The students varied in their enrollment in mathematics courses during the subsequent quarter which is to be expected given the fact that the class ranged form several who were in their first or second year to others in their last couple of quarters as well as the fact that two of the students were not mathematics majors.

(Note: Almost all courses at UCSC are 5 quarter units and a full load is three such course.)

Amongst all the students interviewed only one did not take a mathematics course during the following quarter, this upper division student who was completing study at UCSC and had completed a minor in mathematics had two sciences courses and a psychology class. Three of the students were enrolled in the second quarter of our calculus sequence for physical sciences, mathematics and engineering. Four of the students were enrolled in the department's senior seminar, a course which provides one of two ways of fulfilling the comprehensive requirement for graduation (the other is to do a senior thesis). In this class the students read books and articles on an advanced topic (defined as one not contained in any undergraduate course), write a paper and give a class presentation. Three of those students were taking one or more additional mathematics courses ranging from statistics, (lower division) differential equations, and the department's required upper division course in real analysis. One of the remaining student's sole mathematics course was an independent study in number theory. The final three students were each enrolled in two mathematics courses. One student was taking the second quarter of the department's sequence in multivariable calculus and combinatorics, another was in the department's required upper division course in abstract algebra and had an independent study in number theory and the final student was taking the real analysis and abstract algebra courses.

At the time of the interview nearly all students said they were doing good to excellent in their mathematics courses.