Students in higher math courses like Calculus 2 face immense pressure of memorizing complex mathematical concepts for midterms. This method of testing often leads to students focusing more on memorization rather than understanding mathematical concepts.

However, there are alternative teaching methods that can promote better learning outcomes. In other STMATH 125 classes, professors have started allowing notecards during midterms. This approach encourages students to focus on understanding mathematical concepts rather than memorization, as well as alleviating stress for students, creating a more conducive learning environment.

The allowed use of notecards during the final exams, but not midterms, is unconventional and inconsistent. It is also unfair that some students learning the same topics and concepts, are held to inconsistent standards simply because of difference in professors. (e.g. STMATH 125 students allowing notecards by one professor, but not another.)

By allowing notecards during midterms in Dr. Musselman's class, we would be aligning teaching practices with proven educational strategies and ensuring consistency across course education that prioritize deep understanding over mere memorization. Additionally, it helps students understand expectations, structure, and assessment methods across a field of study, contributing to a more effective and transparent educational environment.

We urge Dr. Musselman and the administration at our institution to consider this change for the benefit of all current and future calculus 2 students.

Please sign this petition if you believe in promoting effective learning strategies over rote memorization.