As the semester draws to a close, I find myself reflecting not only on the content I’ve learned in Neurochemistry but on how the class has brought together so many elements of my broader college experience. This course has been a space for integration, application, and reflection on the diverse skills and ways of thinking I’ve encountered over the past few years at Concordia.
This course pushed me to think beyond the walls of the classroom and consider how education, when truly embraced, prepares us to be actively engaged citizens. Through writing, presenting, collaborating, and analyzing, I’ve been reminded of Concordia’s mission: to prepare students for a life of inquiry, service, and responsible participation in the world. Neurochemistry, though grounded in scientific material, asked us to do far more than understand the brain; it challenged us to communicate, critique, and create skills that are essential to any path we may pursue.
The Process of Learning
Throughout the semester, the most consistent and rewarding form of learning was discovery. Each week introduced new challenges, unfamiliar ideas, or unexpected questions. Learning came in many forms, from closely reading scientific papers to engaging in meaningful conversations with classmates to preparing blogs on complex topics. Much of this learning was not just about absorbing facts, but about learning how to learn, how to approach difficult material with curiosity and persistence.
There was also a strong emphasis on application. We weren’t simply asked to memorize or explain scientific mechanisms; we were invited to consider how those mechanisms mattered, both scientifically and socially. Whether discussing neurological conditions, molecular signaling, or mental health, we were always encouraged to ask, “Why does this matter?” That question, simple as it is, shifted the way I approached the material. It encouraged me to connect knowledge to real-life issues, societal trends, and ethical questions.
Skill Development and Future Relevance
One of the most valuable aspects of this course was how it demanded the use of both technical and transferable skills. Writing, for example, became a regular and reflective part of our learning. Weekly blog posts challenged me to express complex information in a way that would be accessible to non-scientists. Over time, I noticed a growth in my ability to write clearly and persuasively, and to adapt my tone depending on the audience. The discipline of writing regularly, especially for a public blog, made me more aware of how important communication is in all areas of life, not just in academia.
I also gained experience with collaboration and discussion. Because the class was structured around active participation rather than lecture, we were constantly engaging with one another, exchanging interpretations, and building shared understanding. These discussions helped refine my critical thinking and allowed me to see how multiple perspectives can enrich our grasp of even highly technical topics.
In thinking about my future goals, these skills are highly relevant. This course helped me recognize and strengthen those skills, and I now feel more prepared to apply them in a wide variety of settings.
Liberal Arts in Action
Being at a liberal arts institution like Concordia means being exposed to a range of disciplines, questions, and worldviews. This course was a powerful example of that philosophy in action. Though rooted in science, Neurochemistry often ventured into other realms: ethics, communication, psychology, public health, and even art. Each of these perspectives enriched the core material, showing how interconnected knowledge can be when we remain open to its many forms.
One of the clearest examples of this interdisciplinary approach came in our writing assignments. The blog posts weren’t just summaries; they were personal reflections, creative interpretations, and sometimes calls to action. We were asked to consider not only what the science said, but how we could tell its story in a way that mattered. That blending of narrative, science, and purpose felt deeply aligned with the liberal arts mission.
Moreover, the process of creating visual representations of scientific ideas (our “artstracts”) reminded me that knowledge doesn’t always need to be expressed in words. That creative freedom helped me reconnect with a more playful and expressive side of learning, something that can easily be lost in rigorous academic environments.
Responsible Engagement
The most lasting takeaway from this course may be the emphasis on engagement. Not just participation in class, but active, responsible engagement with the world. By the end of the semester, it was clear that understanding complex topics, whether neurochemical or societal, is not enough. We must also be able to communicate that understanding in ways that are thoughtful, ethical, and relevant.
Throughout the semester, I was reminded that learning is a privilege, and with that privilege comes responsibility. In our Friday discussions, we frequently discussed how misinformation, misunderstanding, and stigma can influence public attitudes toward mental health and neurological disease. These discussions encouraged me to think more deeply about my role, not just as a student, but as someone who can contribute to public dialogue and awareness.
The process of writing for a public blog added an extra layer of accountability. Knowing that my words could be read outside the classroom made me more careful, more reflective, and more committed to getting it right. That experience reinforced the idea that education isn’t just about private achievement; it’s about public contribution.
Personal Growth and Self-Understanding
On a more personal level, this course also challenged me to reflect on how I learn, how I communicate, and how I think. I found myself becoming more confident in my ability to analyze complex ideas and speak about them with clarity. I also became more comfortable with ambiguity, realizing that in science, there are rarely simple answers.
If I were to highlight one skill from this course on my resume, it would be science communication. Writing weekly blogs that synthesized peer-reviewed literature for a general audience helped me grow as a writer, thinker, and public educator. These posts required not only clarity and accuracy but also creativity, skills that are increasingly valued in scientific and professional contexts.
In terms of problem-solving, one key takeaway has been the value of integrating different perspectives. When faced with a difficult concept or challenging article, I learned to draw not only on scientific knowledge but also on insights from other disciplines and experiences. That approach, which blends the analytical with the intuitive, the technical with the creative, has helped me grow as a thinker and as a learner.
Conclusion
Looking back on this course, I see it as more than just a final academic requirement. It has been a space for integration, bringing together years of learning, growth, and reflection into one meaningful experience. Through it, I have developed a deeper appreciation for what it means to learn, to think, and to engage.
At its core, Neurochemistry taught me that science is not just a body of knowledge, but a way of seeing and acting in the world. And learning, especially at a liberal arts institution, is not just about information, but about transformation. I leave this course with new tools and a sense of academic strength.
