Throughout my academic journey as a Cyber Security Engineer at Iowa State University, I've

come to appreciate the significant role that general education courses play in shaping not only

my technical expertise but also my ability to tackle complex engineering challenges from various

perspectives. Particularly, courses such as Economics 101 and Psychology 101 have provided me

with valuable insights that extend beyond the traditional realm of engineering, enabling me to

evaluate and formulate innovative solutions in problem-solving scenarios.

In Economics 101, I gained a foundational understanding of supply and demand dynamics,

which goes beyond mere market principles and permeates various aspects of engineering

problem-solving. This understanding has empowered me to incorporate vital considerations such

as resource allocation, conducting cost-benefit analyses, and adapting to market fluctuations into

my engineering problem-solving toolkit. Embracing this expansive economic viewpoint has

honed my capacity to make informed decisions that not only prioritize technical effectiveness but

also align with economic dynamics and societal requirements. For example, in the planning

stages of a new infrastructure project, I now meticulously assess not only its engineering

feasibility but also its economic viability and potential effects on local markets. This approach

ensures a more thorough and sustainable strategy in addressing engineering challenges.

Similarly, Psychology 101 introduced me to fundamental psychological concepts derived from

the scientific method, offering insights into human behavior and cognition. This knowledge is

invaluable in engineering, where understanding user behavior and preferences is crucial for

designing user-friendly products and systems. By applying psychological principles, I can

anticipate user needs, mitigate potential usability issues, and enhance the overall effectiveness of
engineering solutions. Moreover, psychology provides a lens through which to consider the

societal and ethical implications of technological advancements, ensuring that engineering

innovations align with human values and well-being.

Beyond the technical aspects of problem-solving, general education classes have taught me to

see beyond the engineering solution and consider its broader implications. Economics has

broadened my perspective to encompass economic, global, and societal dimensions, while

psychology has enriched my understanding of human behavior and its impact on technology

adoption. By integrating these diverse perspectives into my engineering practice, I am better

equipped to address the complex challenges of our interconnected world and contribute

meaningfully to innovation and progress. Overall, general education has played a pivotal role in

shaping me into a more holistic and adaptive professional engineer, capable of navigating the

complicated landscape of modern engineering with creativity and foresight.