Right now my brain is functioning like a super-charged GPS. My hippocampus is working up a sweat as it navigates through neuronal “convergence zones”, or intersections where particular sensory information has united, searching for the exact spot on the map where I rewind to sitting around the table at our first class. What am I doing? I’m remembering.
While these convergence zones figure out the faces of my classmates and other sensory details, my episodic memory recalls the event as a whole, according to the many ways it’s been classified through Long Term Potentiation (as a Monday night, the first class, brain class, etc). As my hippocampus combines the various forms of memory to reconstruct a solid “mental map”, I arrive at my destination.
So, here we are at the first class of the semester. Some highlights:
1. We introduced one another. In partners, we worked on figuring out what our goals and expectations were for the class, as well as identifying our own potential setbacks in getting the most out of the course.
I found this unusual. This is this first course I’ve taken where the student has any responsibility beyond just doing the assigned work. Typically I’m not asked to think about or take steps to meet my own needs and expectations in the classroom. Professor Davidson’s system has both its advantages and disadvantages. I appreciate having this level of control in regards to how and what I am learning, and I find myself more aware of my own role as a pro-active student. However, I am also very lazy. This part of me would rather not have to bother with creating and monitoring my own learning curve.
2. Professor Davidson provided us with a huge collection of books relevant to the course, for reference or for our own enjoyment. Summer reading list, anyone?
And that is how our semester started off! The rest of these posts are reflections or summaries of key/interesting course concepts or things I enjoyed. :)