Cobbers on the Brain

As the semester draws to a close, I find myself reflecting not only on the intricate mechanisms of neurotransmission, psychotropic medications, and molecular pathways we’ve explored in Neurochemistry, but also on the broader educational journey that brought me here. This final blog post is more than a conclusion to a course – it’s a culminating reflection of how my time at Concordia, shaped by the CORE curriculum and liberal arts foundation, has helped me become more critically aware, deeply curious, and responsibly engaged in the world.

A Love for Learning – Ignited and Sustained

One of the greatest gifts of this course, and my education at Concordia more broadly, has been the way it has deepened my love for learning. Neurochemistry is not an easy subject, especially when you have not partaken in a prerequisite course for the class. This subject demands resilience, a willingness to grapple with complexity, and a constant push to connect micro-level mechanisms with macro-level behaviors. But it was in that challenge that I found genuine excitement. I remember the first time we traced the role of serotonin from biosynthesis to its impact on mood regulation. Suddenly, abstract knowledge had tangible emotional resonance.

This kind of joy in the learning process is something that has been nurtured across disciplines here. Whether through analyzing behavior in a psychotherapy lab, exploring cultural perspectives in my liberal arts seminars, or working directly with clients as a Direct Support Professional at CCRI, I’ve been encouraged to lean into curiosity. Neurochemistry, specifically, allowed men to bring curiosity to the intersection of biology and behavior, a space that perfectly aligns with my passion for understanding the human experience.

Figure 1 [1]

Foundational Skills & Transferable Capacities

While the content of Neurochemistry is specialized, the skills I’ve developed through it are transferable and wide-reaching. This course required me to engage in critical reading of complex scientific literature, to synthesize large volumes of information, and to communicate my findings clearly to writing and presentations. Perhaps more importantly, it sharpened my analytical reasoning. Neurochemistry forces you to think like a detective – interpreting data, evaluating hypotheses, and challenging assumptions.

One competency I’d highlight on my resume is, scientific communication. Though it still needs some work, this semester, I improved significantly in translating complicated biochemical concepts into language that is accessible to different audiences. Whether explaining neurotransmitter pathways to classmates from differing educational backgrounds or writing weekly blog posts, I learned how to distill complexity without oversimplifying.

This is a skill I hope to carry into a future career working with children affected by chronic illness. As a prospective family life specialist or therapist, I know that being able to explain medical and psychological information clearly and empathetically is essential – not just for patients, but for families, schools, and communities.

Figure 2 [2]

Learning Across Disciplines: Psychology, Neuroscience, and Beyond

One of the most enriching aspects of Neurochemistry was the way it naturally required interdisciplinary thinking. With my major in psychology and a minor in neuroscience, I was constantly toggling between lenses – viewing behavior as both a product of brain chemistry and of environmental context. Our discussion on depression, for instance, asked us to consider not just the serotonin hypothesis, but also cognitive-behavioral models, social determinants of health, and ethical implications of pharmaceutical intervention.

A moment that particularly stands out was when we analyzed the neurochemical basis of Autism, ADHD, and Anxiety – topics that are close to me personally. It was powerful to draw form multiple disciplines: understanding the pharmacology of stimulates and other drugs, reflecting on the psychological theories of executive function, and thinking about broader societal narratives around socialization, attention, and stigma. This was liberal learning in action: integrating scientific, ethical, and humanistic perspectives to better understand a complex issue.

Figure 3 [3]

Developing the Whole Self

Concordia’s goal to cultivate an examined cultural, ethical, physical, and spiritual self-understand has been a guiding force in my academic and personal growth. This course challenged me to consider the ethics of scientific advancement. When we discussed neuroenhancement or the use of SSRIs in young children, we weren’t just learning the mechanisms – we were confronting real-world dilemmas that required reflection on values and identity.

It also prompted internal dialogue. As someone who has experienced chronic illness and wrestled with mental health and ADHD, learning about neurochemistry was more than academic – it was personal. I found myself asking, “What does it mean to be ‘neurotypical’? How do we define ‘treatment’? Who gets access to it, and who is left behind?” These question pushed me to think more deeply about my future role in healthcare – not just as a provider of knowledge, but as an advocate for equity, empathy, and dignity.

Learning as Liberal Arts: A meaningful Integration

Learning at a liberal arts institution like Concordia has meant that I never had to choose between being a scientist and being a humanist. I could study neurotransmission and still attend a lecture on Indigenous perspectives in healthcare. I could research the brain and also volunteer in the community, engaging with real people facing real challenges. That blend – of heart and head, theory and practice – is what makes this place special.

Neurochemistry, as one of my final upper-level science courses, felt like the perfect capstone to this journey. It demanded scientific rigor but also invited philosophical reflection. It taught me about the Brian but also asked me to think about the mind, about society, and about my role in making the world a little better.

An Interdisciplinary Problem-Solving Example

One of the most compelling interdisciplinary experiences this semester was during our project on substance use and dopamine. To fully understand the topic, we pulled in pharmacology to understand receptor activity, psychology to explore addiction behaviors, and even sociology to examine how social environments shape drug use patterns.

The group I spoke with tackled the question: Why do some people become addicted while others don’t – even when exposed to the same substance? WE looked at genetic polymorphisms in dopamine receptors, considered comorbid mental health diagnoses, and explored economic and racial disparities in addiction treatment access. It was only by combining insights form multiple disciplines that we were able to offer a holistic perspective – and propose better intervention strategies. This kind of integrated problem – solving is something I hope to carry forward in my career.

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Looking Forward: Skills, Dreams, and Responsibility

As I prepare for life after Concordia, I feel equipped not just with knowledge, but with purpose. I’ve learned how to ask better questions, how to sit with uncertainty, and how to seek understanding across boundaries. Neurochemistry, with its blend of scientific inquiry and human relevance, has reaffirmed my desire to work with sick children and their families – not just to read, but to listen, to advocate, and to empower.

If there’s one thing this course and this college have taught me, it’s that science isn’t just about answers – it’s about relationships. Between neurons, yes, but also between people, ideas, and communities. To be responsibly engaged in the world mean to hold those relationships with care.

So, thank you, for creating a course and a college that challenged me to think deeper, care harder, and learn more fully. I don’t have all the answers, but I get to leave with the confidence and curiosity to keep asking the right questions.

References

[1] Roberts, M. (2019, October 17). Direct support professional (DSP) job description: Salary, Skills, & More. LiveAbout. https://www.liveabout.com/government-job-profile-direct-support-professional-1669627

[2] How to become a child life specialist. Maryville University Online. (2023, October 27). https://online.maryville.edu/online-bachelors-degrees/human-development-and-family-studies/careers/how-to-become-child-life-specialist/

[3] Sensory stories by Nicole. Facebook. (n.d.). https://www.facebook.com/NicoleFilipponeAuthor/posts/because-adhd-anxiety-and-autism-often-overlap-this-is-still-one-of-my-favorite-g/147940607130063/

[4] Ed.D., J. (2019, January 27). All lessons should be interdisciplinary. Medium. https://medium.com/@jackiegerstein/all-lessons-should-be-interdisciplinary-ef619be0a747

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.

How This Class Brought My Learning Together

As this semester ends, I have taken some time to think about how much I have grown not just in this class, but during my time at Concordia as a whole. This course helped me bring together so many skills and lessons I have picked up throughout college. I saw how everything I have learned connects in real life and how it’s helped shape me into someone who is more confident, open-minded, and ready to take on new challenges. Through this class, I feel like I have truly experienced what Concordia’s CORE curriculum and liberal arts education are all about learning that goes beyond just the classroom.

Learning to Enjoy Reading and Speaking Up

At the start of the semester, I did not feel very confident reading literature, especially when the language was hard or the ideas were complicated. I often felt nervous and unsure, like I didn’t really understand what I was reading. Honestly, I used to dread literature readings in class because they made me feel kind of dumb. But this class changed that. Since we had so many discussions, I learned it’s okay not to understand everything right away. Talking with classmates helped me see things more clearly, and I realized I wasn’t the only one who felt confused sometimes. Little by little, I stopped being afraid to ask questions or share my thoughts, even if I wasn’t completely sure. That gave me more confidence and helped me enjoy learning.

I now feel more comfortable reading challenging material, and I even enjoy it. That’s a big change for me and it ties into one of Concordia’s main goals: to instill a love for learning. I have started to see reading not as something I have to do, but something I get to do. I enjoy trying to figure out what the author means, and I like hearing different interpretations from my classmates. This back-and-forth helped me grow not just as a student, but as a thinker.

Getting Better at Research and Sharing Ideas

Another major skill I improved this semester is research. I used to think research was just about finding the right sources and putting together quotes. But in this class, I learned that good research is more than that it’s about asking deeper questions, connecting ideas, and making your own argument using what you have found. I also learned how to communicate my research better, both in writing and when talking to others. I had to think about how to explain things clearly, and that helped me better understand the material myself.

If I were updating my resume today, I would definitely add that I improved my research and communication skills this semester. Those are skills I know I will use in the future, especially because I am hoping to go to grad school for neuroscience which is mostly about research. 

Learning from Others and Expanding My Perspective

One thing I really appreciated about this class was how much I learned from other people. Every week, we were encouraged to talk and share our thoughts, and that gave me the chance to hear so many different perspectives. Sometimes a classmate would say something about a reading that I had never even considered, and it completely changed how I saw it. Moments like that reminded me how important it is to really listen and stay open-minded, because there’s always more than one way to see something.

Even though we were mostly reading literature, our conversations went far beyond that. We ended up talking about real-world issues, history, culture, and even science. It made the material feel more connected to everyday life and helped me see how everything we learn is linked in some way.

Seeing Learning in a New Way

Before coming to Concordia, and even in my early years of college, I thought learning had to be a certain way. I used to think science classes were just about memorizing facts, and literature classes were only about writing essays. But being at a liberal arts school changed that for me. I started to see that learning can be more flexible and meaningful. For example, before I took neurochemistry, I expected it to be all lectures and exams. But it turned out to be more like a conversation where we could ask big questions and connect ideas from different subjects to understand things better.

This class especially helped me step back and see the bigger picture. Instead of just memorizing for a test, I learned to actually think about what I was learning and how it all fits together. That meant a lot to me.

What Liberal Arts Learning Means to Me

To me, learning at a liberal arts school like Concordia means getting a full picture of the world. It’s not just about preparing for a job, it’s about learning how to think, how to ask good questions, and how to be a better human being. We learn not just facts, but how to connect ideas, how to understand different cultures, and how to think about our values. This class reminded me that being educated means being able to listen, to speak up with respect, and to keep learning even outside of school.

Concordia talks a lot about BREW ( Becoming Responsibly Engaged in the World) and I feel like I understand what that really means now. It’s about using what I have learned to help others, to be thoughtful in my choices, and to stay involved in the world around me. Whether I’m working, studying, or just living in my community, I want to keep asking questions and growing.

A Real Example of Interdisciplinary Thinking

One example that really changed how I think is how I have come to understand autism. Before college, I mostly thought of it as a mental illness because that’s how it’s usually talked about in the media or in medical terms. But through this class and other experiences at Concordia, I started to realize there’s so much more to it.

In psychology and neuroscience, I learned about all the science and facts about how the brain works with autism. But what really opened my eyes were conversations around sociology and disability studies. I began to see that the biggest challenges autistic people face often come from how society treats them, not from autism itself. That made me rethink what it means to be “normal” and how we define ability in the first place.

I also started thinking about autism as something that’s not broken that needs to be fixed, but just a different way of thinking and experiencing the world. That shift felt important. It helped me see the value of being open to other ways of thinking, even when they are unfamiliar to me.

Conclusion: More Than a Class

This class was more than just reading articles or having discussions, it helped me grow as a person. It gave me the courage to speak up, to trust my thoughts, and to take chances, even when I felt unsure. I have realized that I’m not the only one who feels scared sometimes and that it’s okay. We’re all figuring things out. This course brought together everything I have been working on at Concordia: finding my voice, connecting ideas across subjects, and staying curious and open. As I move forward, I will carry the reminder that learning isn’t just about facts, it’s about understanding yourself, others, and the world a little better every day.