One news-related item that struck my attention outside of the SGC colloquium was the coverage of record-breaking global temperatures during the summer of 2024, which marked the hottest year on record. Extreme heat waves across North America and Europe strained infrastructure, disrupted agriculture, and challenged public health systems. Because of my SGC experience, I was able to interpret these reports beyond the headlines. The program’s emphasis on climate drivers such as greenhouse gas concentrations, feedback loops, and ocean circulation helped me see these events not as isolated, but as part of a broader pattern of climate change. SGC gave me the tools to connect the data presented in the news to the scientific mechanisms behind it and to recognize the urgency of resilience planning.
Equally influential was the colloquium’s exploration of how scientific reasoning and communication intersect with global change. Discussions on the hypothetico‑deductive method and the importance of evidence-based decision-making reinforced my interest in bioengineering, where technical innovation must be paired with clear communication to address public health and sustainability challenges. SGC showed me that science is not only about discovery, but also about application using knowledge to design solutions that respond to real-world problems. This perspective has enhanced my attitude toward my major by encouraging me to think about engineering as a tool for resilience in the face of global change.
Two supporting courses outside of CPSG reinforced these lessons. In PHYS161 (Physics I: Mechanics), I learned to apply quantitative reasoning and experimental design to test hypotheses about motion and forces, strengthening my ability to approach problems systematically. GEOL212 (Planetary Geology) expanded my perspective by comparing Earth’s climate and geological systems to those of other planets, helping me understand how planetary processes shape climate histories and resilience. Together, these courses complemented the SGC framework by grounding abstract concepts in practical skills and broadening my scientific outlook beyond Earth alone. These courses also helped me see the value of interdisciplinary thinking. Physics taught me precision and the importance of carefully controlled experiments, while planetary geology encouraged me to think broadly about systems and histories that extend beyond Earth. When combined with the SGC colloquium, these experiences showed me that resilience planning requires both detailed technical knowledge and the ability to situate that knowledge in a larger global and even planetary context.
My learning in SGC was significantly enhanced by interacting with fellow Scholars. Group projects in the colloquium exposed me to different approaches to analyzing global change problems. One teammate emphasized the social and policy dimensions of climate solutions, which challenged me to expand beyond my usual focus on technical details. Even informal conversations in the residence halls often turned into discussions about science and current events, reinforcing what we learned in colloquium. These interactions taught me that collaboration is not just about dividing tasks it is about learning from each other’s perspectives. By listening to peers who approached problems from different angles, I became more confident in my ability to communicate science clearly and to adapt my reasoning when confronted with new ideas. This skill has already proven valuable in my bioengineering coursework, where group projects often require balancing technical detail with broader social implications.
I believe I have made meaningful contributions to the SGC community through both academic engagement and leadership roles. Serving as the first‑year and second‑year representative allowed me to actively shape the Scholars experience for my peers. In this role, I communicated student perspectives to faculty and program leadership, organized community-building activities, and encouraged participation in colloquium discussions. Beyond formal responsibilities, I contributed by engaging in projects and field trips with a focus on collaboration and clear communication, often helping peers synthesize complex material or prepare presentations. These efforts reflect the larger Scholars mission: not only advancing my own learning, but also supporting the growth and cohesion of the community. I found that leadership in SGC was not about authority, but about service, listening to peers, amplifying their voices, and creating opportunities for them to thrive. This experience has strengthened my commitment to mentorship and has prepared me to take on leadership roles in my academic and professional future.
One of the most valuable aspects of Scholars has been the way it challenged me to re‑examine beliefs I held before entering the program. I initially assumed climate change was primarily a scientific issue that could be solved through technological innovation alone. Through colloquium discussions and projects, I came to see that while science provides the evidence and tools, the larger challenge lies in communication, policy, and human behavior. Being part of a diverse community also exposed me to peers with different backgrounds and viewpoints. In group projects, I often encountered perspectives that emphasized social justice, economics, or ethics alongside science. At first, I focused narrowly on technical details, but these interactions broadened my approach and helped me appreciate the interdisciplinary nature of global change. I realized that resilience planning requires not only engineers and scientists, but also policymakers, educators, and community leaders working together. As a result, my beliefs have evolved from seeing science as a stand‑alone solution to understanding it as part of a larger system requiring collaboration and reflection. This change has made me more open‑minded, more willing to listen, and better prepared to integrate multiple perspectives into my academic and professional work.
My Scholars experience will continue to inform my future by giving me tools to approach challenges with both scientific rigor and adaptability. As I advance into upper-level bioengineering courses and research opportunities, I will draw on the critical thinking and communication skills I developed in colloquium discussions and group projects. If I pursue graduate study, the emphasis on evidence-based reasoning and resilience planning will guide me in designing experiments and translating scientific insights into practical solutions. Professionally, I see my SGC experience shaping how I collaborate across disciplines, communicate complex ideas to diverse audiences, and integrate sustainability into biomedical innovation. I want to design technologies that not only solve problems in the lab but also reach communities in need, and my time in SGC has shown me how essential communication and collaboration are to that process. While it is often only in hindsight that we recognize our most formative experiences, I already see how SGC has provided me with a foundation that will remain central to my growth. The lessons of SGC, especially its focus on connecting science to global change will continue to guide how I learn, lead, and contribute to society.