SGC 3 semester review
I employed the hypothetico-deductive method of science in my Bioengineering research lab this semester. I was trying to isolate the extracellular protein that most impacted the elasticity of the extracellular matrix of lymph nodes. I got to take mouse lymph node samples, slice them, wash them, and tag different proteins with fluorescent nanoparticles. I looked at fibronectin and elastin and determined which contributed the most to the rigidity and structure of lymph nodes. I isolated each possibility by washing the fibronectin out of the samples and then placing fluorescent nanoparticles and detecting the motion and flow of the nanoparticles of time. I then did the same with the elastin, washing it out and detecting the flow of the nanoparticles over time. Using this method and comparing the statistical results, I concluded that Fibronectin contributed more to the rigidity of the structure.
In my ENES200 ethics class we discuss ethical issues by characterizing them and considering how to overcome them. In my ethics lab, in a discussion of gender roles and stereotypes, I encountered an Appeal to Nature in which one of my classmates cited anatomy in an attempt to describe the reasoning behind modern gender roles. While it was relevant, it was not sound logic. I acknowledged it as “some sort of logical fallacy†but I wasn’t able to coherently express myself.
I actually encountered a news-related item around the subject of climate change because I subscribed to Simon Clark’s youtube channel and one of his videos popped up. His video was titled “The Worst Month of Climate News in My Entire Career.†My foundational understanding of climate change allowed me to feel comfortable diving straight into a video about complex topics. Because I was not intimidated by the technical content and the speed of the speech, I learned more and built my base of knowledge.
Discussion of the technical atmospheric and earth science and their impacts on ecology was very interesting to me. These lectures helped increase my confidence in my interest in the hard sciences. I especially appreciated the content discussing how biological systems like algae and ocean populations are impacted by our chemical pollution. Considering how plants and animals physically react to pollution was interesting even if depressing. I was also intrigued by how human migration is impacted by climate patterns and the biological impacts that heat and other climate stressors have on the human body. All of these considerations increased my interest in biology and my major of bioengineering.
My ENES200 Ethics class has also helped me apply SGC concepts to academic conversations. Discussions of climate change in colloquium directly connected to our unit on the material and environmental impact of cloud computing and datacenters. In my ethics class we use Science, Technology, and Society postures, including one called locating power in systems. This posture relates strongly to discussions in SGC, such as who controls the media and the story, who controls fiscal allocations, who which countries have more control over others, how some countries have more control over their own resources than others, and how some countries can afford to transition to renewables more easily than others. My AOSC123 class directly connected to the concepts discussed in SGC throughout the entire course. Topics such as albedo and ocean acidification are just a couple of examples.
Living in close proximity to my classmates in colloquium allowed me to become familiar with them. Being able to discuss class and activities in class built community and building community increased my interest and involvement in class. Not feeling like just another student improved my openness to learning. If I missed a lecture, one of my friends down the hall would catch me up or if I did not know how to complete the website projects, I would ask for help. College park scholars also simply provided familiar faces and a basis for conversation.
I think that my contribution to SGC has largely been in the form of class participation, community building, and applying course concepts outside of class. I do not think I was a particularly participatory member of the class but when we were given opportunities to discuss, I did put in the effort to hold a real conversation. I also believe that I contributed to the SGC culture outside of colloquium. I made good friends with my neighbors in Centreville. I opened up more to people after finding out they were in SGC. Colloquiums introduced plenty of interesting topics to bring up around the kitchen table or to share with my friends. I really enjoy conversations about navigation of global issues and their intricacies. SGC has given me better awareness of power dynamics and social issues in relation to the environment. SGC has also helped me practice connecting those issues to other topics. Engaging in the prelecture online discussions allowed me to share my thoughts and interpretations with my classmates and allowed me to learn more about their particular perspectives. I learned some of the most interesting things about my classmates from those discussion posts.
Being in Scholars introduced me to concepts that challenged my previous beliefs. I did not believe that climate change as a social issue was complex, I just thought that people had to work together to decrease their carbon footprint and use fewer resources. Now I know that climate change is an issue of representation and money in politics, along with an issue in geopolitics, consumerism, and many more aspects. The diversity of scholars in SGC allowed me to challenge my previous beliefs. Learning about people with different majors and from different backgrounds who are all invested in climate change discussion and solutions was really fulfilling and expanded my worldview. Even just on the first day when we completed our service day, I learned so much about the local ecosystem which challenged my beliefs. I had no idea that DC and the DMV was so ecologically complex and diverse, I only ever imagined it as an urban area.
I think that Scholars offered a great opportunity to build and strengthen relationships with my neighbors in Centreville who are now strong friends of mine even though we live apart. It became a community that we could all claim, good for conversation starters. SGC has been a learning environment oriented around character development. I think my biggest takeaway from the program itself was the relationships and community that I built. I think my biggest takeaway from the course content is a deeper appreciation of the importance of a population’s confidence in science and expertise. I learned how confidence in science is the foundation of civil and productive discourse and how necessary that is for the preservation of our society in the face of climate disaster.