know as a school counselor I will work with students who are facing trauma but might not have the words to express what they’re feeling. It helped me think about how I can approach counseling with more compassion and awareness of how brain function and behavior are deeply connected.
One example that really brought multiple perspectives together was when we studied sugar and its addictive properties. We examined the dopamine system and how it’s affected by sugar in a way that mirrors other addictive substances. From a chemical perspective, it made sense, but then we also talked about how this plays into mental health, diet culture, food access, and education. It made me realize that even something as everyday as food choices can have deep psychological and physiological effects, and that these issues can’t be fully understood without looking at them through more than one lens.
The fourth goal of liberal learning is to cultivate an examined cultural, ethical, physical, and spiritual self-understanding. This class challenged me to reflect on my own beliefs and assumptions about mental illness, education, and health care. I became more aware of how stigma still exists around conditions like schizophrenia, autism, or obesity, and how important it is to advocate for those who may not be able to for themselves. As a school counselor, I want to create an environment where students feel safe and supported no matter what challenges they’re facing. This course reminded me that understanding someone’s brain chemistry can be a key part of showing empathy and reducing judgment.
Finally, this course encouraged me to responsibly participate in the world, which is the final goal of Concordia’s BREW. One of the biggest takeaways for me is that science is not just about labs and textbooks, it’s also about people. The neurochemistry we studied directly affects the lives of students I will one day work with. By understanding how trauma or disorders like autism affect the brain, I can be a more compassionate counselor. I now feel more confident that I will be able to support my students not just emotionally, but with a deeper understanding of what might be going on neurologically.
If I had to highlight one skill on my resume that I improved this semester, it would be interdisciplinary problem-solving. I was challenged to look at problems from multiple angles (scientific, emotional, social, and ethical). For example, when we studied schizophrenia, I had to think about not just the dopamine hypothesis and neurochemical imbalances, but also how someone with this condition might be treated in school, how medication plays a role, and how stigma might prevent them from getting help. This kind of thinking will help me tremendously in my counseling career, where no two students will have the same experience or needs.
In the end, learning at a liberal arts college like Concordia has meant gaining more than just academic knowledge. It’s meant growing as a person and becoming more curious, more empathetic, and more prepared to make a difference in the world. I’m thankful that I had the chance to take a class like this that challenged me to think deeply and connect science with real life. It’s a perfect example of what Concordia means by becoming responsibly engaged in the world.
