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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 3,036 | 0.00% |
| 2020 | 3,138 | 0.00% |
| 2019 | 3,342 | 0.00% |
| 2018 | 3,338 | 0.00% |
| 2017 | 3,281 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $89,631 | $43.09 | +3.5% |
| 2024 | $86,592 | $41.63 | +1.4% |
| 2023 | $85,358 | $41.04 | +1.1% |
| 2022 | $84,469 | $40.61 | +2.4% |
| 2021 | $82,518 | $39.67 | +1.7% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 486 | 70% |
| 2 | Delaware | 961,939 | 326 | 34% |
| 3 | Massachusetts | 6,859,819 | 2,275 | 33% |
| 4 | New Hampshire | 1,342,795 | 417 | 31% |
| 5 | Colorado | 5,607,154 | 1,612 | 29% |
| 6 | Maine | 1,335,907 | 373 | 28% |
| 7 | North Dakota | 755,393 | 212 | 28% |
| 8 | Alaska | 739,795 | 209 | 28% |
| 9 | Virginia | 8,470,020 | 2,247 | 27% |
| 10 | Iowa | 3,145,711 | 804 | 26% |
| 11 | Utah | 3,101,833 | 802 | 26% |
| 12 | Washington | 7,405,743 | 1,844 | 25% |
| 13 | Maryland | 6,052,177 | 1,507 | 25% |
| 14 | Minnesota | 5,576,606 | 1,413 | 25% |
| 15 | Nebraska | 1,920,076 | 475 | 25% |
| 16 | Vermont | 623,657 | 158 | 25% |
| 17 | Montana | 1,050,493 | 256 | 24% |
| 18 | Connecticut | 3,588,184 | 830 | 23% |
| 19 | Rhode Island | 1,059,639 | 249 | 23% |
| 20 | Wyoming | 579,315 | 135 | 23% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Columbus | 2 | 4% | $83,571 |
| 2 | Columbine | 1 | 4% | $81,439 |
| 3 | Agawam Town | 1 | 3% | $107,387 |
| 4 | Amherst | 1 | 3% | $106,933 |
| 5 | Brighton | 1 | 3% | $81,116 |
| 6 | Englewood | 1 | 3% | $81,373 |
| 7 | Castle Rock | 1 | 2% | $81,471 |
| 8 | Commerce City | 1 | 2% | $81,250 |
| 9 | Enfield | 1 | 2% | $96,509 |
| 10 | Irvine | 2 | 1% | $105,149 |
| 11 | Arvada | 1 | 1% | $81,325 |
| 12 | Centennial | 1 | 1% | $81,350 |
| 13 | Dearborn | 1 | 1% | $100,356 |
| 14 | Aurora | 1 | 0% | $81,259 |
| 15 | Chicago | 1 | 0% | $90,696 |
| 16 | Denver | 1 | 0% | $81,261 |
University of Florida
Michigan Technological University
Thomas Jefferson University and Philadelphia University

Duquesne University
Andreas Enqvist: Embrace opportunities and challenges! We see a lot of our graduates gaining opportunities that might be at the periphery of that they have studies at university etc, but that is normally a testament to their skills and the ability to excel in multiple different roles. Believing in yourself and accepting and pursuing some of those career opportunities that might be near the edge of our comfort zones, can often lead to very exciting career opportunities. There is a tremendous need for graduates in our field, and each graduate should not hesitate to explore multiple options and the opportunities that comes with their degree.
John Irwin EdD: Engineering technology graduates are masters of technology, gaining a broad and deep understanding of the processes, systems, tools, and techniques necessary to construct, modify, operate, and maintain an engineering design. They act as technological integrators, bridging the gap between the skilled trades and engineering fundamentals. This is a great career path for those who enjoy engineering concepts but would rather spend time working with their hands solving specific technical issues than tackling broader, more complex design challenges.
John Irwin EdD: They like that the job market is very strong. Companies that are implementing industry 4.0 technologies are in need of Engineering Technology graduates because they are well prepared to meet these challenges. Employers like their problem-solving and hands-on experience with modern industry tools. ET graduates with 4-yr degrees dislike that some company recruiters do not recognize them as engineers and confuse them with 2-yr associate degree technicians.
John Irwin EdD: Engineering technology graduates develop, design, and implement engineering and technology solutions, typically pursuing engineering careers in design, construction, and product improvement. They work both in an office setting with design and simulation software as well as on the production/onsite setting troubleshooting issues for continuous improvements.
Thomas Jefferson University and Philadelphia University
Industrial Engineering
Brian George Ph.D.: For those with engineering degrees, there are usually courses that are the same across most engineering programs, and graduates will have the ability to address math, science, and engineering problems. What can stand out are courses like product development, problem-solving, data analysis classes, internships, co-ops, and summer jobs where students can apply the theory they learned in the classroom to real-world situations.
Brian George Ph.D.: Hard/technical skills needed for a position may be dependent upon the position itself. It is hard to say exactly what hard/technical skills are the most important without knowing the exact job description, but knowing how to find information to solve problems can be as important as knowing how to do the required work. Knowledge of engineering will be important for our graduates, but sometimes having experience or knowledge in other fields can be just as valuable, as is the ability to read technical papers and patents and understand them.
Brian George Ph.D.: Skills that companies desire are the ability to complete work on time, the ability to work with others, professionalism, a strong work ethic, leadership, and communication skills.
Brian George Ph.D.: As far as soft skills, the ability to communicate verbally and via writing, work together with people from different backgrounds, and brainstorm and critical thinking are all important soft skills, such as networking.

Duquesne University
Department of Engineering
Dr. Melikhan Tanyeri Ph.D.: Several cities/regions appear to be hotspots: Bay Area, Boston, Seattle, Austin, San Diego, Phoenix, Dallas, Denver, DC, Research Triangle, Philadelphia, Pittsburgh.