Well...
Let me give you an overview of my schedule this semester:
Not bad, right? A few weeks ago, it looked like a MUCH heavier load than last semester's classes to me (even though it's only one more class and two more credits). For the most part, though, my schedule doesn't give me too much trouble...except I can't attend as many evening programs at Bunting-Cobb as I did last semester because Chem and Black Lit both go pretty late. Speaking of which, I learned on my first day of class (way back on January 18) that I would much, much rather have all my classes in the morning and afternoon in one bunch than all spread out. Oh well. I'll manage...with a lot of encouragement from friends, a ton of prayer, and long phone calls with Mom. :)
Anyway, at this point, you're probably still wondering what kinds of classes are on my schedule. Here's a bit of info about each one:
Basic Stat for Research
Statistics = math. In order to fulfill my pre-med requirements, I need two semesters of college-level mathematics, or the equivalent.
I came in with AP Calc, so that placed me out of Calc1 for Math and Physical Sciences (or something like that). I figured I could either take Calc2 or Stats, and since I didn't take AP Stats in high school, I decided to take statistics here, just to be a little more well-rounded. The difference between this course and Statistics 211 (Statistics1) is that:
1) This is a 400-level course. All undergraduate courses have course numbers between 100-400 levels, with 100 being the more general, easier, intro classes, and 400 being the more difficult, specific classes. Supposedly. I heard that this course wasn't too hard, and for now, it isn't. I'll give you an update later in the semester.
2) This is a “foundational course” for Psychology majors, which, as I previously mentioned, I might pursue (along with English, of course!). Before I can declare a psychology major, I need to have taken General Psychology, some psychology course + its corresponding lab, as well as this course. Other alternatives for the “math/research” component, if I didn't take this course, would be Quantitative Methods in Psychology, Statistics 212 (2nd semester of Statistics), among several others.
3) According to my professor, who also teaches the other statistics course, the material covered in this semester-long course is supposedly the same as that of both Statistics 211 and 212, with greater emphasis on some sections and less emphasis on others.
Anyway, I just took my first midterm (out of three midterms) for the class Thursday morning. We weren't tested on a lot of material, and it wasn't difficult either, but the exam just took a long time (as in #1, part a-g, #2, part a-d, and so on...). Or maybe I just work slow. Oh well, I will start studying earlier next time. Now I know.
Cognition
Cognition = psychology, only a little more specific and a bit more complicated. The first day, the professor asked us this question: what is a brain and what is a mind, and what's the difference? Or are they the same thing?
The first few lectures confused me BIG TIME, but now I finally understand a bit more about brain structures, perception, attention, and memory. I definitely have a greater appreciation of all the seemingly-mindless things of which we are capable, such as being able to hear and comprehend (look up phonemic restoration), as well as see and recognize people (even if they are far away, turned side ways, or got their hair cut).
General Chemistry 162
Chemistry! I haven't taken this subject since AP Chem way back in 11th grade. I'd forgotten quite a bit (because time does that to my brain), and honestly, I was quite worried about picking up the course halfway through the year. Again, AP Chem got me past Chem 161 and the lab (Intro to Experimentation), but I have to take the second semester.
We started with solutions, then rate laws, reaction mechanisms, and catalysts. The first midterm was Wednesday night (9:40-11pm. SO. LATE. Getting back to Douglass was SUCH A PAIN, but that is a story for next time). Anyway, I'm rapidly recalling most of the concepts and chem knowledge I had filed away, mostly because I have a very engaging professor who gives interesting lectures (with exciting demos sometimes—try watching from my 2nd row seat...), a recitation instructor who walks us through difficult problems step-by-step, and, of course, I live in a science dorm :D There's tutoring every week (I should probably go and check that out), ODASIS tutoring (which couldn't fit with my schedule and/or other complications, but that's okay), and my smart, chem-loving friends next door and down the hall.
Black Lit 1930-Present
This is my one and only English course this semester. Honestly, it was a difficult adjustment at first, cutting down from three writing/English literature classes last semester to only one. We've been discussing views of blackness and the purpose of black art from various prominent post-Harlem Renaissance African American authors. We've read some essays (Wright, Schuyler, Hurston, and others) and poems (McKay, Hughes, and others), and watched Bamboozled as well as heard Spike Lee speak last week on the 9th. This course is really making me think about ideas of race and what such labels actually mean in society.
Intro to Scientific Research
This course is only open to Project SUPER (that is, all girls; sorry, guys, I think there might be other similar university-wide courses), and each one of us is involved in a research project with Rutgers professors in the STEM (science, technology, engineering, mathematics) fields. I'm doing research in the animal science department, and I'm working with the Yearling Doe Project. Basically, we're trying to measure and increase yearling goats' attraction to humans over the next five weeks. The first week, observers are noting general interaction (or lack thereof) with someone sitting in the pen. For the following three weeks, we will catch each goat and hold her for 30 seconds and observers will rate the amount of struggling. The last week, we'll redo what we did the first week and look for improvement.
There are just so many factors involved with this project, so it's pretty interesting that I can try to help figure out and play with the experimental design. The project can get a little complicated, though, because these are animals, which means they can behave unpredictably (from what I heard, the other day they opened the gate and escaped; the day after that, they rubbed their heads against the lock and locked themselves in). Oh, goats.
Right now, though, I can't actually do anything yet. Here's the process: I need to be cleared by the health department to work with animals (done) as well as take an Animal Care and Use seminar (offered at set times) before I can be in close proximity to the goats. Without the seminar, I'm not allowed to be directly involved with the research in terms of herding/catching the animals. I asked if I could be an observer in the aisle (that way I'm not actually in the pen with the goats), and the answer was....yes! I'm starting next week, and I'm so excited.
Byrne Seminar
I'm taking a one-credit pass-fail course entitled “The Physiology of Health and Medicine” with a professor who is a cardiac physiologist. So far we've learned about cardiovascular (heart and lung) structure and function, and how acetaminophen can affect heart rate. I'm learning more and more that the body is an amazing machine and just a complex work of art. It's so mind-boggling how sensitive our brain-signaling system is; a slight change in oxygen or carbon dioxide levels in the blood can trigger a host of responses, many of which we are not even aware. So cool.
Not included in the schedule:
Rising Leaders Institute (RLI)
A non-credit extra-curricular class for, well, rising leaders who are first-years and transfers. Remember I applied waaay back in...November? Well, I got in, and beginning with a two-day weekend retreat at Camp Bernie last month, we meet every Friday afternoon for workshops on leadership development. It's a lot of fun, and the 41 rising leaders besides me, in addition to the eleven peer lead mentors and grad student mentors, are such talented and amazing people. We are all leaders, and we're all in this class because we want to develop our communication skills, learn to resolve conflicts, and overall, become better leaders. I totally recommend it.
Goals for The Semester:
(Yes, I know we're already four (five?) weeks into the semester. That's okay. I'll just keep these goals for the remaining ten or so weeks. We'll see how that goes...).
1. Go to the gym at least twice a week.
2. Eat healthier. (That means less dessert D: boohoo)
3. Study / write at least three days ahead of time.
4. Sleep!! College can be so tiring...I don't know how the rest of you manage to function after going to bed consistently at such early morning hours.
5. Do my best in everything! Okay, I do that already, but still, it's good to remind myself.
Anyway, midterm season is quickly approaching (or already arrived for some of us). All the best on midterms, everyone!
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