Throughout the semester, I’ve applied the calculus skills I acquired in Calculus 1 to enhance my problem-solving abilities. While navigating through Calculus 2, I encountered challenges, particularly with certain topics that seemed elusive at times. At the beginning of the semester, I had concerns, especially noting the increased number of labs compared to the previous term. Furthermore, opting out of the SMART section added to my apprehension, fearing I might miss out on the interactive and collaborative methods integral to success in this course. Additionally, I worried about the relevance of concepts from my other classes to this math section. However, despite the increased difficulty of the learning targets and labs, I managed to complete everything, though difficult, and focused on efficiently managing my time both inside and outside the classroom. Through this experience, I learned that striving for my best might not always result in perfection or the highest grades, but maintaining a positive mindset allows me to derive enjoyment from my endeavors and future educational pursuits.
This semester has been humbling, and I first experienced this at the beginning of the semester when I completed the initial lab assignment. I have never really understood the concepts behind math labs, often viewing them with a closed mind. I’ve always associated math with pen and paper, and initially, the idea of labs seemed irrelevant to me. However, the experience of completing the first lab on numerical integration was a wake-up call. It taught me the importance of investing more effort and taking the time to carefully read through lab materials before diving in. I’ve never been fond of using Excel or engaging in computer-based math; it all seems daunting and unfamiliar to me. Therefore, I was concerned when I learned that a significant portion of the course would involve labs rather than the traditional learning targets I was accustomed to from the previous semester.
To my surprise, the experience was not as daunting as I had anticipated. By taking proactive steps such as familiarizing myself with the lab material beforehand and deliberately slowing down my pace, I managed to score 22 out of 25 points on the first lab. While it wasn’t perfect, I successfully earned both checks. This outcome served as a valuable lesson, highlighting the significance of perseverance and thorough preparation. It instilled a newfound sense of confidence and motivation to tackle the upcoming labs with even greater determination. Moreover, it inspired me to consider starting the labs even earlier, allowing ample time for completion and reducing the stress of meeting deadlines during allotted class time. and at the end, later in the semester, I was able to complete another lab(Taylor polynomials) and get 25/25 points based on this growth mindset I had obtained.
Transitioning to the integrative learning component of the course, I found myself pleasantly surprised when one of the labs—Mathematical Modeling of Chemical Kinetics—directly aligned with the unit(kinetics) I was concurrently studying in general chemistry. It was fascinating to witness the seamless integration of concepts across disciplines. As I delved into kinetics and conducted experiments in my chemistry class, encountering a parallel exploration in our math lab between enzymatic reactions and the effectiveness of different variables involved was truly intriguing. This experience illuminated the interconnectedness of academic subjects, demonstrating that there’s often significant overlap in our educational pursuits. Indeed, math serves as a fundamental tool in understanding various concepts in chemistry and biology.
Reflecting on my journey, I recalled instances where concepts from Calculus 1 and basic algebra proved to be extremely important in my biology studies as well. For instance, in our genetics unit in biology, I found myself applying probability skills and delving into algebra to predict inheritance patterns like recessive and dominant and then using that to determine the likelihood of traits being expressed in offspring. This interconnectedness shows the importance of a holistic approach to learning, where insights from one discipline can enrich our understanding and application in another.
Next, I would like to elaborate on the teamwork aspect that really proved to help me this semester. Last semester, the collaborative learning aspect in Calculus 1 was helpful, but I felt I could have done well without it. This time, however, I found myself working with my two other teammates to complete and get checks on the team quizzes. We communicated a lot about each topic and made sure we were all on the same page before completing the learning target. I also admired the fact that when one of us might have been struggling with a particular topic, we would help each other to try and learn or see that topic from a different perspective. This allowed me to gain confidence in asking my teammates for help when I needed it and led to me learning more in the end.
The team quizzes served as valuable opportunities to familiarize ourselves with the learning targets before attempting them individually. A vivid memory from Learning 14 stands out, where my teammates and I collaborated seamlessly. Dividing the workload, I handled formulating the problem and conducting the initial analysis, while another teammate focused on solving and finding derivatives. Finally, the last member of our team reviewed our work, ensuring accuracy and coherence throughout the process. This instance vividly demonstrated the significance of teamwork and how collective efforts can transform the learning experience, making it not only more enjoyable but also more enriching and memorable in the end.
Lastly, I want to get into my self-efficacy and take a little trip down memory lane by looking back at previous learning targets and how I handled the increasingly difficult learning targets. In addition, I will talk a little bit about how I have grown accustomed to college-level work. First, I would like to consider learning target 4; this learning target really tested my abilities and confidence academically. When I took the first attempt, I had no clue what was going on and ended up not getting a check or a revision. I had not taken the time to actually practice and thought that reviewing a few problems a couple hours before the attempt would suffice, but I was wrong. That said, I decided that I would not let it bring me down and would just practice more for the next upcoming target. I did just that and ended up receiving a check on the second attempt that was provided in class. I was really proud of myself, and it showed that with just a little time management and critical thinking about complex topics, I could do anything.
However, that attitude quickly changed when I spent the entire week preparing for my third attempt to secure the final check needed to fulfill the learning target. Despite my thorough preparation, I couldn’t obtain the last check and didn’t receive a chance for revision. I was extremely confused considering the significant amount of time I had invested in preparing for this attempt compared to the previous ones. Consequently, I had to schedule an office revision and found myself needing to revise that revision as well. After all the effort, I finally managed to obtain both checks, but the process was undeniably demanding. It made me realize that this wasn’t high school math anymore; it was college coursework. I learned that it might take me three or more attempts to grasp a concept fully. However, what truly matters is recognizing my capability to overcome challenges. Although it may take longer than expected, I understand that it’s okay as long as I remain determined and focused on my goals.
In conclusion, my academic journey this semester has been one of discovery, growth, and resilience. Through reflecting on my experiences in labs, recognizing the interconnectedness of academic subjects, embracing teamwork, and navigating the challenges of learning targets, I’ve come to appreciate the transformative power of perseverance and determination. As I continue to adapt to college-level work, I’ve learned valuable lessons about time management, critical thinking, and self-efficacy. While the road hasn’t always been easy, each obstacle has served as an opportunity for growth, reinforcing my belief in my ability to overcome challenges and succeed. Looking ahead, I am excited to apply these lessons to future endeavors, knowing that with dedication and a positive mindset, I can achieve anything I set my mind to. I hope to continue to apply the concepts I’ve learned in Calculus 1 and 2 in any future classes I take at the University of Richmond, as well as just life in general.