Discussion Overview
The discussion centers around the significance of engineering college prestige on career prospects. Participants explore various aspects of college rankings, affordability, and the quality of education at different institutions, including community colleges and larger universities.
Discussion Character
- Exploratory
- Debate/contested
- Homework-related
Main Points Raised
- One participant seeks accurate college rankings for engineering, expressing frustration with available resources and adviser support.
- Another provides a link to a ranking site but is asked for alternatives that do not require subscriptions.
- A participant emphasizes the importance of finding good engineering colleges that are affordable, specifically mentioning a budget of less than $30k/year.
- Some participants discuss the potential for financial aid and scholarships, noting that even expensive universities may offer good financial support.
- A participant shares their experience at Wentworth, finding the mechanical engineering program underwhelming and suggesting further exploration of options.
- Another participant recommends community colleges for their smaller class sizes and potentially better teaching quality, suggesting a two-year transfer plan to a larger university like UMass.
- Several participants mention specific top engineering schools in the US and Canada, while advising against for-profit institutions.
- One participant raises a question about the actual impact of attending prestigious versus average universities on career outcomes, suggesting that hard work and seizing opportunities may mitigate the differences.
Areas of Agreement / Disagreement
Participants express a range of views on the importance of college prestige, with some suggesting it matters less than effort and opportunity, while others focus on the value of rankings and institutional reputation. The discussion remains unresolved regarding the definitive impact of college choice on career success.
Contextual Notes
Participants mention various assumptions about financial situations, the quality of education at different types of institutions, and the variability in experiences based on personal effort and institutional resources.