So That Was Fall ‘11

December 24, 2011 Leave a comment Go to comments

Every semester there seems to be one grade that gets posted long after the others, just before the Student Records deadline.  Interestingly, it usually seems to be for the online course.  Correlation does not necessarily imply causation, but perhaps the phenomenon needs more study.

Anyway, they’re all in now.  In the interest of full disclosure, I must confess that I did not match my 4.0 performance in the spring semester; taking a technical subject was my downfall there.  (Once again I reflect that this always seems to happen, and yet I persist in a technical discipline, which makes me wonder what the hell is wrong with me.)  Still, with a little last-minute (completely legitimate) exam retaking, I did get my lecture grade in Physics I up to a B, and my lab grade turned out to be a surprising A- (I say “surprising” because I think I scored 60% on the first lab report).

I don’t have my GPA all calculated neatly for me this time, because I took Physics at Eastern Maine Community College and those grades won’t appear on my UMaine transcript until they’ve managed to grind their way through the machinery at both schools.  However, I can work out what it would’ve been if I’d had all my classes at the same school easily enough.  EMCC calculates GPA using something rather revoltingly called “quality points”, but that’s just a label for the same trick UMaine uses to break down grades vs. how many credits for each class.  In the spirit of my physics lab reports, here is a breakdown of my calculations so that you can backcheck my math.

HTY 279 European Military History: A (4.0) x 3 credits = 12.00

GER 101 Introductory German I: A (4.0) x 4 credits = 16.00

INT 400 Impact of Technology on Society: A (4.0) x 3 credits = 12.00

PHY 121 Physics I lecture: B (3.0) x 3 credits = 9.00 “quality points”

PHY 121 Physics I (lab): A- (3.67) x 1 credit = 3.67 “quality points”

Total credits: 14  Total grade/”quality” points: 52.67

52.67 / 14 ≈ 3.76 (semester GPA)

So not quite last semester, but far from disastrous.  I think they’ll let me keep my financial aid with numbers like that.

Annoyingly, speaking of financial aid, next month I get to repeat this fall’s irritating bureaucratic dance, because I’m taking Physics II at EMCC as well (same instructor, same time slots, it’ll be like winter break never happened).  That means UMaine’s bursar’s office considers me an “away student” again, even though I’m taking 10 0f the semester’s 14 (or possibly 15 – more about this in a moment) credits in Orono, and won’t come across with my financial aid disbursement refund until after EMCC’s add/drop period ends.  That means no money until the second or third week of the semester, and that in turn means that those are going to be pretty long damn weeks.  Fortunately, I already have my book for German II (it being the same as the one for German I), and thanks to EMCC’s curious approach to these matters I don’t need one at all for Physics II, so I’ll only have to go into parental hock for about $300 worth of books.  And about that much again in gasoline.  This commuting business is a mug’s game, I tell you.

Anyway, the big surprise up there for me is my grade in INT 400.  That class was the inevitable one where I have no idea how I’m doing for much of the semester, not because I wasn’t getting any feedback from the instructors, but because the final grading rubric made no sense to me.  That meant I had no real idea how that feedback would boil down to a grade at the semester’s end.  Added to which, the course was generally fraught with confusion for me; I may post about it in greater detail at some point.

Next semester is a continuation of this one in a couple of respects.  German II and Physics II will have the same instructors as the first installments and there shouldn’t be any big surprises there.  One of my other classes is MET 126, Machine Drawing, which is the sequel to the CAD class I took last spring (MET 121, Technical Drawing), though sadly not with the same instructor, and they’ve redone the MET CAD lab such that it actually isn’t one any more – the computers are all gone.  Someone in the department finally realized that, since every student in the program is required to own a laptop computer capable of running Solid Edge, trying to maintain the ever-decaying CAD lab was a pointless waste of the department’s money – which, fair enough, but I wonder how we’re supposed to print in there now.  I suppose I’ll find out.

The real glaring flaw in next semester’s schedule is MET 150, Statics, the first of the physics-derived engineering-science courses in the program (and step 1 beyond the huge bottleneck in the program flow chart that was Physics I).  I’m not looking forward to Statics for a couple of reasons.  First, it’s a physics class, and as we have seen above, they’re a bit of a weak spot for me.  Second, and most importantly, it’s at 8 AM.

Now, my mother has always assumed that my deep inner aversion to things that start before about 10 in the morning is a simple matter of laziness.  I, on the other hand, contend that it runs much deeper than that.  I am lazy, yes, but that merely accounts for my general reluctance to go out of my way to do anything at any time.  The morning thing is not part of that.  It has, rather, to do with the fact that I am essentially useless at that hour.  “Well, go to bed earlier,” is her usual counter to that.  I’ve never been able to make her understand that it doesn’t matter when I go to bed.  I could have had 10 hours of sleep.  I’m still going to be only questionably sapient before 9:30 or 10 in the morning.  Now add to that the fact that my brain seems to work best between the hours of, say, 10 PM and 3 AM, and you have a scenario where I have to sacrifice my most potentially productive time every day in favor of being awake when there’s next to no point in it.

If you’ve got all that on board, you may just be able to understand why I might resent that a little.  Throw in the two-hour lead time required for me to get from bed to anywhere on the UMaine campus and you have a recipe for 16 weeks of, well, misery.  And misery of questionable usefulness, at that.  I’m genuinely not sanguine about my chances of succeeding in any class, much less a math-heavy technical one, that meets at that hour of the day.  And that doesn’t even take into account my work study gig, which tends to involve shifts from 6 to 9 PM, and what the hell.  And that’s the only time that class is ever offered – 8 AM M/W/F in the spring semester.  What Professor Dvorak is doing the rest of the time, I’m not sure.  Having a sleep disorder, would be my guess.

I have to admit I am sorely tempted to take my history prof’s advice at this point and jump ship from engineering altogether.  (I got an email from him partway through the semester saying basically, “You’ve got a real flair for this, have you considered becoming a history or history/IA major?”  And, well, of course I have, I was a history major in ‘93-‘94, but where are the jobs in that field?  I emailed him back and said I was very tempted by the thought, but that my mother would murder me in my sleep.)

Still.  Statics at 8 is a bridge I can burn in a couple of weeks if need be.  For right now I’m on break, I’m off to visit my grandparents for a few days tomorrow, my grades are in, and even if the governor manages to get me thrown out of the state’s health insurance scheme (which he very much wants the Legislature to do this spring), it probably won’t threaten my enrollment status until summer.  So I guess I won’t worry about that stuff right now.  Time for a week or two of laurel-resting.

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  1. Rat
    December 24, 2011 at 19:01

    What can you do with a history degree? Anything you want. History is a solid liberal arts background which means things like writing skills, research skills and critical analysis skills. These are useful everywhere. Some less than obvious ideas:
    Information management. Records keeping is hugely important. The information manager is today’s archivist. That’s a solid career for a history major.
    Journalism and film. Those historical documentaries that you enjoy? Those were made by historians who are also film people — or film people who are also historians.
    Museum. Maybe not your thing? But a history degree is a solid background for it.
    Research. Any career where research and critical analysis are important have a good foundation in a history degree.
    Legal. Again, maybe not your thing, but history makes a good major for someone thinking about research work in either law or government.
    Me? I’m looking to start my own college education in the near future. MIT will reimburse me for the full tuition and won’t force me into taking courses that are “relevant” to my career. I haven’t decided on what I’m going to declare but I’m seriously considering either literature or philosophy. What does a career sysadmin get from these? Writing skills, research skills, and critical thinking and analysis skills.

  2. Darker
    December 28, 2011 at 23:47

    Oi. I’m guessing the rest of your schedule won’t work well for staying up through the 8 AM Statics class then heading home for bed.

    Perhaps talk to the professor? While morning-teaching profs aren’t always terribly sympathetic to “not a morning person” pleas, the fact that you live substantially off-campus and have late-night work-study shifts (and perhaps classes) might elicit some sympathy, particularly if you come in with a “…can you suggest anything to help me stay on-track here?” problem-solving attitude. Most teachers do tend to cut students who genuinely care to try and do well more slack, and I’ve known early-morning teachers who’ve been fine with students regularly skipping some classes so long as they can follow along acceptably well on their own (which in turn might mean going to office hours religiously to make sure you’re on-track, or finding someone who’s gone through the class to help mentor you, or whatnot, but hey.)

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