Science and I have always got along with each other pretty well, as I imagine it has with any other individual with the heart of a child. To this day, I can remember my first experiment in biology. Mistaking it for a gummy worm, my 4 year old self ate the real McCoy. At first, I noticed that the taste was differed from the sugary and salty joys of a gummy worm. Next, I realized that the consistency was off as the worm sloshed around in my mouth. At this point you might have assumed that I had spit out the contents in my oral cavity, and you’d be mistaken. I kept those contents in, ensuring to make as many observations as possible. It was definitely not a case of me being completely oblivious to the reason there were differences between my prior experiences and this one. I was a scientist after all…
Science wasn’t something that was discussed much in elementary school until about the 5th grade. 5th grade introduced science with more weight than I had experienced previously. It was now on the level of math or writing in importance. Not all the topics we were being taught were instantly interesting (unlike dinosaurs, because come on, dinos are awesome). A trend was starting and continued onwards to 7th and 8th grade.
7th grade was the start of Living Environment, which was not a bad class at all. Unfortunately, my teacher wasn’t the best at communicating the material. To make matters worse, he was considered a stooge by most of my peers. He was hard of hearing and refused to use his hearing aid, this resulted in a slow progression in material, and ultimately the class lost any respect they had for him. For this year, I generally acted as an arbiter between the material and my peers. I was quick to learn and understand the material in the text, and readily assisted those who needed it. One could say that this was the point that I began seeing biology as my subject. Inspiration came from being so much better at it than the other kids rather from a competent teacher, which came later.
In 8th grade, I actually had a teacher who knew how to communicate the concepts essential to understanding the material. Interest in the subject grew within his class environment and my role as an arbiter was required less. Still, my classmates would come to me for help and this really solidified my knowledge in the subject. To assist them, I became some kind of pseudo-expert in biology. This trend continued throughout high school.
In college, I was pretty undecided about what I wanted to do. While I felt confident in all subjects, biology’s spot remained unchallenged. So, I decided to get a degree involving that. Also, I have gotten used to helping high school kids, so I thought, “Why not do it for a living?”
Other Interests: Video games (I am very interested in applying game design to education, specifically in teaching science), biking, swimming, tennis, anime, and summer blockbusters with a brain