Professional Science Master’s Programs: the National Perspective Pennsylvania State System of Higher Education February 11, 2011 Leontyne V. Goodwin Program Manager, Best Practices Council of Graduate Schools

Professional Science Master’s (PSM) Degree An innovative degree that: Prepares graduates for science careers in business, government, or non-profit sectors Combines rigorous study in science or mathematics with workforce skills-based coursework in business, management, policy, communications, law, etc.

PSM Programs… Emphasize the written and verbal communication skills, leadership, and team-building required in professional settings Include project or team experience vs. thesis: real world experience Provide connections to potential employers through internships Often include cross-disciplinary courses

Program Examples PSM programs are interdisciplinary in fields such as: Biotechnology Forensic Science Financial Mathematics Nanoscience Environmental Science Biosecurity Bioinformatics Analytical Chemistry Applied Systematics Science Entrepreneurship Genetic Counseling

Professional Science Master’s Degree - Why? Bachelor’s degree is not sufficient for science career Recognition of the master’s degree in its own right PSM degrees are completed in two years or less

Professional Science Master’s Degree - Why? Retains students in science who are not interested in going on to the Ph.D. Offers more science and math than a MBA and more professional skills than a Ph.D. or traditional master’s degree

Who are the Students? The PSM is for students who: Want to work in nonacademic sectors Seek multidisciplinary careers Thrive in team-oriented environments Seek career advancement Desire to work in emerging areas of science and scientific discovery

PSMs have close ties with employers: Advise PSM faculty Mentor PSM students Provide tuition for employees Offer Internships Become prospective employers Serve as champions re: regional economic development

How many? 231 PSM Programs 106 Institutions 32 States and D.C. 3 International Programs United Kingdom (Milton Keynes)-Open University Australia (Brisbane)-The University of Queensland Canada (Vancouver)-University of British Columbia (Canada)

Initiation of PSM Programs *total number of PSM-affiliated programs as of February 9, 2011

Why Consider Establishing PSM Programs The bulk of new jobs being created are in the non-academic sector Master’s graduates are more likely to be employed in the state in which they earned a degree compared to Ph.D. graduates Graduates contribute to workforce development through their ability to manage and grow science & technology based industries

Win-Win-Win Win for students-alternative ways to remain in science without getting a doctoral degree Win for the university-provide students with another career option and help solve community workforce needs Win for the employers-local, regional, state-will have a technically-trained cadre of workers

Guidelines for Recognition as a Professional Science Master’s Program The institution must be accredited by a regional accrediting association, or in the case of international applicants, a recognized organization or appropriate governing body that accredits or recognizes institutions of higher learning A program must have stated goals and learning outcomes appropriate to the particular degree The total number of credits must be at least equivalent to the minimal number required for a master’s degree at the institution

Guidelines for Recognition as a Professional Science Master’s Program Programs must include the following three components: (a) a majority of the course content in the natural sciences, technology, engineering, mathematics, and/or computational sciences; (b) a professional skills component must be developed in consultation with leaders from industry, business, government, or non-profit organizations; and (c ) an experiential component that must include at least one capstone project, supervised collaboratively by faculty and employers, evaluated or graded by faculty and typically developed with an employer, which integrates the practical application of scientific and professional knowledge, behavior, and skills. The experiential component typically includes a structured internship and provides an opportunity for students to demonstrate proficiency in written and oral communication skills

Guidelines for Recognition as a Professional Science Master’s Program Program quality assurance must be provided using the faculty-based mechanisms normally used by the institution for graduate programs in order to ensure that the program is fully integrated into the academic offerings of the institution and that it is sustainable over time An active and engaged advisory board of leaders from industry, business, government, or non-profit organizations is required

Guidelines for Recognition as a Professional Science Master’s Program The program must collect annual data relative to enrollment, degrees, completion, and demographics; and the employment history of graduates should be tracked to help assess program outcomes. Formal recognition currently granted by CGS (visit www.sciencemasters.com for the application form and process)

Internship Models

Standard Internship Model Middle Tennessee State University Internships take place between the first and second years of a master’s program. Students are primarily in the traditional college-age population (18-22) with little experience in a tech-business environment. It is regarded as a 3-hour credit capstone course, culminating in a single day of formal presentations. This model has a very engaged advisory board and high commitment on the part of internship providers who assign a manager to provide the intern’s project and mentor the intern.

Standard Internship Model Oregon State University PSM students in environmental science take 3-6 month internships. The PSM Program Coordinator provides guidance during exploration of internship sites, but the student must formally initiate and secure the internship with an industry supervisor. Internships can vary from 6-12 credits and students must present results from experiences at a seminar open to all graduate students and faculty.

Internship Variation Pennsylvania State University The PSM program in applied statistics requires two one-credit statistical consulting practica. Off-site internships can be used as the second practicum requirement and are individualized so no two students ever take the same internship. These internships are closely monitored. Site supervisors provide an interim report, and at the end, the student reports in detail on the internship experience. The PSM program in applied biotechnology at Penn State requires a more traditional internship with two credits awarded.

Internship Variation North Carolina State University The PSM in Microbial Biotechnology has three components of the professional skills development through industry/academic relationships. One component requires each student to do an internship at a pharmaceutical or biotechnology company, usually between the first and second year of the program. The conclusion is a presentation to classmates, faculty, and industry professionals.

Breaking New Ground University of Maryland University College (UMUC) A virtual internship experience is completely online in the biotechnology program. The capstone course curriculum integrates a semester-long group project working on problems solicited from biotechnology companies in the DC metro area. The final deliverables are a report and a presentation to the company based on the report. Three credits are given for the project.

Breaking New Ground California State University System “Pipeline internships” range from those for undergraduates who are placed in rotating industrial assignments over two or three summers, to semester-long paid internships for PSM students to “extended duration recruitment internships” designed to give PSM students in-depth work experience over 6-12 months as a pathway to permanent employment. Still in the design stage are internships of shorter duration for PSM students coming in as a group or a team.

For more information: contact the CGS PSM Project Team Carol B. Lynch, Senior Scholar in Residence and Co-Director (clynch@cgs.nche.edu) Sally Francis, Senior Scholar in Residence and Co-Director (sfrancis@cgs.nche.edu) Leontyne V. Goodwin, Program Manager (lgoodwin@cgs.nche.edu) Josh Mahler, Program and Operations Assistant (jmahler@cgs.nche.edu) www.sciencemasters.com and www.cgsnet.org