LJ Week 13

Three main things in BIOL 463

1. Genetics is complicated, and we are still trying to piece it together.

Although I had some exposure to the world of genetics during my undergraduate degree, this class is the first that really tried to explore the huge variation in genetics and developmental pathways. In 1^st and 2^nd year, genetics is always taught in a Mendelian-manner which it gives us the impression that systems like Hox or Xist/Tsix are somehow ‘special’ and not usually the norm. However, it is clear after this term that ‘complicated’ is much more common than ‘simple’ when it comes to developmental genetics! Another thing that I realized this year was how little we truly understand about genetics so far. Reading papers and looking at them critically in class has changed my perspective of our progress in genetics. That’s not to say we haven’t come a long way (because we definitely have!), but rather that there is still much to be discovered.

2. Look at the evidence and consider what it means—don’t be afraid to be wrong!

This course has done a wonderful job of teaching us how to look critically at papers. I feel like previous courses tended to concentrate on ‘factual’ information much more than ‘skills’, and I really appreciate the effort to incorporate the latter into the curriculum. The discussions in class were great for practising analytical thinking because it forced us to listen to other people’s points of view. It allowed us to continually improve our theories or hypothesis by listening to our classmates and I thought that was really neat. Finally, the class taught us that no answer is ‘wrong’—that as long as your model fits the data, there is no reason why it couldn’t be completely valid.

3. Our bodies use all sorts of creative shortcuts and tricks to get done what needs to be done.

I feel like I’ve been exposed to so many neat systems this year! The use of progressive segmentation in hox genes, gene interaction in dorsal/ventral differentiation, and the strange Xist/Tsix system in X-inactivation are just a few examples of ways our bodies are able to tightly control gene regulation and development. Learning about the unique ways our bodies can do these things is a little inspiring—and I think it allows us to think outside the box when we are coming up with our own methods to our own problems.

Identify types of knowledge

1. I feel like this is a cross between ‘Factual’ and ‘Conceptual’. We have learned that gene regulation during development is very complicated, and we have done so by exploring different systems by which our bodies regulate different functions. Thus, while it requires us to ‘conceptualize’ all the systems working in unity to create a single organism, we need the individual ‘facts’ about each system in order to create a complete image in our mind.
2. This is a ‘Skills/Procedural’ type of knowledge. We have learned how to discuss, critique, and improve our hypothesis.
3. I think this kind of knowledge is conceptual. In this course we have gained an overall understanding of the ways our bodies regulate growth and development. Although it is likely we will not remember the names and order of the genes involved in these processes, we will remember the general mechanisms that take place. Thus, we understand the concept of gene regulation and how different structures might be regulated differently.

What makes “things” stand out for you

1. Everyday coming out of class, the thought “Wow, that was complicated” ran through my mind. So obviously, it is one of the main ‘messages’ from this course that is likely going to stay with me. The awe that I have for genetics and regulation is increased greatly, and that concept has stood out for me because I know it will stay with me for a long time.
2. The ability to make, discuss, and improve our mental models is a skill that stood out for me because of its application in research (and probably other areas of life too!). I think there is this general contempt held by students regarding coursework because the material they learn in class seldom seems applicable or useful after their final. However, this class makes it you feel like it was ‘worth taking’ because it doesn’t emphasize crystalline knowledge—and it is this focus on concepts and skills that make the course really stand out.
3. I consider myself to be a pretty creative person, and one of the things I loved learning about in this course is the absolutely genius ways our bodies have come up with to grow and develop! One of the things that draw me to research is the perpetual search for ‘solutions’ to our ‘problems’ and I think it’s really neat to learn about some of the solutions genetics and evolution has come up with to solve their problems.

Relevance/use

1. I think that understanding the complexity of genetics helps shed the ‘genetic essentialism’ view of humans. Even being aware of the complexities associated with genetics can help someone think critically about the articles they read on Facebook, or see on the news, or hear from a friend.
2. The skill to interpret, create, and improve models based on data are ones that will be really useful in my research career. Of course, these concepts can also be extended into everyday life as well. Critical thinking and the ability to listen to other people’s ideas is something that will improve our thought process in both research and life.
3. I think being aware of the different ways our bodies have found to solve developmental hurdles will help me find solutions to my own problems in the future. There are many examples of new inventions or ideas being based on phenomena found in nature, so it is easy to see how being exposed to the processes in our bodies may help us find solutions to other problems as well.

Three main things in your undergraduate education

1. “You can make it. Every previous time you thought you were going to fail, or die, or not make that darn deadline—you have. So stop worrying about whether you will fail and start thinking about how great it will be once you succeed” I am a worrier. I sometimes think I actually might like it, since I always seem to put myself in these situations. But I’ve realized that some things are not worth worrying about, because they cause me (and the people I love) unnecessary stress. My boyfriend was watching me freak out for a test one day when he told me this—and it dawned on me that he was absolutely right. I can make it. I mean, I’ve made it so far so who’s to say I won’t make it this time?
2. “Hear what other people have to say, but listen to yourself.” Sometimes the most unexpected people can give you the most profound advice, and you should definitely learn from the people who have been there and done that—that being said, I think I’ve learned it’s really important to understand yourself. Sometimes it’s really hard to separate what other people expect of you from what you truly want to do, but I think it’s important to know that distinction. Everyone will have a different opinion on what you should do, where you should go, and how you should get there. Some of their advice will likely be helpful and some of it not so much. But ultimately you have to trust yourself. You know yourself better than anyone, and you should stand up for who YOU are.
3. “Do it.” Take every opportunity you can. Don’t say no to something new. Seize the day. Take a chance on a whim. That course that sounds cool but is rated really difficult? –Take it. Offered a strange project opportunity that is different from your current field of study? –Why not? Life (and undergrad!) is short. It’s easy to regret not doing something, but very rare to regret finishing it.