My Growth as an Honors Scholar and Future Dentist
Throughout my time in the Honors College, I have grown from a student primarily focused on academic success into an emerging healthcare professional grounded in empathy, critical thinking, and a commitment to equitable patient care. The Honors program has challenged me to engage deeply with complex issues, reflect on my development, and connect my academic experiences to real-world impact. Through coursework, research, and community engagement, I have developed the skills and perspective necessary to succeed in my future career as a dentist.
As an emerging professional, I see myself as a patient-centered, evidence-driven future healthcare provider who values both scientific rigor and human connection. Three key ways the Honors College has prepared me for this path include:
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strengthening my research and analytical skills,
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enhancing my communication abilities,
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fostering a strong sense of civic responsibility.
​These skills have been shaped through a variety of experiences that pushed me beyond passive learning into active engagement with real-world problems, aligning closely with the Honors learning goals of participation, reflection, and applied learning.​
Reflecting on where I began in H200, I recognize that I initially approached learning as a process of absorbing information rather than critically engaging with it. Over time, my experiences in the Honors College transformed this mindset. I developed confidence in my ability to analyze complex topics, communicate ideas effectively, and consider multiple perspectives, especially in areas where science intersects with social and ethical issues.​
Research-based learning allows for a deeper understanding that goes beyond surface-level knowledge.
One of the most foundational experiences in shaping my academic identity was my B203 Honors contract project, where I explored the biocultural perspective, or how the environment influences the development of human culture. This concept emphasized the dynamic relationship between biology and culture and challenged me to think beyond a single disciplinary lens. Through this project, I learned how to navigate scholarly databases, analyze research articles, and synthesize complex ideas into a cohesive argument. Engaging with case studies such as the Tsembaga Maring expanded my understanding of how environmental and cultural systems interact, reinforcing the importance of considering diverse perspectives in both academic and professional contexts.
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Building on this foundation, one of the most impactful experiences in my Honors journey was my methadone clinic presentation. This project required me to engage with public health research and confront the stigma surrounding opioid use disorder. Through this work, I developed a deeper understanding of how societal perceptions influence healthcare access and outcomes. It also strengthened my ability to communicate evidence-based arguments while advocating for vulnerable populations. Inspired by this experience, I began volunteering with Overdose Lifeline, applying my academic knowledge to real-world service and reinforcing the Honors College’s emphasis on civic engagement.
“It cannot kill a mouse, though it can heal a man.” — Alexander Fleming (1945)
My Honors microbiology coursework further contributed to my intellectual and professional growth by introducing me to influential scientists and their lasting impact on medicine. In my reflection on the discovery of penicillin, I examined the work of Alexander Fleming and the broader implications of antibiotic use.
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In his Nobel Prize acceptance speech, Fleming warned about the development of antibacterial resistance, and emphasized the long-term consequences of medical decisions, a concern that has been echoed by modern researcher Martin Blaser, who argues that antibiotic overuse can disrupt the human microbiome and contribute to chronic disease. Additionally, A.H.T. Theorell described penicillin as a discovery that could “serve nothing but peaceful purposes,” while Ernst Chain highlighted the ethical responsibility scientists have to ensure their work benefits society. These perspectives shaped my understanding of the balance between scientific advancement and ethical responsibility.​
In another microbiology assignment, I analyzed research conducted by Dr. Nicole Klatt and Dr. Adam Burgener, alongside reporting by Jon Cohen, on the efficacy of vaginally applied tenofovir in preventing HIV infection. Their findings demonstrated that differences in the vaginal microbiome significantly impact treatment effectiveness, reinforcing the importance of personalized and inclusive healthcare approaches.
“Using a trebuchet when a slingshot
is needed causes more damage than good.”
— Martin Blaser
This analogy particularly resonated with me, as it highlights the importance of precision in medical treatment. It reinforced my understanding that effective healthcare is about choosing the right intervention for each individual patient, with respect to their unique situations.​
The final assignment for my Honors microbiology class was to design and perform my own experiment. I designed a procedure to investigate on antibiotic resistance which provided hands-on experience in scientific inquiry. By investigating kanamycin resistance in the oral microbiome, I explored how bacterial adaptation contributes to a growing global health issue. This experience strengthened my problem-solving skills and demonstrated the real-world implications of antibiotic misuse.
A sample of the results from my experiment. The oral bacteria streaked on this plate demonstrate Kanamycin resistance.
Across these experiences, a clear theme emerges: the integration of scientific knowledge with empathy, ethics, and real-world application. Influenced by researchers such as Fleming, Blaser, Klatt, and Burgener, I have developed a more nuanced understanding of healthcare. This understanding is one that considers both biological mechanisms and social contexts. This interdisciplinary perspective reflects my growth as an intellectual and aligns with the Honors College’s emphasis on critical thinking and reflection.
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Perhaps the most significant change in my perspective has been my shift from viewing education as a purely academic pursuit to understanding it as a tool for meaningful impact. I have become more aware of healthcare inequities, the role of stigma in patient outcomes, and the ethical responsibilities that accompany scientific advancement. This evolution aligns with the Honors learning goal of reflecting on growth and developing a foundation for continued learning and maturity.​
A picture of my coworkers and I at the National Academies of Practice Awards Night with the award our clinic received for Creativity in Practice
As I prepare for life after graduation, I feel confident that the Honors College has equipped me with the skills necessary to succeed in both graduate education and my future career. My ability to think critically, communicate effectively, and approach problems with empathy will be essential in the healthcare field. More importantly, my experiences have instilled in me a commitment to lifelong learning and patient advocacy.​
In conclusion, my journey through the Honors College has been transformative. Through academic exploration, research, and community engagement, I have developed both professionally and personally. I leave the Honors program not only as a stronger student but as a more thoughtful, informed, and compassionate individual. These experiences have shaped my identity as an emerging healthcare professional and have prepared me to make a meaningful impact in the field.