Over the course of this semester, I have learned and struggled with many aspects of this structured program, but in the end, SMART has equipped me with tools to understand what I do and don’t like. In particular, I was very concerned about the idea of taking two sciences at once and a calculus class that would somehow be integrated. I knew there were traces of math applications in science but never considered the extent of it. Starting the semester, I wouldn’t say I liked the program layout at all, and I certainly didn’t like the feeling of learning chemistry alongside biology. It was highly confusing, and I often felt like I was a jumbled mess. This is because we were always taught in high school to pick and stick with a field, and you could never travel outside the borders. However, it shifted my perspective when it became time for us to connect the concepts from chemistry and biology to calculus. It allowed me to understand that there is an overlap in everything we do and that there are no borders here at the University of Richmond.
I experienced this first hand through lab 2: mutation to antibiotic resistance, a lab in which I collected data from an experiment conducted in biology and created a graph displaying the Number of CFUs per mL” on the x-axis label and the “Number of Wells” on the y-axis label. Following the creation of the graph, my lab partners and I used methods learned in calculus to compute the mutation rate based on the data we collected. Furthermore, looking back after that lab, I could interpret the graph easily where I could not before and could connect the Luria-Delbruck theory to our graph as I could see precisely where the “jackpot”(at 250) had occurred and how they compared to the mutations of the antibiotic rifampicin thanks to the applications we learned in calculus beforehand. Additionally, it allowed me to develop some of my own ideas on how I might integrate various topics in the future.
Another concept introduced was that all students should develop a growth mindset if succeeding and performing well were on the radar for the trajectory of this course. At first, I brushed it off and figured I could do what I always did in all my previous math classes: move and forget about it if it was too challenging. Facing difficulty and accepting failure has never been something I was good with, and to this day, I am still trying to work on it. The goals I established in high school, like many students at that time applying to colleges, were focused on the outcome, and as long as I had received a sufficient grade in the end, I Ignored the concepts I had struggled with. However, taking calculus exposed me to my first encounter with developing a changed mindset.
LT3 consisted of applying the limit definition and using that method to find the derivative of a function. I had already taken the first attempt to get a check and received a check, so when it was time to take the second quiz, I was confident and positive I would receive a check for this target. However, I was shocked to have experienced great difficulty with LT3. The second time around, I didn’t receive the chance to revise. After seeing this, I intended not to try again and give up. However, after completing it, I realized it would be ridiculous not to take advantage of the many chances Dr. Torres implements within her course. So, I decided to fill out the office reassessment form and follow the tasks that would allow me to reattempt the learning target. I practiced, took the learning target, and was proud of the outcome.
At that point, I realized that it didn’t matter how fast someone else completed a target; it mattered how much effort I put into my work and the progress I was making as an individual. It was the first time I had put forth great effort and seen growth in a subject I had never cared for because of my fixed mindset. I am grateful for this mastery grading system as it has changed my perspective in taking other math classes in the future. I also appreciated how Dr. Torres talked not only about her personal story but also about the positive effects a growth mindset has on a person and how we can apply a growth mindset throughout our lives.
To add to that concept, another area of growth was in self-efficacy. Having struggled with overcoming and learning from my mistakes prepared me in a way unimaginable through the remaining time of the course. From completing homework and reviewing the answer key to focusing on getting at least four habits of mind learning targets. I focused on my growth, continued to study, and approached learning targets from different sides of the spectrum. I also developed new study skills and focused on one assignment at a time. For instance, I would read the syllabus frequently, concentrating solely on the upcoming learning targets. Although some learning targets were challenging, this allowed me to break down the work that needed to be completed in a comprehensible manner that best suited the way I learned best.
Furthermore, focusing on this approach and taking the learning targets allowed me to see the direct outcomes of the skills I was obtaining. Additionally, this experience allowed me to instill greater confidence within myself in a subject I never carried much confidence in. As a first-year college student, Dr. Torres, in a sense, employed time management, critical thinking, and problem-solving throughout the entire course, and at the time, although I did not completely understand the reasoning behind it, I now feel equipped with the tools needed to complete another semester at Richmond.
Next, I would like to elaborate on contribution and how impactful teamwork is. Teamwork and the contribution of myself and others have been extremely beneficial. As it allows individuals to bring their diversity and knowledge to others and help in a more efficient manner. An instance that had really been beneficial to me was when we could complete practice problems in the classroom and fellow classmates would go up and write answers on the board( which were not always right). This experience allowed me to see that even the smartest of individuals make mistakes and that we are all human. Having seen this allowed me to have the courage to ask the individuals around me for help when I did not understand a concept fully or even just to hear a different approach to the problems being solved.
Additionally, a time I felt like I contributed was the SMART Poster. I enjoyed explaining my ideas of how I thought we could construct the poster best while also making sure I valued the opinions of my lab partners. It was amazing to see how we were able to get the poster together relatively quick by communicating our opinions, tackling figures together, and even breaking down our strengths and weaknesses. We were able to identify who would be assigned what task because of that. I also appreciated the fact that if one individual got confused, we would switch off, making it a less stressful task all around. We also often explained topics to each other, making sure we all knew the material before the presentation took place.
Lastly, a final concept I would like to discuss is the communication of technical concepts. I have always been a very straightforward individual and don’t really enjoy explaining myself or being questioned. Particularly, in the beginning, I thought it was strange how the professor was more focused on something like it being f(x) rather than F(x) over the final answer being correct. I did not comprehend how important those intimate details truly were until I got to learning target 7(quotient rule) and found that skipping steps would only be the result of an incorrect learning target that could not be revised. This concept taught me to slow down, take my time, and consider the reasoning behind each step it takes to solve a problem. Before I took the learning target again, I decided to actually read through the mathematical reasoning behind the concepts of the quotient rule and came to realize some of the steps are put in place to prevent you from making simple mistakes like I did. For example, I would continue to forget to put g(x) in the denominator of many problems.
Finally, I went on to take the learning target with the intention of clearly stating my answers and working effectively using the techniques acquired. I ended up receiving a check after following these processes, and ever since then, I have developed a habit of justifying steps and writing down techniques in my own words in a way that is more efficient for me. Thus, has ultimitly allowed me to grow and succeed in this course. I am grateful for the opportunities and hardships I have faced this semester, as they all have been character-building for me, not only intellectually but simply as an individual. I hope to apply my efforts from this semester in Calculus 2. As well as in any other endeavors I choose in the future.