Throughout my three semesters in ELT, I have learned to think about the world in a totally different way. I have learned to think in more of a scientific fashion. This program has displayed the importance of science and the need for the general to understand. This was most obvious during the pseudoscience lecture. It displayed the consequences of a scientifically ignorant public. The rise of nationalist fascist regimes can be the result. This to me was the most interesting lecture of the first semester.
The trip to the National Museum of Natural History also helped me understand how science is told the public. I also learned about evolution and phylogenic s during Holtz’s tour of the dinosaur exhibit. The concept of deep time also reinforced with the art display of the history of life on Earth.
Another trip in which I learned the importance of spread of competence in the sciences is the Maryland Science Center. There I learned the method used to teach science to children. Exhibits like Make a Dinosaur and the Wetlab are used to get children interested in science and to give them a basic understanding. It may even drive children to seek a career in the sciences.
Earth, Life and Time has changed the way I process my thoughts. In high school, I learned things because they would be on a test. But since there are no major exams in the program, I have not processed this information in the same way. Instead I just end up becoming more curious about the subject. I start asking more questions just to have a better understanding. This new way analytical of thinking has leaked into my other classes.
In the first two semesters, evolution was the main staple of my education. At any given time there could be up to three sources that would be delivering the same information. To keep myself from going insane, I learned to look at the differences in how the sources conveyed their message. I started to think about the situations in which the prominent people who made these discoveries were in and how they made these discoveries. So in classes like BSCI 106 and 207, the professors would talk about certain facts, and I would to have questions run threw my head like, “How did he come up with that?” or “How is this information used by researchers?” Eventually most of the questions I asked in class would have nothing to do with what would be on the exam, but spurred by pure curiosity. I would even think this way in my non-science classes. Like in Greek and Roman Mythology (CLAS 170), the professor would talk about myths and legends, and I would wonder why a playwright would write a certain play. I would think about how some playwrights would portray a character one and how another would portray the same character in a different light.
I can honestly say that this thought process is not only restricted to me, but I have seen it my other ELT classmates. When doing group assignments, like for Genetics (BSCI 222) for instance, we all would take the same approach to solving a problem. The fact that most ELT students tend to be life sciences majors, we tend to go through the same experiences. We can help each other with our classes and give tips about certain classes and teachers. The fact that the College Park Scholars has a living-learning component has helped make this school feel smaller, especially during the first months of freshman year. Having one class with almost everyone you live with gives a sense of comradery that made me feel comfortable in my first few weeks away from home. This really aided my learning in my attempts to adjust to college life.
I feel I contribute most to the programs in the class room discussions. This is mostly due to the curiosity of gained over time in this program. During class I feel like I should use the resources I have available to me to the fullest extent. So I tend to ask a lot of questions and occasionally answer a few. On field trips, if I have certain knowledge on a subject, I try to share it with my fellow group members to try to do better on the reaction better and to share knowledge with them.
In the future I feel that this Scholars experience will help me be a mentor to others. I get sense if that in the present time. I currently live on a floor with mostly freshmen. Being in ELT has allowed me to have scholars housing and to be able to live with these freshmen. And though most of them are not in ELT, I am still able to dispense advice and a listening ear those who need it. This is reminiscent o the experiences I had last year with a former ELT member as an RA. She was able to mentor me and my classmates through tough times and build our unity. I feel some of this leadership has rubbed off on me and I feel like I can somewhat assume a similar role with the younger students I live with now. The experience I had with ELT transcends class and information gained in colloquium. It has offered qualities that can make me better in the future. Attending the ELT awards ceremony and watching how the previous cohort grew and the success they enjoy now has given me some insight as to what the next two years might bring to me. With more intense science classes coming, having an extra strong base in the sciences may give me in advantage into becoming a better student. Even when deciphering news of scientific discoveries to friends, parents and future children, I could look back to the Media Report assignment and separate the fact and the speculation and the hype. That same project can be useful to me when trying to do future projects I my encounter in the upcoming years. Looking back to at past lectures may even help me in future classes and endeavors in my life.