Cancer genetics
humility // push out of comfort zone // relationship with mentors // accountability for success and failures
I have been interested in the world of genetics since I was in middle school. My parents are both in the industry and so I grew up learning about all the new discoveries and advancements. I chose to attend school in Seattle because it has become a hub of genetics research with UW’s renowned Genome department and because centers such as Fred Hutchinson Cancer Institute were situated there. Throughout my education, I had the chance to explore genetics through a multitude of courses. My Advanced Human Genetics and Cancer Genetics course inspired me to continue working in the field of genetics as well as challenged me to adapt my learning experience.
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Actively Engaging
The Cancer Genetics class was structured as a journal club. We read primary articles, from journals such as Nature and Cell Press, on cancer research starting from the 1950s and leading up to present day. In addition to understanding the dense content and interpreting the data, we were expected to apply the findings to advances today. For example, many of the methods mentioned in the older papers are no longer relevant today. Our professor expected us to explain how we would test a certain finding with modern technology. Since I did not come from a research background, I struggled in the beginning to answer these questions, especially on the spot. Again, the fear of failure made me doubt my ability to succeed in these genetics courses. Our professor was tough with questions and when I couldn’t answer when questioned, I felt embarrassed. However, through the research articles I could feel the energy and excitement about advancements in the understanding of the human body and an ancient, deadly disease. My curiosity only grew with each article I read and as I became more proficient in reading the content, I felt more confident in class. I learned to leave my pride at the door when I went to class and became better at thinking creatively and answering questions on the spot. In order for me to truly understand some of the methods, I had to raise my hand and ask questions in class, something I had never engaged in before. Soon, I volunteered to answer questions, even if I was unsure of the answer. Sometimes I was wrong, but right on many occasions! The process of constantly clarifying and asking questions may seem clear cut, but in reality it is difficult and hardly practiced.
The Cancer Genetics class was structured as a journal club. We read primary articles, from journals such as Nature and Cell Press, on cancer research starting from the 1950s and leading up to present day. In addition to understanding the dense content and interpreting the data, we were expected to apply the findings to advances today. For example, many of the methods mentioned in the older papers are no longer relevant today. Our professor expected us to explain how we would test a certain finding with modern technology. Since I did not come from a research background, I struggled in the beginning to answer these questions, especially on the spot. Again, the fear of failure made me doubt my ability to succeed in these genetics courses. Our professor was tough with questions and when I couldn’t answer when questioned, I felt embarrassed. However, through the research articles I could feel the energy and excitement about advancements in the understanding of the human body and an ancient, deadly disease. My curiosity only grew with each article I read and as I became more proficient in reading the content, I felt more confident in class. I learned to leave my pride at the door when I went to class and became better at thinking creatively and answering questions on the spot. In order for me to truly understand some of the methods, I had to raise my hand and ask questions in class, something I had never engaged in before. Soon, I volunteered to answer questions, even if I was unsure of the answer. Sometimes I was wrong, but right on many occasions! The process of constantly clarifying and asking questions may seem clear cut, but in reality it is difficult and hardly practiced.
From both of this genetics course and other related classes I have taken at UW, I learned to critically apply my knowledge and problem-solve, to make sure my fear of failure did not get in the way of my learning, and to engage in my education by asking questions. All of these skills will help me in my academic, social, and professional future.