STEM Abroad

I know that most people are looking forward to fall break, but I am in the midst of my third week here at Trinity and am just getting settled into my classes, or so I thought. Prior to coming to campus, I intended on taking two biochemistry courses, which were approved by the department head at Keck and by the SAGE office at Scripps. I was excited to have the opportunity to take science courses at a larger university and experience a different environment in lectures and in labs. What I found out after registering for the courses, was that the courses were designed specifically for international students and would not have any lab portion to them. 

At first, this was exciting news! I wouldn’t have to take any labs, in addition to my lectures, which would mean more free time during the week and less time in class. What I began to realize as I mulled this over, was that I might have a harder time getting these courses approved by Scripps, now that I had this new information.

For science courses, they generally need to align with another course at Keck in order for them to transfer and replace a specific course. I was hoping that my course entitled “Protein Structure” could take the place of “Biochemistry” at Keck, but would only cover about two thirds of the content at home, so would not be eligible for a direct replacement. The other course, entitled “Cell and Membrane Biology” was similar; there was not enough overlap between it and “Cell Biology” at Keck. Additionally, there is a lab portion required for the course at Keck, but not for international students at Trinity. In any event, I ended up having to drop these two courses, trading them in for two English courses, which I am very excited to be taking. The moral of this story is that often, study abroad programs are not tailored to science students, and there are very few places where the expectations for assessments and labs will match up with those at Keck or other universities in the United States. That was another factor in my decision to drop the courses. At Trinity, you take one final at the end of the semester, and that decides your entire grade. To me, that sounded very stressful, and quite frankly, I am glad that I don’t have to go through that experience.

As of now, my schedule is much more free, but I know that I will be very busy fulfilling my major requirements when I come back in the spring. Although it may be stressful to be taking more science courses at the same time, I think that it would’ve been more stressful to try to adapt to the system that they have over here, in regards to assessments.

Studying abroad has presented many challenges already – getting used to a new registration system, learning the ins and outs of navigating a larger campus, and learning to feel comfortable with 150 other people in a lecture hall – but I’m excited by the opportunities I have had so far and am interested to see how I feel about science after a semester off from it.

Major Major Stress

So I’ve already mentioned once or twice (or a million times) that thinking about a major majorly freaks me out.

As I signed up for a Fall Break OTL trip to Joshua Tree, I figured the title of ‘JChillin’ would mean a nice break from campus and a respite from the constant questions about my future from various faraway friends and family members.

But I naively overlooked the fact that I was on a 48 hour camping trip with thirteen people I knew nothing about, and who knew nothing about me. And what better way to make small talk on a two hour drive or nine mile hike than to ask the innocuous, “What’s your major?” Even I fell into the trap a few times while trying to make conversation.

The question wasn’t too hard at first. I would mechanically reply, “I’m still undeclared, but probably English…?” and my hiking buddy would nod approvingly before moving on to the next segment of small talk.

I had almost made it to the clear, and could see myself simply spouting my stock reply forever–until the car ride home. Covered in dirt, three shades darker from the desert sun than I had been two days prior, dreaming of In-N-Out and on the verge of a nap, I heard the question I had been shirking one more time. Before I had time to think of a reply, “Oh, probably English but I’m technically undeclared” floated from my lips. I figured that would be enough to satisfy my backseat neighbor, and breathed a sigh of relief. Too soon.

Instead, I heard a follow up question that I had never even considered, “And what is your favorite period of literature to study?”

I was dumbfounded. If I could have dissolved into the drab upholstery of the CR-V’s backseat, I would have. I could barely stammer out a reply, but my mind was racing.

I don’t have a favorite period of literature? Do I need to have a favorite period of literature? What even are the periods of literature I could choose from? Does this mean I’m an uncultured swine? Should I pick a different major? Do I even know anything at all about English as a field of study?

As I tried to cover up my ignorance, I mumbled a half-coherent and half-relevant answer about my favorite author. My cheeks burned and I prayed we would reach Claremont before the seemingly harmless questions further shattered my confidence.

Thankfully, the conversation moved onto fast food, math geniuses, lobster dinners and sports, but the question was burned into my mind. As soon as I got back to campus, I frantically sent an email to my English professor to get a better understanding of what it means to be an English major. Hopefully I didn’t sound too desperate – and hopefully I won’t feel as mortified walking out of our meeting as I did during that car ride!

Navigating the Wonderful World of College Majors

homerWhat’s your major? If you’re a sophomore, or even a first year, not only are you likely to hear this questioned, but you also might not know how to answer it. Everyone has to choose a major at some point in their college career. At first, picking a major can be overwhelming because it feels like you are committing yourself to that subject for the rest of your college career. Many people start college intent on majoring in politics and end up changing to history or chemistry, where the major you started with and the one you ended with are often completely unrelated. What I have recently discovered is that even after you declare your major, you can still change it. It is a preconceived notion that once you declare, you cannot change your mind. What I am realizing more and more often, is that there are very few things you can get involved in that will not allow you to change your mind if you decide it’s not for you.majorsI came to Scripps intent on double majoring in biochemistry and English. After taking an extremely challenging course my first semester, entitled Introduction to Biological Chemistry, or IBC for short, I got a glimpse of what science would be like for the remainder of my time at Scripps, and what it would mean for me to, not only be a science major, but pursue another major on top of that. Recently, I have been questioning everything. Should I double major? Should I dual major? Should I just do a major and a minor? Hearing my advisor tell me that I could change my major, even after I declared, was such a relief. Even if it’s not ideal, it’s still possible, and that makes it feel a whole lot less binding. There seems to be a preconceived notion that you can’t change your major, which makes the whole process seem that much more intense and stressful.

Lately, it has become more and more common for adults to expect that teens and young adults know what they want to do for the rest of their lives. This puts so much pressure on students and makes them feel as though they must make a decision, or they will fall behind. I know personally, I feel somewhat behind not knowing what I’m going to major in yet. When people ask me, sometimes I wish I could just say this:giphyThe truth is, it’s okay to not know what you’ll major in, or what you want to do in the future. The beauty of going to a liberal arts college is that you have the opportunity to take classes in so many different disciplines, and at the other colleges, that you can figure out what you like and what you don’t like. In addition, there are so many events and opportunities for internships and other jobs that might open a door to something that you end up falling in love with. On the other hand, if you are set on one specific major or field of study, it is important to keep your options open and be willing to fall in love with something new.

If it’s any consolation, even Chandler didn’t know what he was going to do with his life, and he was in his late 20’s, which is supposedly when we’re supposed to have it all figured out.chandlerThe road to finding your passion is long and is subject to change, but know that whatever you do, you should love it, because that is a sure way to be happy.cash-money

 

Knowing (and Doing) What You Love: An Intern’s Tale

I have just wrapped up the first full week of my internship! In one week I feel like I have learned a great deal not only about the world of nonprofit communications, but about how professional life works in general. As this is my first internship, I have not had the experience many others have had working in an office, donning business attire, taking “coffee breaks,” embracing the challenges posed by employers… but in this week I have done all these things and more. I have a few major projects my employers have entrusted in my care, namely a revitalization of the nonprofit’s blog, a long overdue website revamping, and an assignment that will call for me to work with California state legislators, academic specialists, and field experts dealing with environmental law. As I have just started working with my employers to negotiate these projects, I do not yet have too much to report about them… more details forthcoming!

One thing of which I am certain is my feeling that I will be in a position to gain the insight I so desperately seek into my desired academic future as well as my professional future, as this internship carries on. As an undeclared major with no real certainty about what kind of degree I’ll be holding when I depart Scripps in three years, I wanted this summer to be an opportunity to learn more about myself, my interests, and potential fields I am interested in that may translate into scholastic and career futures.

At this point, I have more certainty and faith in my current direction than I did in the spring, and that mostly can be attributed to the experiences I have had interning and the work I observe my employers and other staff members doing around me. I didn’t know quite how passionate I was about environmentalism, how much I relish any communications work that enables me to write and collaborate with others, and how exciting it can be to work in a dynamic place like Sacramento where things are always happening (even in an office setting!) until I was tossed blindly into this position. Despite the 6:00am alarm I set three days a week, the dwindling thickness of my wallet, and the sometimes-redundant responsibilities I face, this internship has been a blessing. I think I know where I’m headed, and I couldn’t be more confident in my commitment.

An English major and environmental analysis minor, I have decided, is, for now, the path for me. Side note: as a shout out to any other English or humanities majors who, like me, may have felt qualms at one time about the practicality of such a major in this world that puts more and more of an emphasis on vocational training, I encourage you to read this article by a Pomona alum that a peer of mine recently shared.

If you’re reading this and have no idea what kind of degree you hope to pursue, I say don’t worry—such wisdom will come with time, and I dare you to jump headfirst into different interests to find your niche. If you’re reading this and know what you love and have an idea about what you want to do, I say good for you, and stick with it! No matter your major or your interest or your decisions regarding your future, I think that before leaving Scripps it is imperative that you test out working in the field for a time or two, be that in internship form or otherwise. Chances are you’ll learn at least a few things from such a connection, and at this point in our lives any experience is good experience!

Have a good week all!

Introducing My Students: They’re… well, teenagers.

As I researched programs and opportunities to teach English abroad, I noticed a prevalent (and conveniently marketable) idea that all students abroad, particularly in newly industrialized and developing countries, love and are grateful for any education. Now this is a trend that perpetuates neo-colonialism, white-savior complexes, and a whole lot of other –isms I’m not going to get into right now. What I am going to talk about is how my experience hasn’t resembled the classroom full of wide-eyed, smiling kids you’ll find when you Google “teach abroad.”

My students are doing their eyeliner, teasing their hair, texting and even leaving to answer their phones in the hall (at least they don’t answer it in the classroom?). Then there is the sudoku, the driver’s manuals, the earbuds with music just loud enough so that everyone can hear it, and the constant chatter of people in the back. There’s the girl who turns her chair all the way around to talk to the girl behind her, and the boy who comes to class late and immediately starts talking loudly about how he is bored. There are the boys who walk into class 20 minutes late, and the couple in the front row who are always cuddling. I set my rules and expectations clearly the first day, harshed down the second, but I only see each class once a week. I’m faced with the dilemma of enforcing rules (something akin to whack-a-mole), or using my short 45-minutes to teach something to those willing to listen and only commenting on outrageous breaches of conduct.

If you only observed the first day of school, this might not be the classroom environment you expect. I arrived at Ivan Vazov’s quad (a large cement rectangle that hosts stealthily smoking teens and playground games after school), to find all grades, quite a few parents and all the teachers gathered around the speakers blasting a dubstep remix of Flo Rida’s “Good Feeling.” The official ceremony included speeches by the principal and local big-wigs. Students loaded down their teachers with bouquets of flowers.  Students gave musical performances, read poetry, and danced traditional Bulgarian steps. One of my 12th graders played the gaida (a traditional Bulgarian bagpipe) as teachers and students lined up for a symbolic processional into the school, eating a piece of bread dipped in honey as they crossed over the threshold. A Fulbright scholar here doing fieldwork in Anthropology observed this ritual and pointed out that rituals don’t represent what is, but instead harken back to a golden, mythical age (Mircea Eliade, and a huge shout out to the RLST department). In this case, the ritual recalls some time under Ottoman rule, when the three most revered people in town were the mayor, clergy leader, and school-teacher.

A colorguard leads the processional

Younger students present themselves in the mandatory school uniform

A 10th grade English teacher carries an armful of flowers from her new students, who have forsaken their uniforms for the day

This isn’t to say I don’t have some awesome students. One student has emailed me detailed questions regarding university in America, and another asked where she might be able to find a paperback of the Great Gatsby. Five of my twenty-five 12th graders turned in the short personal essays I assigned, and they were a delight for me to read. My 8th graders have a lot of energy and someone always volunteers. On birthdays and name-days, students and teachers bring in large boxes of chocolate to share. This Saturday, the school marked World Walking Day with a school-wide hike to Balieva Voda, springs with purported healing properties.

Teaching here is a challenge, but it’s not all bad. If anything, it’s just louder than I expected.