The hypothetic deductive method is a proposed description of the scientific method. This method uses the scientific inquiry proceeds by formulating a hypothesis in a form that can be falsifiable, using a test on observable data where the outcome is not yet known. In an intro to engineering course (ENES 100) that I took my second semester we studied and applied the engineering design process by building an Over Terrain Vehicle or OTV. The OTV had to be built to complete a series of tasks as well as complete an obstacle course. While completing this project I noted the similarities of the engineering design process and the hypothetic deductive method. In fact, the two devices are almost identical with the only main difference being that instead of a solution to a problem being called a hypothesis, as denoted in the hypothetic deductive method, it is called just that a problem. One than completes research to solve the problem, tests their findings and if problems arise they circle back to brainstorming.
One of the more fascinating classes that I took that related very closely to my SGC course was my ENES 100. This was supporting course that was an intro to engineering and the engineering process. This method of the ‘engineering design process’ came back several times throughout my ENES courses in Mechanics 1 (ENES 102) and Mechanics 2 (ENES 220). In both of these courses I was assigned to work in a team to build a structure such as a Truss or an I-Beam out of wood. Once constructed we tested how much weight these structures could bear and collected data on the failure points. These projects were almost perfect examples of the engineering design process. However, in comparison to the hypothetic deductive method it lacked the final step of revision and adjustments (It is important to note that this was due to the way the project was instructed and due to limited time and materials in the semester).
Another course that I found to be supportive of the SGC curriculum that I found ever so fascinating was my Principles of Ecology and Evolution class (BSCI 160). This course focused on some of the largest principles found by the hypothetic deductive method, highlighting the basic principles of biology with special emphasis on ecological and evolutionary biology. This was incredibly interesting to me as did not have much exposure to biology in my academic career, and I am grateful that SGC had this course listed as a required course or I would have never been exposed to such a volume of this specific branch of science.
I found all the topics of SGC to relate in some way to my major of civil engineering as there is so much that is yet to be discovered in ways of saving our planet. However, I would say one of my favorite topics that enhanced my attitude and approach toward my major was our “Visions of the Future Project”. In this project I was able to bring in aspects from one of my favorite excursions, to the Philip Merrill Environmental center and witness some of the most fantastic methods of clean energy and carbon negative/neutral applications within the office building. After learning these methods, I was able to integrate them into my project focused on the idea of nationwide carbon negative housing. I enjoyed my time living in a living learning community. I was on a floor with several of my classmates in SGC, some of whom I saw in other classes as well. I was able to from friendships that got me through the first year of college. Along with this sense of community I had found a good group of people I felt comfortable asking for help. I was able to utilize the brilliant minds that I had surrounded myself for support throughout the academic year and vis versa.
While I still think there is more I can do personally to contribute to SGC, one of the major ways that I have contributed to the scholars program was through the Peer Mentor Program. At the end of my freshman year, I signed up to be a peer mentor for the incoming class of freshman. This involves hosting events, partaking in service day, and checking in on my individual mentees. I ended up with the largest mentee group of 10 students and it had been an absolute joy getting to know them and watch as their relationships with each other blossomed. I was able to visit the Kenilworth Aquatic Gardens for the second time and see how much impact we could have on a community blossoming with such beautiful nature. Along with this, I was able to from even closer connections with my fellow classmates who were also Peer Mentors and my two professors who helped guide us and our mentees throughout the semester.
Furthermore, I would say that although I learned so much throughout my time in scholars, I wouldn’t say my beliefs were drastically challenged. I would say most of my beliefs were just further supported by the content learned, and in the magnitude in which they were presented to me. It was very validating to absorb so much content regarding or related to climate change. This validation was especially important to me as I feel that climate change looms so largely above my generations and the generation to come. So, in class when we were able to not only understand the science behind these global changes, but also the various numbers of solutions, I felt that my already present beliefs were expanded with a far more positive hue.
Finally, I will have my scholars experience to thank for the way I am able to view the world in the future. Specially, how I am able to view the media and current events throughout my lifetime. This is increasingly more important as media influence and technology continue to grow. I will also take away the importance of the hypothetic deductive method throughout my undergraduate and professional career. This is due to the hypothetic deductive methods involvement in almost every aspect of science and scientific thinking.