Discussion Overview
The discussion revolves around the implications of taking easier courses to raise one's GPA, particularly for a senior engineering major considering their academic and career trajectory. Participants explore the potential impact on graduate school applications and future employment.
Discussion Character
- Debate/contested
- Conceptual clarification
- Exploratory
Main Points Raised
- One participant questions whether taking easy courses, such as gym classes, might negatively affect perceptions from graduate schools and future employers.
- Another suggests that as long as prerequisite courses are completed, students can choose electives based on interest, noting that some programs may not include certain easy courses in GPA calculations.
- A different viewpoint emphasizes the potential benefits of retaking courses where the student performed poorly instead of opting for easier classes.
- Some participants argue that taking non-major related courses could imply a lack of genuine interest in engineering, while others believe it could contribute to a well-rounded profile for employers.
- One participant expresses skepticism about the necessity of raising GPA given a guaranteed spot in graduate school, suggesting that the institution may prioritize major GPA and core class performance over easy electives.
- There are humorous contributions regarding the existence of unconventional courses, such as river rafting and scuba diving, which some participants recall from their experiences.
Areas of Agreement / Disagreement
Participants express a range of opinions on the value and implications of taking easy courses. There is no consensus on whether it is advisable or detrimental, as views vary on the importance of GPA versus genuine interest in the field.
Contextual Notes
Some participants highlight the importance of major GPA and core class performance in graduate school admissions, while others point out that elective courses may not significantly impact overall evaluations. The discussion reflects varying assumptions about the expectations of graduate programs and employers.