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I fondly remember my four years in CCS, initially with an emphasis on chemistry and then on physics (and astrophysics). I had learned many astounding things --- that the Universe is expanding; that the atoms in our bodies were cooked deep within stars and ejected into the cosmos; that someone traveling nearly at the speed of light won't age very much compared with people on Earth; that an electron fired at a screen full of holes goes through all of them like a wave, yet is detected as a single particle; and that gravity can be considered as a warping of space and time. The Universe was like a house full of mysteries to be solved, full of new phenomena to be discovered... and I stepped through its open door, ready to meet the scientific challenges ahead.
The College taught me early to have an open, inquiring, and creative mind, but at the same time one that is logical and critical. This had a lasting and positive influence on my development as a scientist. Some of us, for example, were given a quantity such as the surface tension of water to measure in our first year, but we couldn't look up anything about it in books. We had to figure everything out for ourselves, as though no one had previously worked on this.
We were also forced to solve problems on a blackboard, in front of two demanding professors who would not tolerate sloppy or incomplete solutions. Though initially very nerve-racking, this experience taught me how to think quickly on my feet, and to defend my methods with solid arguments. Independence of thought was strongly encouraged. This kind of one-on-one interaction is rare in all but the smallest colleges.
We were fortunate to be exposed to scientific breakthroughs just as they were being made. The excitement of discovery, and the magnificent way in which physics explains observed phenomena, were indelibly etched into my brain. Early opportunities for our own real research were also encouraged. I was able to conduct a nighttime project at the University of California's Lick Observatory while employed as a tour guide during the summers. This eventually led to my first published paper, and I also met many astronomers.
One of my most important experiences in CCS was being allowed to teach a full-year seminar on introductory astronomy to a small group of students. I saw how rewarding it can be to teach, and I recognized various gaps in my own knowledge. All scientists should be able to communicate difficult concepts to the public, and I got a great head start through CCS.
These are some of my memories of CCS, which I hope illustrate the unique aspects of this tight community of scholars. CCS stresses creativity in all subjects, not just the arts. It teaches one to think, to explore, to question, and to invent. The close interaction between professors and students is almost unparalleled, at least in large Universities. And the opportunities for self-enrichment are nearly boundless.
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