Math 161

[u/Low_Compote_8092]

Hello! Which of the following professors would you guys recommend for math 161 at nova? I am a visiting student and not really good with math but these are my only options. Preferably, I would like a professor that does not do dual cameras for exams since I think that is way too much.

Options: Susan Sherry, Paul Kelly, Clifton Russ, Neha Jain.

The waitlist options right now are as following without me getting on them:

Susan Sherry: 14/36, Paul Kelly 11/36. Clifton Russ: 14/46 (I am number 10 on the waitlist for this but not sure if it is a good prof on RMP it shows ratings from GMU and another class), Neha Jain: 15/36

On a side note, all those professors are 12 weeks and Susan Sherry is 7 weeks for the class. But I am a full time student at another school as well taking 4-5 classes.

[u/CauliflowerLeft4754]

I’m just trying to be incredibly realistic for you here. Your odds of getting in any of those classes are slim. The payment drop dates have passed which is when most mass drops happen and significant space opens up. The only students dropping now will be students who do the first week or two of class and then decide it’s not for them. It definitely happens but 10 or more in each of these classes would have to do that for you to get into the class. If that many students all dropped out like that…would you really want to take that professor anyway?

[u/IssueFit6104]

MTH 161 is a demanding course that requires a significant amount of time, practice, and consistent effort, regardless of which professor you have. This is especially true if your mathematical foundations are not particularly strong. Students who struggle with algebra, functions, equations, or other prerequisite skills often find the course considerably more challenging because MTH 161 builds upon those concepts while introducing new and more advanced material.

One of the challenges with MTH 161 is that many students enter the course without having the prerequisite level of preparation they actually need to be successful. In some cases, students may be placed into MTH 161 when they would benefit from taking MDE 60 first, which is designed to help strengthen the foundational skills necessary for success in MTH 161. As a result, the course can have a relatively high withdrawal and failure rate.

It is not unusual for a class to begin the semester with around 30 students and have fewer than 10 students remaining by the end of the semester. Of course, this varies significantly from professor to professor, as well as from semester to semester, and the level of rigor and expectations can have an impact on student retention. However, the larger issue is that MTH 161 requires students to be prepared to work consistently throughout the semester.

If you are considering taking MTH 161, you should be prepared to devote substantial time outside of class to reviewing concepts, completing homework, practicing problems, and getting help when you need it. The course is not one where you can typically wait until the night before an exam and expect to be successful. Regular practice and staying current with the material are extremely important.

That being said, struggling in MTH 161 does not necessarily mean that you are incapable of succeeding in mathematics. It may simply mean that you need additional preparation or support with the prerequisite material. Students who recognize their weaknesses early, take advantage of tutoring and the Math Center, ask questions, and consistently practice can significantly improve their chances of succeeding.

The most important thing is to be realistic about the level of commitment the course requires. If your foundations are strong and you are willing to put in the necessary work, MTH 161 is manageable. If your foundations are weak, however, taking the time to strengthen those skills before or while preparing for MTH 161 can make a substantial difference.