Posts Tagged ‘settling in’

Heigh Ho, Heigh Ho, It’s Off to Work Study We Go

September 8, 2011 Leave a comment

Some of you may remember that I had a work study job for a little while last spring.  It didn’t work out, sadly, because what the planetarium really needed was an evenings-and-weekends show presenter, and I couldn’t work at those times, so I ended up just being the IT monkey, and well, no thanks.  There wasn’t even really enough for me to do to justify that, so, with regret, I left.

Toward the end of the semester I noticed a sign on the door to my CAD classroom noting that the MechEng Tech department needed work study students to work in the tool crib of the Machine Tool Lab.  Students in said capacity would be working for Joel Anderson, the machine tool instructor, and the requirement listed (apart from having a work study award in one’s financial aid package) was “must have passed MET 107”.  I was in MET 107 and doing well, so I thought, Hmm, and went on with my day.

At semester’s end, fairly sure I’d passed, I was helping Joel clean up the shop for a little extra credit and to be a Good Academic Citizen (hey, don’t laugh, it was a good class), and I mentioned to him that I might be interested in the job this fall.  He told me to send him an email come mid-August, when the start of fall semester approached, and remind him.

So I did, with the end result that I’m actually blogging this on my netbook in the MTL tool crib in between duties.  These include:

1315442521480 – Manning the Tool Window.  Students needing tools will present themselves at this window  and tell me what they need.  I will find it for them (if I can) and write down what they have against their name on a ledger sheet on my bench.  When they’re finished with it, or in any event by the end of the lab period, they’ll bring it back and I’ll cross it off their list and put it away.  Or possibly tell them to take it away and clean it before they presume to return it, but so far I haven’t needed to do that.

– Locking up the crib and indeed the lab itself after class.

– Taking point for evening lab sessions.  “Night lab” is an optional extra time when the lab is open for students to come in and work on their projects.  This becomes especially popular toward the end of the semester, when it begins to dawn on them that time is getting short and they don’t have all their parts made yet.  I spent a bit of time in night lab myself last semester; it was nice.  Low-pressure.  This semester, Joel doesn’t have a TA willing to do night lab, so on Mondays and Wednesdays it’s just me, in here from 6 to 9, providing tools and rather dauntingly In Charge for purposes of the university’s safety rules.  I’ve got a key that opens the building, the lab, and the crib; I’ve been shown how to turn the lights on and off.  That’s about all the qualifications you need.


At right is a photo of the tool window from the other side, showing my workbench – as close as I get to having an office.  You will note the assortment of drill bits, the cabinet to my left containing various useful items, and the clock, which does not work, such that it is always 6:42 in the tool crib.

The MTL itself is one of the oldest buildings on campus, and is basically a brick barn.  It’s got old-fashioned swingy windows and that classic “inner structures that don’t go all the way to the ceiling” thing going on in places, plus the ceiling really is just the inside of the roof, so when it rains the sound effects can be pretty dramatic.  It has character, as they say, though in some respects it’s a bit primitive.  The fire alarm system, for instance, consists of whomever notices the fire saying, “Hey, a fire!”  (This was actually on the safety test I had to take in order to work here.)


At left is a photo of the machine tool laboratory (MTL Room 101, not to be confused with the Machine Tool Laboratory, which is the building).  Pretty straightforward: Bridgeports on the left, lathes on the right, band saws down back, surface plate and height gages in the foreground.  Not pictured is the CNC mill, which is to the photographer’s right past that bench, and which mere mortal students are not permitted to touch until they get to MET 313.  The tool crib is to the photographer’s left.

This is a pretty swingin’ place to work.  It’s definitely more old-school and industrial than the planetarium, which, apart from the actual planetarium part that I was not allowed to touch, was basically just an office like any other.  This makes me feel more like when I was a kid and my father worked in a similar sort of setting, and I would go into work with him on the weekends.  It smells the same, and scents are very nostalgia-inducing.  I like it a lot.

1315505184987 Part of that is just because I have the key to the toy cupboard.  I mean, we’ve got everything in here.  Here in the cabinet immediately to my left are parallels (for putting things in mill vises so they don’t bottom out in the vise), indicator sets (for ensuring that the mill tables are level), all kinds of gages and micrometers, devices for ensuring that you have your lathe tool set properly for cutting threads, machining squares, combination squares, dial and vernier calipers, gage blocks (for calibrating other gages)… it’s like Christmas for machinists in there.


Behind me are the shelves containing more of the slightly-less-often-used items.  We keep the most commonly used drill bits and end mills (the latter drill-bit-like tools used in vertical mills for… well, for milling the ends of things, hence the name) on the bench by the window, but at left we see the shelves behind me that contain the rest of the smorgasbord of drills and mills, plus the center drills (not sure why we don’t keep those on the bench, actually, they’re pretty frequently needed – must ask Joel).  Not pictured is the lower shelf that has the really freaking big drills.  I’m not even sure what we use those for.  They’re way too big to be used in the Bridgeports we have here.


At right, one of my favorite of the many toy boxes in here: The Cabinet of Cutters!  Here we have saws, saws, some more saws, and the ever-popular face mills (another tool for the Bridgeports, used to surface the top of a bit of stock – and if you’re not careful, the vise jaws – as opposed to the end).  The face mills are kept in those silver cardboard tubes because their carbide teeth are very fragile, and if you chip off a corner it’s pretty much useless until someone indexes the tooth.  At best you’ll get a lousy finish; at worst it won’t work at all, and may actually damage the base of the tool.

I should probably wrap this one up.  It’s getting on toward 4:30 and the guys (and it is all guys, alas – a girl or two in the mech eng tech program would class the place up a little) will be bringing their tools back soon.  Besides, I’m sure the pictures of the tool crib are a lot less interesting than I want to think they are.  My point is, as work study gigs go, this one is pretty sweet.  It has its dull parts, like now, when everyone’s out there working and nobody needs anything, but that just means it’s possible to get the “study” part happening (or blog, like I’m doing now).  All I need is a better chair (and Disability Services is working on that, because they handle all the special furniture requests on campus), and I’ll be set.  It’s a weird feeling.  I haven’t actually liked a job in… jeez, a long time.


Oh, one more photo.  This is an organizer next to the door in the tool crib.  It was labeled by some previous workstudy student who was not entirely sure what some of the things he was tasked with organizing actually were.  As a result, some of the drawer labels are a bit entertaining.  My personal favorite is the one marked ELECTRIC THINGS.

Later, perhaps I’ll talk a bit about some actual classwork that’s going on this semester.  I know, crazy idea, huh?  Blog about college in a college blog?  What will they think of next?

Premature Jocularity

October 17, 2010 5 comments

You may recognize the above term from old episodes of SportsCenter; it’s a term they used when covering athletes who celebrated some achievement before it was, technically, complete, and in doing so either endangered it or actually kept it from happening.  Canonical examples include that soccer goaltender who was too busy doing the “I am the man” dance to notice that the ball he’d just deflected was, in fact, rolling into the goal anyway, and that one snowboarder in the 2006 Winter Olympics who was leading a race by such a huge margin that she decided to do a showboaty stunt on the last jump – and promptly stuffed it and had lost quite resoundingly by the time she extracted herself from the snowbank.

I don’t like to risk premature jocularity, because a) it’s obnoxious and b) it leads to a particularly agonizing sort of embarrassment when it all goes wrong as a direct result of showing off.  Besides, it constitutes a very specific type of tempting fate.  I’m as superstitious as the next guy, and the last thing I need is to jinx myself by some round declaration that I’ve got something surrounded.

But all the same, I have to say… last night I sat down and, having accumulated a bit of a backlog of online-math-class homework sets owing to illness, fall break, and a bit of losing track of time, undertook to catch up.  I approached this task with a measure of dread, because in addition to having fallen a bit behind on the homework, I also haven’t managed to make it to lecture for a couple of weeks.  That’s not actually a problem, administratively, because I’m technically in the online class and am not expected to show up for the live lectures at all, but as previously discussed, I think I do a lot better when I make it to them.  But between one thing and another, I haven’t been able to attend since the exam, which covered through Chapter 4.

This meant that I had the homework sets for all the sections of Chapter 5 we’ve covered to do – six of them, plus a quiz on 5.1 through 5.4 – and no live instructor face time for any of it.  Just the “see an example” button and the little videos and animations the online course tools provide.

And… it wasn’t that hard.

Mind you, it took a long time – something like four and a half hours to get it all done – and I felt pretty crispy at the end, because I didn’t actually intend to do all six sets and the quiz in a single day.  I figured I’d do two of them yesterday, two and the quiz today, and the remaining two tomorrow afternoon, between ECE seminar and (touch wood) the observatory opening.  Instead it was like the math homework equivalent of one of those occasions where you sit down to have a cookie and discover yourself, an indeterminate time later, covered in crumbs and clutching an empty cookie bag.  (Or does that only happen to me?)

It took a long time and it left me slightly reeling, but… and again I have to stop and glance furtively around – it really didn’t seem that hard.  It was all to do with logarithms and exponential equations, and the relationships between them, and I’m sure I could still do with some reviewing on the purely rote parts of the process (which bits of an exponential go where in a log, for instance – can be worked out from context in a lot of cases, but it’s presumably easier to just learn by rote which number goes where), but overall it wasn’t nearly as agonizing as, say, rational functions.

In a perverse way, I almost hate it when I start to feel like I’m getting something.  It always places me in danger of pausing too long to admire what I’ve just learned and then finding myself running behind the school bus as it plows remorselessly on to the next stop on whatever route the class is taking.  I think my tattered old brain would like college better if it ran on about a ten-year timescale.  Still, I get what I’m expected to get this week, and that feels pretty good.

Mind you, I’m still not sure where e comes into it over in ECE 101 – I know it’s involved in the calculation of a capacitor’s voltage over time, but why that particular bizarrely irrational number should come into it I’m not all that clear on… but one epiphany at a time.  At least I know what to do with it in that context.

That Was the Week That Was

September 11, 2010 3 comments

Well, Week 2 is behind me now.  It took me a bit of scrambling around (and a fair bit of pestering people), but I got my class schedule stabilized – and, more or less coincidentally, my work load somewhat reduced – by midweek.  I’m carrying 12 credit hours now, which is the minimum for full-time student status but about what I feel comfortable tackling after so long away.  I’m taking care of a little unfinished business in the form of the Intro to Astronomy lab I skipped, for reasons I still don’t remember, back in 1993.  And I have the time freed up to attend the live lectures for my online math class, which has already started paying off after a single session.

I feel pretty good about the prospects of this little exercise right now.  I didn’t when I first started, and I still have moments where I stand on the street corner of life and think, What the hell am I doing here? My last class, CMJ 103 on Friday morning, was one of those moments.  We did our first speeches to the class over the second and third lectures of the week, and my number came up during Friday’s session.

Standing behind the lectern at the head of the room, surveying the startlingly young faces of my classmates – and my instructor, who’s a grad student and must be all of 23 – I felt a very powerful but brief wave of utter alienation, the strong sense that I really didn’t belong anywhere near that room. I feel that way when I’m trudging from class to class, too, watching all those young, fit people dashing about the campus – that sense that they’re supposed to be there and I’m not.

Those moments are getting shorter and further apart as I settle into the routine, though.  And there are upsides to being such an atypical specimen.  It removes a lot of the pressures that “normal” college students experience, leaving me with that many more resources on hand to deal with the pressure of the coursework itself.  Time will tell if this is enough.

After CMJ 103 finished, I adjourned to the library, where I found a table way at the back corner of the reference room, set up my stuff, and spent a happy hour or so of diligence on my math homework, which (as I have previously noted) made considerably more sense after just the one live lecture I’d attended.  The professor’s a terrifically helpful chap who actually likes it that someone from his online class is coming to the in-person lectures.   (He also bears an eerie resemblance to DC Terry Perkins from The Bill, which is a bit odd.)  I am now more convinced than ever that dropping Chemistry was the right call.

As I was working, I paused for a moment and surveyed my surroundings, and it struck me suddenly how much stuff I had around me that I hadn’t had the first time I attempted college.  Not only didn’t I have most of it, a lot of it didn’t exist, even in primitive form.

– Laptop computer: I didn’t have a laptop when I was at WPI, and even if I had, I wouldn’t have taken it to the library with me.  Portable computers were expensive, heavy, fragile, and didn’t work very well.  There wouldn’t have been anything to do with it at the library anyway, because a) there was no such thing as wireless networking and b) the Web hadn’t been invented yet, so I would hardly have been doing my math homework online.

– Smartpen: No such thing existed in 1991.  Even if someone had thought of it, the technology of the time wouldn’t have supported it.

– iPod: Ditto.

– Calculator: Okay, I did have a similar calculator – it was a TI-82, which, although much less powerful and flexible than today’s TI-89 Titanium, was an easily recognizable ancestor.  Calculator technology hasn’t advanced as rapidly as, say, laptop computer tech – though it’s interesting to note that the CPU in my TI-89 is a Motorola 68000, the same microprocessor to be found at the heart of such well-known pieces of equipment as the original Apple Macintosh and the Sega Genesis.

– Smartphone: Well, cell phones did exist in the early ’90s,  but they were gigantic, cost a fortune, and didn’t do much of anything.  They weren’t even very good telephones.  Certainly nothing akin to the Droid had even been envisioned, except possibly by sci-fi writers, much less implemented.

I had all these things that had either not existed or not been within an average student’s reach 20 years ago, and I’m not even particularly well-off.  Not poor, by any stretch, but compared to those kids I see out in the motorcycle parking area firing up their brand-new customized Harleys at lunchtime, my means are pretty modest.  But there I sat surrounded by all these things, doing my homework on the Internet, listening to music, recording the jotted workings of my math problems with the pen I was using to scribble them, and coordinating a rendezvous with my mother for lunch by SMS.  And it occurred to me that Stephen Fry was right.  Nostalgia for the style of an earlier age is all well and good, but warts and all, right now is the peak of history’s pyramid so far.