Cobbers on the Brain

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.

If I could sum up this semester in a single word, it would be: chaotic.
But in the best, most Concordia-core-curriculum, liberally-educated way possible.

When I first signed up for this class, I expected the usual: some readings, some papers, a few discussion boards, and the occasional group project drama (you know the kind). What I didn’t expect was how much this class would actually reflect my entire college journey—equal parts confusion, curiosity, creativity, and yes, caffeine.

Let’s start with a confession: there were more than a few times this semester when I read an article and thought, “What on EARTH are they saying?” I’d stare at the screen, highlight a paragraph, and still be left wondering if the author was speaking English or summoning a philosophical demon. I mean, who knew academic writing could sound like it was translated from Latin to Morse code to Shakespearean English and then given to us?

But weirdly enough, that confusion was part of the fun. Every article I didn’t understand became a personal challenge. I’d dive into group discussions half-lost, half-curious, hoping someone else was also struggling (they usually were), and together we’d decode the texts like amateur detectives with no flashlight. Spoiler alert: sometimes we figured it out. Sometimes we didn’t. But the process of trying, laughing, and talking it through? That’s where the magic happened.

The Joy of Blogging Through It All

One of the biggest highlights for me was creating our blog posts. I didn’t expect to enjoy them as much as I did, but each post became a mini creative outlet. They let me take big ideas from class, blend them with my own personality, and write something that felt authentic. Whether I was venting about the brain gymnastics required to read certain texts or reflecting on how they connected to my life, I felt free to be honest, thoughtful, and even a little goofy.

There’s something powerful about being able to say, “I don’t fully get this… but here’s what I do see, and here’s how it connects to my world.” It reminded me that academic learning doesn’t have to be stiff or perfect—it can be messy, personal, and even funny. Honestly, I felt more connected to what I was learning because I was allowed to process it in my voice.

Learning (Even When I Didn’t Know I Was Learning)

Despite all the moments of confusion, I was constantly learning—sometimes without even realizing it. This class helped me practice two huge life skills: how to make meaning out of the abstract and how to communicate clearly about complicated things. Even when I didn’t fully “get” something, I learned to ask better questions, dig deeper, and keep engaging instead of checking out.

That perseverance? That intellectual grit? That’s pure liberal arts energy. It’s the reason I now approach difficult content with curiosity instead of panic. And trust me, future me—whether in grad school, the workforce, or just arguing with someone on Reddit—is going to appreciate that skill.

Liberal Arts = Learning How to Think, Not What to Think

If someone asked me what it means to study at a liberal arts college like Concordia, I’d tell them this: it means learning how to think, not what to think. It means caring about the connections between ideas, between people, and between disciplines.

This semester, I was constantly bouncing between different perspectives—ethical, cultural, spiritual, historical—and trying to find common threads. I saw how philosophy can inform science, how religion can influence politics, and how self-awareness can change how we engage with the world. One week I was wrestling with systemic injustice, the next I was reflecting on personal values, and somehow it all clicked together by the end.

That’s the beauty of this kind of education. It doesn’t give you one narrow path—it hands you a map and says, “Go explore. Oh, and take snacks.”

Skills That Snuck Up on Me

If I had to highlight one skill that seriously leveled up this semester, it would be adaptive communication—basically, knowing how to explain stuff to different kinds of people. Whether it was breaking down a dense reading in class, writing a creative blog post, or working on a team presentation, I learned how to shift my tone, language, and approach depending on the audience. That’s chef’s kiss valuable in the real world.

And speaking of the real world…

Solving Problems with a Multidisciplinary Brain

One powerful example of applying multiple perspectives was our discussion on obesity. At first glance, it seems like a health or science issue—but it’s so much more than that.

Culturally, food is tied to tradition, identity, and family. “Eating healthier” isn’t just a personal choice—it can feel like breaking from your roots. Economically, not everyone has access to fresh, affordable food. It’s hard to eat clean when fast food is cheaper than vegetables and grocery stores are miles away.

Psychologically, obesity often links to stress, trauma, and mental health struggles. Ethically, we have to ask why junk food is so heavily marketed in low-income areas and who benefits from that. Even spiritually, many people view health through the lens of caring for the body as a gift or responsibility.

That conversation showed me how complex real-world issues are—and how effective solutions need voices from every field. No single perspective is enough on its own, but together, they paint a fuller picture and offer more compassionate, lasting answers.

The Final BREW

So, here we are. The end of the semester. The final blog post. And what a ride it’s been.

This class didn’t just help me wrap up my time at Concordia—it helped me live out what BREW is all about. Becoming responsibly engaged in the world isn’t about having all the answers. It’s about being willing to show up with your questions, your voice, your humility, and your hope. It’s about learning with others, making sense of complexity, and finding ways to contribute meaningfully, even when you feel underqualified.

Most of all, it’s about learning how to laugh through the confusion, create from chaos, and never stop asking, “What does this mean for the world I want to help build?”

This class let me do all of that. And for that, I’m thankful.

It hits me during unexpected moments that I’ve grown exponentially during my time at Concordia. It’s been a slow process, and at times unpleasant, but the classes and experiences have pushed me outside of my comfort zone in so many ways, both personally and academically. My science and journalism classes pushed me to do things I never thought I’d do, such as knowing the vast amount of complex topics I’ve learned about and conducting over 15 interviews for journalism classes. I was scared to do it all, and my high school self would’ve recoiled if I had known what I was going to do in college, but I’m glad I did it. It doesn’t seem scary anymore.

This class certainly pushed me academically. The articles were difficult to understand, and blog posts seemed daunting, but I persevered and grew stronger for it. I now have a greater understanding of the real-world applications of signaling pathways and can bring this knowledge into my future career.

What I’ve Learned This Semester

I learned about a variety of topics through this class that may impact my future. We talked about glioblastoma, neurodegeneration, obesity, and Autism, all of which I could encounter in my daily life. Having an understanding of the science brought greater empathy for people experiencing them. I also have greater respect for researchers that are trying to cure cancer or prevent neurodegeneration. I have a greater appreciation for the level of complexity that is happening in the body during these conditions. Before this class, admitedly I didn’t understand why we weren’t further along in our knowledge of cures, but I now see that one aspect of the body will influence a wide range of other parts of the body, and it is not that simple.

My Future Goals

I wish I had a detailed plan for my future and what I want to do with my life, but truthfully, it looks more like a vague idea. I want my career to be meaningful and make an impact on other people. However that will look, I’m not sure yet, but I trust myself to find it. I’m confident that the topics and skills I’ve worked on in this course will help set me up for success. This course strengthened my communication skills, both verbally and in writing, as well as my analytical skills. Both of those areas are crucial for many careers. Even in a person-focused career outside of research, I would need to use analytical skills to solve problems and figure out the best solution.

What does learning at a liberal arts institution mean to you?

A liberal arts degree is about learning from interdisciplinary fields and appreciating the knowledge that other fields have to offer. For instance, though I’m not a history student, I appreciate the knowledge I know from history classes because I can use those use those topics to understand current events and political issues. Math is used daily for simple tasks such as counting how many tables you need for an event. Liberal arts help prepare students to critically engage with issues that are outside of their majors and study, and have a well-rounded education. It’s with these skills that we can succeed amidst challenges.

Skills Gained This Semester

This semester improved communication, analysis, storytelling, and perseverance. I’ve mentioned communication and analysis earlier in this post, but it was really emphasized this semester. I’ve read quite a few scientific papers previously, but this class helped me break down papers and work through them slowly so I understand them. Previously, I would highlight topics and usually forget everything days after reading it, but this class helped teach me to take more time with paper and annotate it so it sticks with me better.

Though I’ve had previous work on written communication through journalism, communicating science was more challenging than writing about campus events. Science communication is it’s own beast, and I’ve had some practice, but it pales in comparison to the amount of science communication that occurs in this class. Taking complex topics and making them into a story is hard, but this class provided the tools to undergo this.

This semester I also worked on perserverence. This was by far my busiest semester. I struggled to find the time to get everything done, and it took a lot of self-work to get to a place where I felt I could manage it. This class was a decent amount of time outside of class, so I’m proud of myself for pushing through and finding stress-relievers to push through a semester that was a shaky juggle of work, school, and personal life.

Using Multidisciplinary Perspectives

This class combined multiple perspectives to analyze problems, ranging from chemistry and neuroscience to sociology and healthcare. When we limit ourselves to using one perspective, we’re doing ourselves a disservice. Other perspectives add so much to any conversation, including scientific conversations, that it’s crucial we integrate the human-aspect of science, such as how these topics are actually impacting society. We can learn a lot from other fields and vice versa. The world is better off with a system where we share out knowledge and build off it, rather than limiting ourselves to one specific lens.

In this class, we didn’t just look at the science behind diabetes, we also discussed the psychology, social aspects, finances, insurance, and healthcare sides of diabetes. It made our conversations more full and impactful.

Conclusion

I’m really happy with the time I’ve spent at Concordia. I’m grateful for the opportunities and the experiences I’ve had here. They’ve helped me grow as a person, and I feel capable to chase my dreams. I’m grateful for the challenging aspects of this course for pushing me out of my comfort zone. I have a bigger toolset for the future because of this course and my liberal arts education. I can approach issues with a multidisciplinary perspective. I’m excited to take on the world, but for now, I’ll appreciate the time I have left on campus and continue to grow as much as I can.

Looking Back

It’s wild how quickly time passes when you’re not paying attention. One moment, you’re trying to find your first college classroom, hoping you’re not in the wrong building. The next, you’re sitting down to write your final reflection, wondering how it all flew by. Somewhere in between, without even realizing it, you’ve grown through late-night writing sessions, hard conversations, unexpected connections, and quiet moments when something finally clicked.

This class didn’t feel like just another item on a checklist. It felt like a chance to pause and take a real look at how far I’ve come. And honestly? It caught me off guard in the best way. It made me reflect not just on what I’ve learned, but on who I’ve become while learning.

I remember hearing “Become Responsibly Engaged in the World” when I first got to Concordia. It sounded nice. A little abstract. Maybe something you’d put on a poster or hear during orientation. But somewhere along the way, especially in this class, it started to mean something. It showed up in the way I questioned things more deeply, listened more carefully, and cared more intentionally. It was less about memorizing definitions and more about thinking with purpose. About realizing that I don’t just want to exist in the world—I want to understand it, and help shape it for the better.

Finding Meaning Along the Way

There’s one night I keep going back to. I was exhausted—mentally, emotionally, just drained. I had a blog post due, and the article we were working with felt dense and hard. I couldn’t connect with it. I stared at a blank screen for a long time, until I gave up on trying to sound “smart” and just… wrote what felt true. I linked the science to something personal I’d seen in real life. And suddenly, it made sense. The writing flowed. Not because it was perfect, but because it was real.

That moment taught me something I didn’t expect: learning doesn’t always look like a neat, well-formatted essay. Sometimes, it shows up when you’re tired and just trying your best to make sense of something. And that’s okay. That counts, too.

This class challenged me to think in ways I hadn’t before. We tackled topics like brain inflammation, mental health, obesity, and the ethical side of research, not as separate ideas, but as threads woven into the same big picture. They weren’t just facts or headlines. They were human. And that’s what stuck with me. We weren’t solving puzzles for fun; we were exploring questions that affect people’s lives.

I remember one assignment that had me approaching a problem from multiple angles—neuroscience, psychology, and ethics. I realized quickly that no single discipline had all the answers. But when I let them overlap, the full picture became clearer. That shift in thinking across boundaries instead of staying inside one box has completely changed how I see the world. It’s how I read the news now. It’s how I listen to people. It’s how I try to understand the systems that shape our lives.

And then, there’s the writing. I’ve always enjoyed writing, but this class helped me write with more care. Not just about grammar or clarity, but about the person reading it. Could someone outside the field understand what I meant? Would they feel something when they read it? I slowed down. I rewrote sentences just to make them feel more human. I stepped out of my own head and tried to see things from someone else’s view.

That shift in how I communicate awareness of audience, tone, and empathy is something I’ll take with me long after this class. If I were to list one skill on my resume that truly grew this semester, it’d be this: translating complex ideas into something relatable and engaging. Whether I’m writing case notes, advocacy material, or educational content, I know this ability will serve me well.

Carrying It Forward

This semester wasn’t easy, and I won’t pretend otherwise. There were days I felt like I was just barely keeping up, when deadlines felt like dominoes and motivation was nowhere in sight. But I kept showing up. And sometimes, that’s the most important thing. I learned how to manage my time better (still a work in progress), how to give myself grace when I didn’t get it all right, and how to bounce back after slipping behind. That kind of growth doesn’t show up in a gradebook; it’s real. It’s lasting.

More than anything, Concordia and this course taught me that education is about more than checking off requirements. It’s about becoming someone who sees the world differently. Someone who’s curious. Someone who asks better questions. Someone who pays attention to the things that matter, even when they’re complicated or messy.

I’ve come to appreciate that learning in a liberal arts setting is about embracing complexity. It’s about seeing how everything connects, how culture, science, ethics, and emotion are all tangled together. It’s about developing not just your intellect, but your character. And that kind of learning changes you.

As I step into whatever comes next, whether it’s grad school, a career, or something I haven’t even imagined yet, I’m not just taking knowledge with me. I’m taking a mindset. A way of showing up. A belief that small moments of insight can lead to big change. And that learning isn’t over once the final paper is submitted.

If I ever forget that, I’ll come back to this reflection. To this pause. To the reminder that I am not the same person I was when I started. I’m someone who kept going. Someone who grew. And that’s something I’ll always be proud of.