Discussion Overview
The discussion revolves around a participant's feelings of failure after receiving a "C" in Calculus II and their contemplation of changing their major from physics to computer programming. Participants provide guidance on the importance of perseverance in academics, the relevance of math courses in computer programming, and share personal experiences related to similar challenges.
Discussion Character
- Debate/contested
- Conceptual clarification
- Exploratory
Main Points Raised
- One participant expresses feelings of failure and considers changing majors due to a "C" in Calculus II.
- Another participant argues that a single "C" does not define future prospects and suggests identifying weak points in understanding calculus.
- Some participants recommend reviewing the specific math requirements for computer programming at the participant's institution.
- Several participants share their own experiences of receiving "C" grades in calculus and emphasize that it did not hinder their careers.
- One participant mentions that Calculus II is often considered the hardest of the calculus courses, suggesting that struggles are common.
- Another participant encourages the original poster to consider their response to the grade rather than the grade itself as a potential issue.
- Some participants highlight the importance of persistence and suggest that struggling in one course does not mean one should abandon their major.
Areas of Agreement / Disagreement
Participants generally agree that a "C" in Calculus II is not a definitive reason to change majors, but there are multiple competing views on how to approach the situation and the significance of the grade itself. The discussion remains unresolved regarding the best course of action for the original poster.
Contextual Notes
Participants express varying opinions on the difficulty of Calculus II compared to other courses, and there are references to personal experiences that may not apply universally. The discussion reflects a range of emotional responses to academic performance and differing perspectives on the importance of grades in long-term career success.