Year Two (2018-2019)
-
HONORS 100: Intro to Honors
-
MUSEN 303: Marching Band
-
BBIO 220: Introductory Biology III
-
BCHEM 237: Organic Chemistry I
-
BIS 181: Intro to Sociology
-
CHEM 237: Organic Chemistry I
-
HONORS 394: Women in Greek and Roman Antiquity
-
PHYS 114: General Physics I
-
PHYS 117: General Physics Lab I
-
CHEM 238: Organic Chemistry II
-
HONORS 222: Pain (Neuroscience)
-
BMATH 215: Health Statistics
Autumn Quarter 2018
.jpeg)
Husky Marching Band!
My second year of marching band! Coming out of my "rookie" season during my first year with the band, it was so much fun to take new members under my wing and help everyone out with music, marching technique, and choreography. Highlights of the 2018 season included going to the 2019 Rose Bowl on January 1st, 2019 and marching in the Rose Parade!
HONORS 100: Introduction to Honors
As a second-year admit to the Honors Program, I wasn't sure what to expect when I got to my Honors 100 section! I worried that I may be the only transfer student, but was so excited to see that my class actually had several other transfer students as well. Throughout the quarter, we went over the overall Honors curriculum, health and wellness resources, Experiential Learning interviews and resource gathering, and so much more information that helped us get acquainted with UW and the Honors Program. My Peer Educator, Anders, was great at helping us all get to know each other and created a learning environment that was both fun and productive. Listed at right are my "Who Are You," Global Challenges, and Autumn Quarter 2018 reflections. Can't wait to see what the rest of college and Honors has in store!
Winter Quarter 2019
HONORS 394: Women in Greek and Roman Antiquity
Coming into the quarter, I was so excited to get a chance to study the lives of women in ancient society. Walking into the Honors 394 classroom each day was a completely new experience for me. I had not taken a history class since high school and have really missed it. Professor Connors way of teaching, which included engaging lessons in the form of stories, allowed me to truly grasp the content. As we moved through the content, it was common for everyone in the class to gasp and then chuckle as we learned more about the outrageous perceptions that surrounded women in ancient history. Ideas such as the “wandering womb,” which centers around the concept that the womb is a separate animalistic entity, struck me the most. The idea that entire societies believed the womb moved around in the body, all in search of passion and pregnancy, is shocking to me. As I researched further information about the “wandering womb,” I learned that the idea persisted even after human dissections began. When dissections occurred, and people noticed that the womb was connected by “ligaments” to the body and so was unable to “wander,” society as a whole believed in the “wandering womb” for many years after.
Spring Quarter 2019
CHEM 238: Organic Chemistry II
By far, out of all the classes I've taken in college at the UW, organic chemistry has been the one that I struggled the most with. Despite loving my General Chemistry classes I took last year, the next level of chemistry classes took me by surprise and have been a challenge. Coming from UW Bothell, where classes are more close-knit and it was easier to get to know and speak with professors and instructors, I noticed stark differences in my UW Seattle organic chemistry classes. In the photo at right, I've included a screenshot of a message I received regarding a regrade request I submitted after midterm grades were posted. The wording of the response, presumably written by one of the TAs, was harsh, hurtful, discouraging, and demeaning. Struggling greatly with the course, this message prevented me from seeking further help during TA office hours, as I felt like I would receive similar comments in-person should I ask questions. Overall, despite the set-back I felt when receiving the reply to my regrade request, I pushed through and passed!
HONORS 222: Pain (Neuroscience)
Utilizing a seminar-style course structure and drawing upon the real-life experiences of an epidemiologist and neurosurgeon, our course explored the various dimensions of pain. Our class began by defining the concept of pain and breaking the term down into two categories: nociceptive (acute) pain and central (chronic) pain. Throughout the course, our class worked through information about the physiology, biology, pathophysiology, psychology and sociology of pain. Drawing upon information from modern news developments, our class delved deeply into the worldwide opioid epidemic. Bringing in experts in the medical field and in the world of law, our class gained a brief, but holistic, view of the impact of the opioid epidemic in the world. Broadening our view on the pain crisis even further, the course utilized epidemiological theories to examine the risk factors of pain and its potential disability. Finally, the course stressed the importance of recognizing that pain is an entirely subjective experience. It is important for medical personnel to believe a patient's description of their pain, and to try their best to alleviate it. Though all pain cannot be eradicated, the course focused on current courses of action used to lessen pain and create a better quality of life in pain patients.