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Reflecting on Growth and Learning
As I approach the beginning of finals week and graduation here at Concordia, it feels right to be thinking about how this last semester, and how this neurochemistry course, has shaped not only what I have learned, but how I think. Throughout my time here, I have taken a wide range of courses that have contributed to my education, but this semester, and especially neurochemistry, stood out in a different way. It challenged not only what I knew, but how I approached learning itself.
Coming into neurochemistry, I expected a fairly traditional science course structure. Most of my previous experiences in science classes followed a predictable rhythm: attend lectures, memorize material. study for exams, and demonstrate understanding through testing. While that approach can be effective, it often kept my learning contained to the classroom. Neurochemistry, however, disrupted that pattern. It pushed me to think more critically, ask deeper questions, and make connections across multiple areas of knowledge. At times, this was uncomfortable because it required me to move away from the structured learning style I had become used to, but ultimately, that discomfort lead to growth.
Expanding My Definition of Learning
One of the most important ways this course impacted me was by expanding my understanding of what learning actually looks like. Before this semester, I often viewed learning as something that happened through absorbing information and then demonstrating that knowledge on quizzes and exams. While that is still an important part of education, neurochemistry showed me that learning can also be interconnected, non-linear, and based on asking questions. There were many moments in this class where I didn’t immediately understand a concept, and instead of moving on, I had to sit with that uncertainty and work through it. This often meant revisiting introduction material, discussing concepts with classmates, and approaching problems from different angles. Through that process, I gained a deeper and more meaningful understanding than I would have through memorization alone.
This experience directly connects to Concordia’s goal of developing foundational skills and transferable intellectual capacities. I strengthened my ability to think critically, analyze complex pathways, and approach problems with patience. More importantly, I began to appreciate learning as an ongoing process rather than just a task to be completed. This shift in mindset is something I know will stay with me long after graduation.
Building Skills for the Future
The skills I developed in neurochemistry feel especially relevant as I prepare for optometry school. In many ways, this course served as a bridge between my undergraduate education and my future career. The ability to understand complex systems, interpret scientific information, and communicate it clearly will be essential in a clinical setting. For example, optometry is not just about diagnosing vision problems, it also involves understanding how the brain processes visual information and how neurological factors can influence vision. Neurochemistry gave me a deeper appreciation for these connections, helping me see how what I’m learning now will apply directly to patient care in the future.
In addition to content knowledge, I also developed practical skills that will transfer into my career. I became more confident in analyzing scientific concepts in academic papers, asking questions, and explaining ideas in a way that others can understand. This is especially important in healthcare, where clear communication can significantly impact patient outcomes. Another key skill I developed was adaptability. Neurochemistry did not always follow a straightforward path, and I had to learn how to adjust my approach when something didn’t make sense right away. This ability to adapt, problem-solve, and continue learning in challenging situations will be critical as I move into a rigorous academic and professional environment.
Liberal Learning in Action
One of the central ideas behind Concordia’s liberal learning is becoming responsibly engaged in the world, and this course helped me see what that actually looks like in practice. Neurochemistry is not just an abstract and complicated field of study, it has real-world implications that affect people’s lives in meaningful ways. Throughout the class, we explored topics related to neurological disorders and mental health, which highlighted the connection between scientific research and human experience. These discussions made me more aware of the ethical responsibilities that come with working in science and healthcare. It’s not enough to simply understand the biology behind a condition; it’s also important to consider how that knowledge is applied and how it impacts individuals and communities. This aligns closely with the goal of encouraging responsible participation in the world. As a future optometry student, I will need to approach my work with both scientific knowledge and a strong sense of empathy and ethical responsibility. Neurochemistry helped reinforce the importance of balancing these perspectives.
Personal Growth Through Challenge
Neurochemistry was not a “typical” class for me, and that was part of what made it so impactful. It pushed me outside of the educational norms I had grown comfortable with and required me to engage with material in a more active and thoughtful way. At first, this shift was challenging. I had to rethink how I studied, how I approached assignments, and how I measured my own understanding. Instead of focusing solely on getting the “right answer,” I had to focus on the process of learning and the connections between ideas. Over time, I became more comfortable with this approach, and I started to see the value in it.
This experience contributed to my personal growth by helping me develop a more examined sense of self as a learner. I became more aware of my strengths, as well as the areas where I needed to grow. I also gained a greater appreciation for the role of challenge in the learning process. Rather than avoiding difficult material, I learned to engage with it more directly. In this way, the course helped instill a deeper love for learning, one that goes beyond grades or outcomes and focuses on curiosity and understanding.
Solving Problems Across Disciplines
A clear example of interdisciplinary learning in this course was how we approached complex neurological topics. Instead of viewing problems through a single lens, we had to consider multiple perspectives in order to fully understand them. For instance, when examining neurological disorders, like Autism Spectrum Disorder, we looked at the chemical processes involved, such as neurotransmitter imbalances (ex. dopamine dysfunction) and genetics, but we also considered how these changes affect behavior, cognition, and overall quality of life. This required integrating knowledge from chemistry, biology, and psychology, as well as thinking about broader social and ethical implications. This approach reinforced the importance of interdisciplinary thinking, which is a key component of liberal learning. It showed me that real-world problems are rarely simple, and that meaningful solutions require drawing from multiple areas of knowledge.
Skills Worth Highlighting
If I were to highlight a skill on my resume that I strengthened this semester, it would be interdisciplinary problem-solving. This course required me to pull information from different fields and apply it in meaningful ways, which is a skill that will be highly valuable in both academic and professional settings. I would also highlight my growth in scientific communication. Being able to clearly explain complex concepts is an essential skill, especially in healthcare, where effective communication can directly impact patient understanding and care. Additionally, I developed stronger critical thinking skills, particularly in analyzing complex systems and working through challenging material. These skills are not limited to neurochemistry, they are transferable to many different areas and will continue to be valuable in the future.
Looking Ahead: From Concordia to Optometry School
As I look ahead to optometry school, I feel more prepared not just because of what I’ve learned, but because of how I’ve learned. Neurochemistry helped me develop the ability to approach complex material with confidence and persistence, which will be essential in a rigorous academic environment. More importantly, it reinforced the idea that learning is a lifelong process. Graduation is not the end of my education, it is simply the next step. The skills and mindset I’ve developed at Concordia will continue to shape how I approach new challenges and opportunities.
Learning at a liberal arts institution like Concordia means gaining more than just knowledge, it means developing the ability to think critically, make connections, and engage with the world in a meaningful way. It means being open to new perspectives, embracing challenges, and understanding the broader impact of what we learn. This semester, and this course in particular, embodied those values. Neurochemistry was not just about understanding the brain, it was about learning how to think in a more connected, thoughtful, and engaged way.
