In my last post, I talked in general about my study plan, what I planned to go back and cover in content review, and sort of the thinking behind certain aspects of the plan. Here, I want to detail the plan, partly because I’m hoping that making it public will help make me accountable. And also, if anyone reading this who is also taking the test wants to chime in or use a similar plan, that would be awesome.
So, I’ve spent a lot of time since signing up for the test trying to make a (somewhat) realistic, doable and foolproof study plan, as if such a thing could exist.
I took stock of all my old study materials, all the resources out there now, and of how I did on the Sample Test, as well as a half-diagnostic from a company called Next Step. That was interesting, sorta reflective of the official Sample Test except I did a bit lower on everything, and somehow did worse on CARS (verbal reasoning) than I did on psych/soc (which is just so weird to me because I haven’t taken those classes in over a decade and really don’t remember anything so it was mostly guessing, funny how that worked better for me than actually trying to think through the CARS section). From those two samples, I made a list of what my weaker areas are.
I belong to a lot of mailing lists for blind and visually-impaired members, including blind students, blind people interested in science and engineering, the blind of Oregon, the blind of Portland, and so forth.
One thing that comes up over and over again on these lists, especially the student and science ones, is difficulty with science labs. Maybe a student needs a year of a lab science for their general education requirements. Maybe someone wants to go into science but doesn’t know how to handle labs. Maybe the students know they can find ways to do the labs but the professors or the schools don’t.
It can be really intimidating so I thought I’d take some time to write about this here. I also think a lot of sighted people, once they see or hear about a blind person doing science labs, want to know how it’s done but might not feel comfortable asking. So this is for blind and sighted alike.
Fax From the Future: I don’t know if anyone’s seen the show Switched at Birth on ABC Family, but Daphne, one of the main characters, one of the girls who was switched at birth, is deaf and is also pre-med. In general, though her disability is different from mine, I’ve found the portrayal pretty accurate. In this past season (2015), she started her pre-med classes, and I found a lot of her struggles and interactions in that world to be really realistic (well except for on an exam she mixed up cations and anions, which I don’t find realistic at all, but that’s chemistry-related not disability experience). Sometimes the show stirs me up and gets me mad. Sometimes it inspires me to want to tell my own story. Sometimes it kind of makes me nostalgic for the time I was writing about in this post, taking those first chemistry classes.
Now on to the original post:
I announced on my facebook a week or so ago that I’m going pre-med in school, which is something I’ve been thinking about for a long time and want to say more about. I’ve been thinking of it as “my big secret” for awhile, but really it was more just something that was so new, and I was so uncertain of, that I had to keep it to myself for awhile.
I just finished a four-week summer course in immunology, as part of my biology degree. Summer classes are INTENSE. Material that is usually spread out over an entire term is squished into four little weeks, and you have class four days a week, two and a half hours a day. And overall, you cover a huge, huge amount of material over a really short amount of time. There is lots of reading. It’s intense.
To make it worse, Immunology is a 400-level biology class, meaning mostly seniors take it, who’ve had several years of bio already. I’ve had one. There are also two recommended pre-req classes to take beforehand: cell biology and microbiology. Since all I’ve had is the first year (called “Principles” at my school), I haven’t taken either. So, I knew I was getting into something a bit over my head. It was just, I really liked the immune system part of Principles, and I like a challenge and it sounded kind of badass to do something that difficult in a short amount of time, making it that much more difficult. And it just sounded soooo interesting. When I was first thinking about it, I asked my Principles prof if I would be crazy to try it. She said to me, “All our summer courses are intense but I think if someone could do it, it’s you.” And that felt really good. But I still thought it might be half-crazy to try. Anyway, the class was full. For awhile I checked, day after day, to see if there were any openings and when there weren’t, I kinda gave up.
Classes start on Monday! In one sense it feels like I’ve been on break forever, and in another it feels like it’s all starting up again so soon.
My main class will be the continuation of the biology class I took last quarter. This time though, the focus will be on evolution for the first half of the term and plant form and function for the second half of the term. I’m excited for both, though I read somewhere that in the evolution section the students have to memorize phylogenetic trees (basically these charts with branches showing how closely or distantly different species are related based on their rRNA sequences) and that sounds a bit tedious.
And my brain is full, I don’t think there is any point in trying to stuff in any more details about biology. Anyway we had a practice final and I got 78 out of 80, so I’m probably fine, I hope.
So, today is the last day of my first term. Overall, it’s been really good. Really loving the biology class, and my lab group started studying together. That’s been great! We’re all contributing, splitting up tasks like writing up vocabulary, going through practice tests, teaching each other things the others don’t get so well. I know it has been a huge benefit on both ends. It’s great to have people to clarify things you don’t quite get, and it’s also very helpful to teach something to someone else. I feel like my knowledge of how to solve genetics problems really solidified when I wrote it out to show another girl in my group. And studying with these guys is fun! Our ages range from 22 to 39 and a lot of times we take our study sessions to the bar, or go grab a beer before class or after a test. It’s been really fun, and it’s kinda cool to have people to talk with about this stuff b/c most people I know aren’t really into biology.