It's a vector! It's a plane! It's . . . come again?

Calculus exam #3—the least stressful one yet. My main objective was to get through the exam more quickly than the first two, which I did...but I really need to be moving faster.

Janice and I chatted when I turned in my completed test. We went through each problem on the exam right then and there and she explained how I could maybe trim back my detail a bit. But the ultimate message she left with me: I need to step back and see the big picture. She said, "It sounds like you're good computationally, but you struggle to understand the why." We're going to sit down and go over some big picture stuff between now and the final exam and especially clear up some things from our most recent section, which I really had a hard time understanding. (It’s three-dimensional vectors and planes, by the way.)

Karen is, as always, supportive. She’s the best cheerleader ever. She texted me periodically today stating that she was praying for me. I get through each day because she has my back 100%. Easily the best companion ever.

My plot to take over Calculus 2

I’m in Janice’s office several times a week—almost daily—checking my calculus homework solutions for accuracy. We’ve had a few conversations here and there about anything from Joseph Smith to course material, and I believe she’s come to respect me more as a peer than a student. This morning I told her that I thought section 9.3 of our textbook should have been split into two parts and that section 9.4’s two parts should have been combined (as far as homework goes), and I shared my reasons why. She stopped what she was doing and reasoned it out with me. She agreed that something needs to change in how she covers chapter 9’s material, and she admitted that my idea was worth considering. I appreciate that.

More flames, please

Calculus let out early, so I headed back to Lund Hall to talk with the math department about employment. Linda Skabelund, my advisor, had another student show me down the hall to talk to someone about getting on the list of graders for fall semester. It turns out that the list is probably not very long and I probably will have a good chance at being a grader, especially because math and stats majors are preferred over others. The only requirement is that I get an A- or better in the class I want to grade for. And then if I’m chosen, the professor and I arrange how it all works out. That’s in the fall, so it doesn’t solve my employment problem right away.

But I did tell Janice about my unemployment this morning, and another grad student overheard me. She said that a woman emailed her about tutoring a high school algebra student, and she said she'd respond with my contact info. We got on USU's website and she showed me how to sign up as a tutor. She said she had about three students, at $10 an hour (a standard rate), when she tutored. So...at least I have a few irons in the fire.

Why take notes when the teacher does it for you?

I texted my calculus instructor, Janice. At the beginning of the semester she gave us her cell number and personal email and said we could contact her with questions. On the first day of class I called her to ask for advice on buying the right calculator. And since then I have only texted her twice. What I said this evening:

Janice, Tyler Heasley here. Just wondering if tonight you’ll be posting today’s class notes on 8.7 for your section 007 class.

About 45 minutes later, her response:

Just posted them. Sorry for the delay.

Me:

No prob. Thanks for all you do.

Because she posts her lecture notes every day, I never take notes in class. It's a perfect setup.