Discussion Overview
The discussion revolves around the decision-making process regarding whether to pursue a degree in science or engineering. Participants explore the implications of this choice, including potential career paths, personal interests, and the nature of various fields of study. The scope includes considerations of academic preferences, career aspirations, and the differences between undergraduate and graduate education.
Discussion Character
- Exploratory
- Debate/contested
- Conceptual clarification
- Homework-related
Main Points Raised
- One participant expresses uncertainty about whether to pursue a science or engineering degree, citing a background in Math and Physics and a lack of enjoyment in Statistics.
- Another participant emphasizes the importance of personal interests and career goals in making the decision, questioning what the original poster wants to achieve with a degree.
- A different participant highlights the need for clarity on career aspirations, such as whether the goal is academia, government, or industry, and the implications of pursuing a PhD versus a master's degree.
- One participant suggests that the experience of studying biology at university may differ significantly from high school biology, comparing it to the differences in mathematics education at different levels.
- Another participant clarifies that engineering encompasses various roles beyond just running programs and drills, distinguishing between research, design, and production engineering.
- Some participants question the feasibility of starting a new bachelor's degree versus pursuing a master's or PhD, suggesting that it may be more efficient to build on existing knowledge.
Areas of Agreement / Disagreement
Participants express differing views on whether to pursue a new bachelor's degree or to consider graduate education directly. There is no consensus on the best path forward, as opinions vary based on personal experiences and interpretations of the fields involved.
Contextual Notes
Participants note the variability in experiences across different fields of study and the potential for significant differences between undergraduate and graduate education. There are also assumptions about the nature of jobs available in science and engineering that remain unexamined.