Engineering Graduate Education and Research (1985) / Chapter Skim
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5 The Master's Degree
5 The Master's Degree
Pages 72-82
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From page 72... ...
The Council of Graduate Schools in the United States has described the master's degree In this way:45 Broadly speaking, the Master's degree indicates that the holder has mastered a program in a particular field sufficiently to pursue creative projects in that speciality.... The degree should be awarded for completion of a coherent program designed to assure the mastery of specified knowledge and skills, rather than for the random accumulation of a certain number of course credits after attaining the baccalaureate.
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From page 73... ...
that the numbers of master's theses each year are too great to permit adequate supervision, particularly if there is simultaneously a heavy load of doctoral theses. Hence, they worry whether the master's thesis requirement properly fulfills its role
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From page 74... ...
The intimate involvement with research is what characteristically separates undergraduate and graduate education. Undergraduate students may be involved with research on occasion, master's students usually will be, and Ph.D.
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From page 75... ...
There is a dilemma in the practice of engineering by disciplines: on one hand, the problems presented are increasingly difficult, involving a much higher degree of sophistication larger buildings, less desirable sites, energy conservation, dwindling material resources- thus requirmg a more rigorous background and understanding of engineering science. On the other hand, these same problems are much more complex hazardous wastes, environmental concerns, and economic and social aspects so that their solutions require an interdisciplinary or multidisciplinary approach.
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From page 76... ...
The most common is the evening program; at some universities the graduate programs are almost entirely conducted in evening hours. A variant of the evening program is one that offers graduate classes in the early morning hours, from 7:00 a.m.
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From page 77... ...
One popular mode uses "live" TV, and berm s graduate courses to nearby industrial employers via closed circuit microwave. A variant of live TV is the use of videotapes of courses, which are mailed, or sometimes carried by special courier, to the industrial locations.
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From page 78... ...
For example, an extensive study of policies in 17 research and development laboratories showed that there was a general fear that organizational productivity would decline as the average age of their technical staffs increased.49 Although it is widely thought to be so, there seems to be little hard evidence that productivity truly does decline with age. More likely, "obsolescence" is the result of field shifting or of forgotten unused material.
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From page 79... ...
Table 22 shows that the respondents were divided about the particular forth that continuing education should take, but it is worth pointing out that continuing education takes many forms, not only that of lecture courses. In the 1981 study just cited, the respondents reported that they had engaged in the following activities during the preceding year s2 Activity Discussed new engineering developments Read about new engineering developments Subscribed to engineering periodicals Respondents 68% 79 79 (Continued on p.
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From page 81... ...
79) Activity Read new books on engineering or science Purchased new books on engineering/science Attended local technical meetings Took nongraduate credit engineering course Completed graduate courses in engineering Attended national technical meeting Presented one or more technical papers Attended short course on management 81 Respondents 40 40 46 16 15 28 11 28 It is possible that the activities "discussed new engineering developments" or i 'subscribed to engineering periodicals" may not represent much of a commitment to continuing education, but "read new books on engineering or science" {40 percent)
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From page 82... ...
2. A single, concentrated educational experience is not sufficient for a lifelong career.
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