Discussion Overview
The discussion centers around the feasibility of pursuing a part-time graduate degree in nuclear engineering at the age of 44, particularly for individuals with a background in physics and mathematics. Participants explore the challenges and requirements associated with transitioning into nuclear engineering, including necessary coursework and balancing work commitments.
Discussion Character
- Exploratory
- Technical explanation
- Debate/contested
- Homework-related
Main Points Raised
- One participant expresses a strong interest in pursuing a graduate degree in nuclear engineering, questioning the difficulty of "catching up" with the necessary knowledge given their background in math and physics.
- Another participant, who graduated from OSU-West, suggests that a physics background should facilitate the pursuit of a nuclear engineering degree, noting the potential need to review specific topics like differential equations.
- A third participant shares an anecdote about a professor who successfully transitioned from physics to nuclear engineering, implying that such a path is achievable.
- One participant emphasizes the importance of understanding reactor physics, suggesting that those without prior exposure may need to take additional undergraduate courses.
- A question is raised regarding the GRE requirements for admission into a nuclear engineering program, specifically whether the general GRE or the physics GRE is necessary.
- Another participant clarifies that Ohio State University requires the general GRE, sharing their own academic background and the need for preparation if they were to take the physics GRE.
Areas of Agreement / Disagreement
Participants generally agree that pursuing a nuclear engineering degree with a physics background is feasible, though there are differing opinions on the specific challenges and requirements involved. The discussion remains open regarding the best approach to prepare for the transition and the implications of age and part-time study.
Contextual Notes
Some participants mention the need to review specific topics and courses, such as reactor physics and differential equations, but do not reach a consensus on the exact requirements or challenges faced by older students balancing work and study.