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Strengthening The U.S. Engineering Workforce For Innovation: Implementing The Postgraduate Professional Master Of Engineering Concept At Njit

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2010 Annual Conference & Exposition


Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010



Conference Session

Professional Graduate Education and Industry

Tagged Division

Graduate Studies

Page Count


Page Numbers

15.1107.1 - 15.1107.7



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Paper Authors

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Stephen Tricamo New Jersey Institute of Technology

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Strengthening the U.S. Engineering Workforce for Innovation:

Implementing the Postgraduate Professional Master of

Engineering Concept at NJIT


This is the fourth of four invited papers prepared specifically for the National Collaborative panel session concerning the advancement of postgraduate professional engineering education relevant to the needs of creative engineering practice in industry to enhance U.S. technological innovation and competitiveness. This paper implements the findings of the National Collaborative as a model pilot effort at a major university. The Masters for Engineering Professionals to be introduced at New Jersey Institute of Technology is reflective of the skills, knowledge and actions required for early career development in developing engineering leaders for the first stage of Direct Leadership [Levels 1-3 Engineering]. The postgraduate engineering curriculum has been designed as a matrix of advanced studies versus skills, knowledge and actions required for Level 3 engineering. Program emphasis is placed upon engineering creativity, innovation, and its leadership in placing strong emphasis on the broader needs of the nation in competing in the world market and maintaining the strength of the economy reflective of industry in New Jersey to gain a competitive advantage through investment in its engineering leaders and unleashing human potential. 1. Introduction

Currently, research engineering universities emphasize long-term research as the process by which discoveries are made that eventually lead to the application of these principles to the development of innovative products and processes. This concept is often called the “linear model” for engineering education. However, this approach does not meet the immediate needs for development of America’s technological strength through the innovation and development of new products that will have an immediate impact on the U.S. economy. The need for innovation has been called by the Council on Competitiveness as “the single most important factor in determining America’s success through the 21st century” 1. In “Rising Above the Gathering Storm”2 a survey with a group of scientists asked how well the US is doing in science and innovation. None said the nation was doing alright, 40% characterized the nation as being “in a stall” and the remainder said that the US was “in decline”. 2. The Professional Science Master’s (PSM) Degree The National Research Council in Science Professionals: Master’s Education for a Competitive World 3 makes the point that the traditional masters program in the natural sciences, including engineering, is structured to prepare students for the doctorate in their field of study and may be considered a “stepping stone” to the doctorate or a “consolation prize” to those who do not qualify to continue on to the more advanced degree.

Tricamo, S. (2010, June), Strengthening The U.S. Engineering Workforce For Innovation: Implementing The Postgraduate Professional Master Of Engineering Concept At Njit Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--15766

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