SGC changed the way I think about science, global challenges, and how decisions are made. By focusing on Science of Nature and the Nature of Science, it has helped me get a better grasp of how science works and its application to real-world issues. Through the hypothetico-deductive method in real-life situations and current news stories, I have been able to get a better understanding of global climate change.
One of the most important aspects of SGC is the emphasis on the hypothetico-deductive method. That is an approach to the questioning portion of the scientific method in which hypotheses are tested by experimenting and observing. This method has been a key function not just in my SGC colloquium but also in my biology labs. In my BSCI171 course, we had a lab where my group had to identify an unknown bacterial strain called MH1 to be E. coli or Salmonella spp. Our group identified MH1 by characterizing its antibiotic resistance. I applied the hypothetico-deductive method to the experiment by hypothesizing that if the E. coli pathogenicity gene Tir was in MH1, that would make it a strain of E. coli. To test this hypothesis, we ran a PCR with three concentrations: a positive control of E. coli and Tir, a negative control of Salmonella and Tir, and MH1 and Tir, and we added PCR master mix, Tir (primer), and DNA template (which is a mix of the three concentrations). After running the PCR, we compared the bP of E. coli and Tir against MH1 and Tir. Before SGC, my understanding of the scientific method was basic and lacked the rigor that was needed to create a more sophisticated experiment and conduct it with more precision. Through SGC colloquium and BSCI171, I could get more experience in creating hypotheses, collecting data, and analyzing the data. SGC pushed me to think more critically towards experimental design, specifically towards accounting for and controlling any external factors during the experiment and interpreting the results with the external factors.
MH1
Tir
Another way that SGC affected my academic development is through putting emphasis on global climate change when encountering climate-related news and how climate change can be reversed. Before SGC, my understanding of climate change was primarily in terms of the rise in global temperatures and sea levels. However, after SGC, I learned that climate change is not just rising temperatures, but an immediate and multifaceted issue that speeds up and worsens the intensity of extreme weather events. SGC introduced me to things like positive feedback loops, which is essentially that warming triggers warming. For example, the increase in higher temperatures causes droughts, which cause drier conditions, which cause mass wildfires. Understanding the complex interactions within the climate has further enhanced my ability to analyze news stories about climate events. One example of climate change-related news is Hurricane Helene, which formed in September 2024 and caused significant damage to the Southeastern states of the US. The news outlets emphasized the heavy damage the storm caused, and some even blamed the storm on climate change—they say this because as the sea surface temperatures increase, the storm becomes more intense, which is a direct contributor to the rapid development and the damage done, which is an example of a positive feedback loop. SGC emphasized science being presented to the public. SGC emphasized the importance of presenting scientific findings as accurately as possible, that way these findings can be used for further applications such as creating policies and giving the public a better understanding. For example, I saw how climatologists applied Hurricane Helene as evidence of the consequences of climate change and used it to advocate for stronger action against climate change. They also did so by emphasizing this information to the public so that the people can start advocating to stop climate change, as well as be a part of the change firsthand. From this, I saw how media and clear communication of scientific findings can have the power to shape public opinion and influence policy changes, therefore emphasizing the need for clear, data-driven communication. Climate change also affects social, economic, and political issues that require interdisciplinary solutions. Hurricane Helene had much more devastating impacts on lower-income individuals, and the government had to provide help. From this, I learned that there needs to be a clearer policy to mitigate future disasters. In SGC, I have learned about the governments ability to plan for global changes and its plans for resilience. From that, science alone does not solve climate-related issues; it takes creating effective policies, the people's willingness to help, and international countries all working together.
rising temperatures,
My time with SGC has enhanced my learning as I could interact with other Scholars, both inside and outside the classroom. One experience I remember was the Visions of the Future Team Project. For this project, my group created a presentation of the future of the Maldives, which is currently sinking because of the global temperatures rising, melting the ice sheets, and therefore contributing to the overall rise of sea levels. For our project, we envisioned the future of the Maldives, where the people live on a floating island created from the sand from the seafloor being essentially pumped up and keeping it constantly afloat, even if the sea level rises more. The island uses solar and hydropower, contributing to a reduction in carbon footprints. Through this project, my groupmates contributed to my increased understanding of the importance of a broader approach in solving global challenges. Overall, the living-learning community has strengthened not just my critical thinking skills but also my teamwork and being more broad-minded.
Visions of the Future
floating island
I have also contributed to SGC by participating in excursions. One excursion I enjoyed was the one to the Smithsonian National Zoo in Washington, D.C. It was amphibian and reptile week, and I could facilitate a conversation with the caretaker regarding chemical effects on reptilians and the long-term effects it has on the population. This experience allowed me to connect theoretical concepts with real-world applications, more specifically in wildlife conservation.
In conclusion, from SGC, I have gained skills in critical thinking, interdisciplinary collaboration, and problem-solving, which will be essential in my academic and professional life. As I continue to further my studies in chemistry and explore potential applications to global challenges, I plan to use and apply the methods that I have learned from SGC.