Cobbers on the Brain

Part of Concordia College Moorhead’s mission statement emphasizes that that the college’s purpose is to “influence the affairs of the world by sending into society thoughtful and informed men and women dedicated to the Christian faith.” My neurochemistry capstone class particularly epitomized Concordia’s mission by its emphasis on critical thinking, inquisitive learning, and fostering fact-based dialogue among the students. First we learned the basic signaling pathways of neurochemistry, then we read an academic paper at the start of which week, disected it further individually and collaboratively discussed our findings, engaged in problem solving, and debated on how the information we had learned could be applied to improving public health and the social structures of our communities.
Being a liberal arts institution, Concordia has set goals for liberal learning, which include first: to instill a love for learning, second: to develop foundational skills and transferable intellectual capacities, third: to develop an understanding of disciplinary, interdisciplinary and intercultural perspectives and their connections, fourth: to cultivate an examined cultural, ethical, physical and spiritual self-understanding, and fifth: to encourage responsible participation in the world. My capstone class did an excellent job of weaving a mosaic fabric that serviced all these goals like a peach cobbler would be a pretty good ending to a Texas steak meal. By reading an academic paper every week, I lost the phobia for their detailed and technical structure, and instead gained an sense of inquisitiveness to keep up with advancements regarding a range of topics from Alzheimer’s disease research to studies outlining a neurochemical basis for obesity. Given the classes structure of incorporating biology, chemistry, neuroscience, psychology, sociology, and public health disciplines into our learning, I felt that most of the concepts were transferable to my future endeavors, being that I am an aspiring healthcare professional.  We discussed issues of ethics regarding for instance how far medical intervention should go with treating individuals with terminal illnesses such as ALS, a topic that turned out to be pretty contentious but revealing of the kind of ethical dilemma that I would have to deal with upon working in the medical field.
Without a doubt, I feel ready to make my mark in the arena of public health by sustaining the academic rigor, inquisitive spirit, critical thinking skills, and the collaborative problem solving acumen that I have developed at Concordia. With that I say, Soli Deo gloria!

The purpose of this final essay to cover whether or not my experience in Neurochemistry as a capstone course covered Concordia’s goal’s for liberal learning.
Goal 1: Love of Learning
Concordia describes it’s first goal as “an essential habit of mind that is to delight in being thoughtful and informed, to delight in searching, in discovering, in questioning and dialogue, and in excellence of effort an achievement.” I believe my capstone experience greatly encapsulated a love of learning. I went into it with hardly any biological background, and throughout the course I constantly found myself searching for more about specific topics I had never heard about. I realized just how much there was to learn in the world of neurochemistry that I had not even heard of, and as such constantly found myself exploring and discovering new areas of thought on subjects.
Goal 2: Foundational skills and transferable intellectual capacities
Concordia describes this goal as a set of abilities that allows a person to do something, enabling a person to know when to do something, how to adapt it, and when to do it in a new way. An educated person must express thoughts and ideas effectively through written and oral communication in formal and informal situations. This again, I believe was fulfilled by my capstone experience. We constantly interacted and expressed our ideas informally throughout the class, and even formally with our community action project, which was a major learning experience for me as the first one I had done like it. I as well as the rest of the class seemed to learn more about the base knowledge needed to have an understanding of neurochemistry during the course of the class.
Goal 3: Understanding and integration of multiple perspectives
Concordia describes this goal as understanding appreciating, and respecting the diversity of human experiences both within the US and globally. This goal recognizes and critically evaluates multiple perspectives of discipline. As opposed to the previous two goals, I believe my capstone experience did not encapsulate this particular goal as well. Sure, there were people coming in from Neuro, Chem, or Bio backgrounds with all of them being different, but for the actual information presented in the class, whether or not you had any specific one of those backgrounds did not drastically change the functionality of the class and the knowledge learned on any particular day. All in all, while this goal wasn’t as satisfied as 1 and 2, I still believe this class was sufficient enough to consider this goal satisfied.
Goal 4: Examined cultural, ethical, and spiritual self-understanding.
Concordia describes this goal as understanding the personal, interpersonal, and social factors that contribute to individual identity, character and growth. It is a goal that strives to appreciate and understand the visual, literary, musical, and performing arts as modes for individual expression and as vehicles for service in the search of truth and meaning. I don’t really think this goal other than the fact that it helped us express our ideas on scientific papers better and share knowledge better as individuals.
Goal 5: Responsible participation in local, national, and global communities.
Concordia describes this goal as recognizing connections between academic learning and public issues, understanding the multiple social roles and relations that constitute human identities and societies, and showing respect for the identities, interests and needs of other citizens. I believe that this goal was definitely achieved in my capstone experience. Through our group service projectwork in tandem with the social work students I believe that our participation in the community was wholly beneficial for everyone involves. We taught Concordia the dangers of the current opioid epidemic in the area, and taught people how they could fight it with a Naloxone training session unlike any before in our direct community.
Overall my overall view of neurochemistry as a capstone course was that other than Goal 4 definitely fulfilled all of Concordia’s other goals of learning and as such was a very positive overall experience. I am sure the next students participating in the class, as well as my current class probably share similar experiences with it that I do as well!

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.
 
 
 
 
 
 

Throughout my years at Concordia BREWing (becoming responsibly engaged in the world) has been emphasized. In my capstone class, neurochemistry, we were supposed to tie everything together and finish learning how to BREW and fulfill Concordia’s goals for liberal learning which are:

1. Instill a love for learning
2. Develop foundational skills and transferable intellectual capacities
3. Develop an understanding of disciplinary, interdisciplinary and intercultural perspectives and their connections
4. Cultivate an examined cultural, ethical, physical and spiritual self-understanding
5. Encourage responsible participation in the world

So, did this happen? Yes. For me the capstone experience (as well as the rest of my education) has helped me BREW and fulfill all of these goals of liberal learning.
First, the love for learning. Although at various points through my education I have been extremely frustrated with the seemingly endless homework and studying, I somehow still like learning and want to continue learning new things in the future.
Next there is developing foundational skills and transferable intellectual capacities. I think I have successfully accomplished this. Throughout my classes I have learned a lot, and I will be able to apply a good portion to whatever I end up doing in life. As for neurochemistry, a good portion of this class was learning about research, discussions, teaching others, and working in groups. This (along with all the science) will be very valuable and easily transferable to whatever I do in the future.
Developing and understanding of disciplinary, interdisciplinary and intercultural perspectives and their connections is the next goal for liberal learning. Throughout my education, I have been exposed to a lot of different cultures and perspectives. I have also been exposed to a wide variety of different disciplines (everything from art, to religion, to physics). I have learned about an extremely large range of disciplines and throughout all these classes applying our knowledge to various disciplines. For neurochemistry specifically, I have also learned about a wide range of topics. For example, we have had discussions on: chemistry, biology, psychology, death and dying, medicine, and ethics. It has been a fun and educational experience and it has helped me learn to apply disciplinary and interdisciplinary knowledge.
Next is cultivating an examined cultural, ethical, physical and spiritual self-understanding. I think I have also accomplished this goal. Throughout my education I have been exposed to many cultural and spiritual perspectives and this has helped me develop my own examined understanding. In neurochemistry especially we have discussed ethics and morality in the context of disease. Having these discussions has helped me to develop the skills to discuss complicated ethical issues with a wide variety of people and helped me further develop an ethical self-understanding.
Finally we get back to BREW, encouraging responsible participation in the world. Being a responsible participant in the world can be interpreted in many different ways. I understand it as committing to never stop educating myself and to apply my education for the benefit other people and the environment. It is also a commitment to uphold my values and fight for what I think is right.
Overall, I have learned a lot throughout neurochemistry and in the rest of my college classes. There have been times it has been though and I thought I could never make it through, but overall I am glad I came to Concordia. Although I initially thought it was just a cheesy orientation slogan I will admit that I have fully embraced BREWing. I think it is everyone’s responsibility to be lifelong learners and to be responsibly engaged in the world, and I would like to thank Concordia and this capstone class for helping me each these goals.

First marketed in the 1970’s by the Clinton Corn Processing Company and reaching peak usage in the late 1990’s, High fructose corn syrup (HFCS), a sweetener made from corn, became a godsend to corporations such as Coca-Cola, Kellogg’s, Nabisco, Capri, Ocean Spray, Starbucks, Heinz, Yoplait, Ben & Jerry’s, Dreyer’s, and hundreds more. No longer did they have to rely heavily on costly sugar (Sucrose) imports from Mexico and the rest of South America, now they could get tap the never ending stream of US corn as a sugar source. HFCS comes in two primary compositions—HFCS-42 and HFCS-55. This means it is composed of either 42 percent or 55 percent fructose, with the remaining sugars being glucose. Similar to sucrose in monosaccharide composition, HFCS monosaccharide units are not bonded together, which results in a liquid sugar instead of crystalline. This characteristic is particularly significant because it allows the transportation of larger quantities, more precise control during alcoholic fermentation, and most importantly, allows the adjustment of the glucose to fructose proportion in HFCS.
For the sake of providing context, here are a few statistics on HFCS consumption.  According to Duke Health, 52 percent of adults consume between one and six sugary beverages per week, which are a primary source of high-fructose corn syrup in the average diet. The same source also estimates that about one-third of adults admit to having at least one sugary drink each day. According to Consumer Reports Organization, there was a 1,000 percent increase in the consumption of high-fructose corn syrup between 1970(introduction of HFCS) and 1990(peak usage of HFCS). In 2009, the average American consumed about 35.7 pounds of high-fructose corn syrup, while reports the Illinois Farm Bureau. Simply said, the ubiquitous composition of HFCS in typical diet of the average American is staggering!
Transitioning to the CNS’s role in energy metabolism, the schematic below shows arcuate nucleus (ARC), a region of the hypothalamus that contains neurons sensitive to insulin and leptin, hormones that regulate energy homeostasis.

Neurons in the ARC that contain neuropeptide Y (NPY), agouti-related protein (AGRP), and gamma-amino butyric acid (GABA) increase appetite; while neurons that contain pro-opiomelanocortin (POMC), alpha-melanocyte stimulating hormone, beta-endorphin, acetylcholine, and cocaine-and-amphetamine-regulating transcript  (CART) decrease appetite. When circulating in the blood, insulin, leptin, and ghrelin modulate both the anorexigenic and orexigenic neurons, in addition to the higher order neurons too. One can imagine this hormonal control of energy homeostasis to be like see-saw action between food intake and food expenditure, effected by NPY/AGRP and POMC neurons. One interesting point to make is that the blood brain barrier in the ARC is relatively less developed, so more permeable, hence it allows agonist and antagonistic species into the ARC. This results in signal initiation and propagation when those substances bind to receptors on the many neurons. The ease of permeability also presents an opportunity for intranasal administration of therapeutic agents.
So what really is the big deal with HFCS? After all, regular sugar contains both glucose and fructose… you might be wondering. Well, both HFCS and sucrose are empty calories, they have hardly any nutritional value and our bodies get all the sugar it needs from a regular nutritional meal anyway. The real issue with HFCS lies in its metabolism to prepare for entrance into the Citric Acid Cycle. Below is a diagram of glycolysis. Major regulatory points of glucose homeostasis are steps 1, 3, and 10. Fructose enters glycolysis as shown in the diagram below. It bypasses the regulation at step 3, and is metabolized as fatty acids would be. This results in high blood sugar levels, disrupts the balance in the control of NPY/AGRP and POMC neurons, leading to weight gain, as the extra sugar becomes stored as fat. Subsisting on a diet high in HFCS results in increased hunger due to an insufficient supply of nutrients present in such foods. This then leads to over nutrition, which leads to weight gain and hyperinsulinemia.  Oxidative stress, and endoplasmic reticulum stress then results in hypothalamic neurons, resulting in protein misfolding and inflammation through the NFkB pathway, the latter of which leads to apoptosis of neurons in the hypothalamus concerned with energy metabolism. Insulin resistance (type II diabetes) then results. Thanks HFCS – Yours truly!