Discussion Overview
The discussion revolves around planning course selections for an engineering student preparing for the next semester. Participants explore options for prerequisite classes, including calculus and chemistry, while considering transfer goals to universities such as UF or UCF. The conversation touches on general education requirements and strategies for completing necessary courses efficiently.
Discussion Character
- Homework-related
- Technical explanation
- Debate/contested
Main Points Raised
- One participant suggests taking pre-calculus and general chemistry as initial courses, while expressing uncertainty about additional classes.
- Another participant emphasizes the importance of knowing the specific course requirements of the school and suggests waiting to take calculus-based physics until after completing calculus.
- A different participant proposes that if the student has completed college algebra and trigonometry, they could consider enrolling in Calculus I in the fall, suggesting a summer pre-calculus course if needed.
- One participant advises against taking Physics I and Calculus I concurrently due to the prerequisite nature of calculus for physics, recommending a combination of chemistry and calculus instead.
- A participant raises a question about credit requirements for obtaining an AS degree in pre-engineering, expressing confusion about how general credits apply to engineering prerequisites.
- Another participant clarifies that specific courses are required for an AS in engineering, including calculus, physics, and additional electives, and notes that general credits alone do not fulfill the engineering degree requirements.
Areas of Agreement / Disagreement
Participants express differing views on course sequencing and the implications of credit requirements for degree attainment. There is no consensus on the best approach to course selection, and the discussion remains unresolved regarding the optimal path forward.
Contextual Notes
Limitations include the lack of specific knowledge about the participant's school requirements and the varying prerequisites for different engineering programs. The discussion reflects individual experiences and assumptions that may not apply universally.
Who May Find This Useful
Students considering engineering programs, those planning course schedules at community colleges, and individuals interested in transfer processes to universities may find this discussion relevant.