Cobbers on the Brain

What are those???

All these seemingly random letters have in common that they are compounds called cannabinoids that affect our endocannabinoid system (ECS). The ECS extends its reach throughout most of our body and has receptors in peripheral tissues and in the peripheral nervous system, as well as in the central nervous system (our brain and spinal cord). Some of the differences between them are that THC and CBD are both compounds found in marijuana, meaning that they are cannabinoids external to our bodies, whereas AEA (or anandamide) and 2-AG are endocannabinoids, meaning they are naturally produced within our bodies. Both types can bind to CB1Rs and CB2Rs, which are currently the most studied types of cannabinoid receptors in the ECS. 

So what is this system involved in? 

It has been found to affect numerous aspects of bodily functions, including but not limited to the secretion of hormones related to stress and reproductive functioning, food intake, certain types of metabolism, and more. Endocannabinoids are important regulators in all these instances, but external cannabinoids can be too. Some of the therapeutic uses of medical marijuana can be found in these areas:

• Anti-nociception (pain blocker)
• Anticonvulsant (to counter seizures)
• Anti-inflammation (reduction of swelling or inflammation) and 
• Antiemetic (to counter nausea and vomiting).

* Nevertheless, it is noteworthy that lots of THC use (the psychoactive ingredient of marijuana) could be connected to long-term negative psychiatric effects, and many states have legalized medical marijuana that contains THC.

THC vs CBD

While CBD and THC have a number of similar medical benefits, CBD does not have the side effect of the euphoria people tend to experience with THC. Nevertheless, differences do exist:

What is so controversial about marijuana?

While the recreational use of marijuana is widespread throughout much of society, it is illegal by federal law and, interestingly, categorized as a Schedule 1 drug, indicating there is a high potential for abuse and no medical use. Schedule 5 is the lowest categorization, indicating there are medical uses and less potential for abuse. One of the consequences arising from marijuana’s high categorization is that research into its therapeutic potential becomes more difficult, which in turn makes it more challenging to determine and confirm its medical uses through research studies. Only increasing some of the mixed signals we receive surrounding this drug is that many state laws regulate programs that allow for different types of marijuana uses. For more information on the state laws click here.  

I was completely horrified at the prospect of taking another chemistry class, much less a senior-level chemistry class. Chemistry is not my friend and as a result I was very worried about taking Neurochemistry. Even the name sounds a little scary. However, I was pleasantly surprised and it has been a good experience for me. The purpose of this post is to outline how this class has applied to the goals for liberal learning.

Instill a Love of Learning

This is the goal that I think has been featured the most prominently in this class. We did not understand all of the information that was presented in the articles we read and it was our job to come and say what we didn’t understand and needed help with. We were then assigned a topic to research for the following class. This presented an opportunity for us to dig into the literature and do research that would be helpful to the whole class. I have also found that there is a difference between reading something for your own benefit of understanding and reading so that you can explain the content to someone else. Selecting topics also allowed us to decide what we were comfortable with. My background is in psychology and neuroscience so the topics that were connected to that felt safe to me, however, there were times that I tried to stretch myself and take topics that were not exactly in the areas that I was comfortable with.

Develop Foundational Skills and Transferable Intellectual Capacities 

Throughout this class we were challenged to utilize a storytelling format. This made me think about how to explain the science in a way that would make sense to more than just me. This happened on Wednesdays when we were challenged to explain to each other what we had learned in our research. This was difficult but many of the people in the class had some background knowledge. The challenge was doing this in our blogs. We had to work under the assumption that most people would have very little knowledge about the science behind the topics that we were focused on. This can be very difficult to do and I realize that I am guilty of not taking other people’s background knowledge into account. This comes to my attention when someone I am talking to speaks up about needing a little more information. However, I can only imagine how many people have not wanted to speak up. It is important for scientists to be able to explain the science because we do the research we do because it is important to the general public and everyone should be able to understand it if they want to.

Another big component of his class was our community action projects (CAP). My group’s project was based around PTSD in he Fargo-Moorhead refugee community. This project went through a lot of changes and was a very time intensive project. I think this was a good lesson for me that not everything goes according to plan and it is important to adjust to those changes. This project was also my first experience working on a project that was going to truly impact the community. It was a very meaningful experience and a reminder that I am in college so that I can make a positive impact on the world.

This course also fostered a sense of cooperation that is not seen in many classes. Typically there is not much communication among students about the course content. In Neurochemistry we had to rely on others in the class to help us understand aspects of the articles and discussions on Friday allowed us to see the perspectives of our classmates. Cooperation is an important skill throughout life and some of the best ideas come from cooperation.

Develop an understanding of disciplinary, and interdisciplinary and intercultural perspectives and their connections

The focus of my group’s CAP was one that required an understanding of cultural differences. The goal of our project was to develop a program for students to meet with refugees and we had to think of how to do this in a way that would allow for an understanding of the refugees’ cultures and a sensitivity towards their life circumstances.

Friday discussions were a good way for me to think about what I knew from my background in psychology and neuroscience and how it could relate to the topic of the week. I could also hear the perspectives of students who had a different educational background than myself. There was also the opportunity to hear the perspectives of other students that were based on their own personal experiences.

Cultivate and Examined Cultural, Ethical, Physical and Spiritual Self-Understanding

The CAP project was an opportunity for me to examine how different my life is than the life of refugees. A big part of my Concordia experience has been focused around examining the privilege we have in the world and how to utilize that privilege to make the world better. I think the CAP project was a good experience in how to do that to make the lives of others better.

Encourage Responsible Participation in the World

The first part of the CAP was to examine what need as seen in the community. There is a tendency to do projects that we find interesting without critically examining the needs of people who are living in the community. The hope is that the project we worked on becomes something sustainable and continues to positively impact the lives of people in the community and Concordia students.

The air of cooperation that was found in this class was also much more responsible than the typically sense of indifference or competition that can be found in many courses. We should be willing to help facilitate the learning of our fellow students.

I am grateful for the experience I have had in Neurochemistry and my experience at Concordia in general. We have been encouraged to Become Responsibly Engaged in the World and our education is designed to prepare us for this. Liberal Arts comes from Latin and the literal translation is the skills needed to be free. It is not enough to have a lot of knowledge about neuroscience. Responsible participation means a well-rounded background designed to show the importance of all subject areas.

Concordia College is known for many things, including the Concordia Choir, the Christmas Concert, and of course, Kernel Cobb. However, the institution is also renowned for its high academic standard and liberal arts education, which emphasizes students being responsibly engaged in the world.

The chemistry department is not exempt from this academic standard. It provides students a strong foundation in chemistry while simultaneously demonstrating how chemistry is used in the world. No class exemplifies this more than Neurochemistry 475. The course not only allowed me to investigate the neurochemistry of prominent diseases and disorders but also forced me to use this knowledge and help the people of my community.  These experiences outside of the classroom helped me learn things you can’t learn from a book. Not only have I been able to learn about the chemistry of debilitating diseases such as obesity, addiction, and Alzheimer’s, but I have also been able to positively impact my community. This is the emphasis of being responsibly engaged in the world and encompasses the five goals for liberal learning.

The first goal of liberal learning is to instill a love for learning. Since I have been a small child, I have always loved to learn. My mother would often set a timer to put a limit on the number of questions I could ask. This course fostered my natural inquisitiveness. Attempting to understand the chemical problems of the brain as well as discussing potential cures for these diseases hooked me from the first week of class. However, the PEAK aspect of the course opened my eyes to a new style of learning. The hands-on education I experienced by working with Lutheran Social Services to help the refugee population of Fargo-Moorhead not only fueled my love of knowledge but has given me a thirst to see the ways Concordia can benefit the surrounding community.

This course also helped me develop foundational skills and transferable intellectual capacities, the second goal for liberal learning. The ability to communicate with other individuals was essential for this course. The Wednesday speed dating class and the Friday discussions enhanced my ability to discuss complex scientific topics in ways that most people could understand. Imperative to this was the “and, but, therefore,” format which was drilled into us. Once again, the PEAK aspect was vital to the refinement of my communication skills. Constant communication between the group members of our project was imperative for its success, but more importantly, effectively communicating with LSS has set the foundation for our refugee mentorship program.

The third goal of liberal learning is developing an understanding of disciplinary, interdisciplinary, and intercultural perspectives and their connections. The research associated with our PEAK project required an understanding of chemistry and psychology as well as social work. Examining the impact of PTSD on the refugee population of Fargo required in-depth knowledge of chemistry as well as psychology. However, when working with the community, it is imperative to look past the chemistry and sciences and look at what is truly important, the people. The refugees come from a variety of areas, and as such, being aware of their culture is imperative to understand how the symptoms of PTSD will manifest. Working within the chemistry department and social work departments, as well as LSS, has allowed me to know of the importance of interdisciplinary and intercultural perspectives.

Neurochemistry has also expanded my cultural, ethnic, physical, and spiritual self-understanding. Examining the role of chemistry in several neurogenerative diseases developed my physical understanding of the brain. Discussions around preventing several of these diseases also crossed into ethical opinions. For example, using CRISPER to alter human genes is a moral question, the near future will have to address. The PEAK project also expanded my cultural and ethical understandings of the world. Being able to talk with LSS and understanding the cultural backgrounds of the refugee populations in Fargo broadened my cultural perspectives.

The final goal for liberal learning is to encourage responsible participation in the world. The proposed program with LSS is a prime example of how this course has helped inspire us to participate in the world. By using our knowledge of chemistry as well as the other skills that are given to us by Concordia, we can directly help those of us in the community.

Concordia College has shaped me into the man I am today. The high-quality education offered by the chemistry department has allowed me better to understand the role of chemistry in nature. The faculty have shown me the importance of further education and how this education can benefit society. For these reasons, I have decided to pursue a Ph.D. in chemistry. Concordia College and the liberal arts education has given me the tools, both in and outside of the classroom, to benefit society. A quote from Dr. Jensen demonstrates the importance of liberal arts education. “People come to Concordia for several reasons; however, no one ever comes here for the thing that could be most important. The liberal arts education is the most important gift this institution can give its students.” The liberal arts education of Concordia has expanded my knowledge, cultural and spiritual understandings, and allowed me to look past my own desires to how I can impact those around me. I owe all my future endeavors to Concordia College. Thanks for everything and I hope to make you all proud.

Throughout the last four years, through the grit and the grind of earning an undergraduate degree, it was easy to forget the significance of continued learning. We often accumulate and take in information to pass exams and hopefully, retain that information. It is too easily forgotten why we are studying what we are studying. For me, I was periodically reminded why exactly I was pursuing a college degree and what specifically I was gaining. It was in the moments where I realized I was drawing connections between things I had learned semesters ago to the material I was currently studying. I was reminded specifically that what I was gaining was a love for learning, and this was from day one at Concordia. This happened time and again while studying neurochemistry. Politics, history, and current events-they were all discussed in the class, and I could draw on my knowledge of the chemistry, religion, psychology and more that I’ve learned here to give educated opinions and ideas. This, the knowledge I’ve gained, I truly love.

I gained skills like being able to effectively explain complex ideas to those unfamiliar with the material through writing blog posts on scientific journals and explaining specific topics during weekly “speed dating.” I was encouraged to develop my ideas and perspectives in areas outside of the sciences in weekly article discussions related to real-world problems that affect different cultures, disciplines and more. Additionally, in these weekly discussions, tt was imperative that I encourage others to share their opinions without casting judgement, because in a judgement-free environment people feel comfortable having difficult discussions when they might have differing ideas and thought processes. However, this did not come without disagreement, which I believe is also important in growing responsible participation. Through respectful disagreement, I learned how to navigate respectfully in civil conversations, which is extremely important in being able to responsible engage with others in real-world settings in my future.

Though my future career is still undecided, the skills and knowledge gained in this class will allow me to examine situations with perspective. As we saw in the many articles we read, the brain and what causes humans to make certain decisions and act certain ways is often extremely complicated. With this understanding, I will be slow to judge and quick to ask questions. This is invaluable as my future goals lie in helping those in foreign countries who are less fortunate. Often times, there are connections between health, economic standing, and behavior. So, with my goal being to aide in purifying drinking water in Spanish-speaking countries, an understanding of the economic and health burdens that come with the reality of a lack of access to clean water will be crucial in being able to effectively help. This understanding includes drawing on the neurochemistry that is affected by unclean water. Helping the whole person, not the isolated problem, is possible by having this perspective. If I were to highlight a skill on my resume, it would be this improved ability to examine problems with perspective and draw connections between many disciplines.

Through this journey of the last four years, the personal aspect most amplified was my improved ability to understand myself. In all things-my faith, health, ethical and moral standards, perspective on culture-I’ve grown in appreciation. I’ve better discerned who I am, what I believe and why, and I am better able to defend these things eloquently. To me, this is what a liberal arts institution has to offer. A liberal arts institution like Concordia pushes students to ask tough questions, and mostly importantly, fight and struggle to answer those questions. A liberal arts institution represents an open invitation to grow, gain understanding, and go into the world better for it.