Over the last three semesters, we have examined the Science of Nature and the Nature of Science. Specifically, we've looked at how we use the foundations of scientific practice to explore the evidence, causes, and implications of past and present global change, and examine the use of scientific knowledge and communication when making decisions for the future. Ultimately, we aim for the program to help students plan for resilience in a future of global change.
One of the most impactful experiences I had in SGC was an activity where we were assigned different countries with varying levels of wealth, such as extremely rich, middle class, or poor. During this activity, we had to trade with other countries and purchase resources while navigating unequal access and power dynamics. This exercise made global inequality and resource distribution feel real rather than abstract. It showed how wealth and privilege affect a country’s ability to respond to environmental challenges and sustain its population. Instead of simply learning about inequality through readings or lectures, this activity forced us to actively experience the imbalance, which made the lesson much more meaningful.
Another major highlight of my SGC experience was the excursion to New York City. Visiting the American Museum of Natural History allowed me to see scientific concepts we discussed in class represented visually and interactively. Exhibits on biodiversity, climate systems, and human impact reinforced what we had learned in SGC while making the information more engaging. Navigating New York City, including riding the subway and exploring the city independently, also helped build confidence and independence. The trip felt like a combination of academic enrichment and personal growth, which is something SGC does very well.
SGC has also helped me apply the scientific method outside of the colloquium, particularly in my supporting science courses. In BSCI160, we were required to create hypotheses, design experiments, and analyze results using the scientific method. Because of my SGC experience, I felt more comfortable with this process. SGC emphasized evidence-based reasoning, hypothesis testing, and understanding uncertainty, which directly translated into my ability to succeed in BSCI160. Instead of seeing experiments as isolated assignments, I understood them as part of a broader scientific process used to answer real-world questions.
Outside of class, SGC has helped me engage more thoughtfully with climate-related news. One event that stood out to me was Hurricane Melissa in Jamaica. Rather than viewing it as just another extreme weather event, I thought critically about the role of climate change in increasing storm intensity, as well as the social and economic impacts on vulnerable communities. My SGC background helped me connect this event to larger patterns we discussed in class, such as climate-driven natural disasters, global inequality, and resilience planning.
Several non-CPSG courses have also supported and reinforced the ideas I learned in SGC. STAT200 strengthened my critical thinking skills, especially when it came to interpreting data, understanding variability, and evaluating claims supported by statistics. These skills are essential when analyzing climate data or assessing the credibility of scientific studies. BSCI160 reinforced scientific reasoning by requiring careful experimental design and logical interpretation of results. Additionally, my GEOG330 class focused heavily on sustainability and climate change, mirroring many of the values emphasized in SGC. Learning about sustainability from both a geographic and scientific perspective helped solidify my understanding and showed how interdisciplinary approaches are necessary when addressing global challenges.
Interacting with other SGC Scholars has been one of the most meaningful aspects of my experience. My entire friend group consists of people I met through SGC, and we have worked together on many projects, including topics like ocean iron fertilization and marine heat waves. Living and learning alongside these students made discussions more engaging because we felt comfortable sharing ideas and challenging each other respectfully. Connecting with my peers on a deeper level made learning more enjoyable and helped me see issues from multiple perspectives. The sense of community within SGC made a large university feel smaller and more supportive.
I believe I have actively contributed to the SGC community throughout my time in the program. I am naturally outgoing and talkative, so I often participated in group discussions and collaborative work. I attended every field trip I could, including trips to New York City and the National Museum of Natural History. During my freshman year, I also regularly attended coding sessions with our peer mentor, which helped me build skills and stay engaged. Being involved consistently allowed me to get the most out of the program while also contributing positively to the learning environment for others.
SGC has challenged my beliefs and changed how seriously I take climate change and sustainability. Before joining the program, I understood climate change as an important issue, but I did not fully grasp its complexity or urgency. Through SGC, I learned about the scientific evidence behind climate change, the social consequences, and the importance of informed decision-making. This has made me more conscious of my own actions and more critical of misinformation.
Looking ahead, I believe my SGC experience will continue to inform my academic and professional future. As a neuroscience major on the pre-dental track, the skills I gained through SGC, such as critical thinking, scientific reasoning, collaboration, and communication, will be extremely valuable in dental school and beyond. I plan to apply the knowledge I have gained to future coursework and use the broader perspective SGC has given me when thinking about health, sustainability, and community impact. Overall, SGC has helped shape not only how I think about science and global change, but also how I see my role as a future healthcare professional.