Founded by the National Society of Professional Engineers in 1951, Engineers Week highlights the ingenuity of engineers and the educational experiences that shaped their careers. PMA’s engineers power some of the most important solutions we deliver, strengthening our project outcomes and deepening our client relationships. For more insight into the people who drive our projects, we talked with two of our engineers, Jim Bergman, a graduate of the Colorado School of Mines, and Betsy Schwartz, who earned her electrical engineering degree at Union College.

As engineers, Jim and Betsy see projects as interconnected systems, so they anticipate issues early, understand how decisions affect downstream activities, and identify risks or assumptions that need attention. Their technical foundation enables them to communicate constraints clearly, engage in detailed technical discussions, and ask informed questions that strengthen planning, alignment, predictability, quality, and safety across the project team.

What inspired you to pursue an engineering degree, and what did you originally picture yourself doing with it?

Betsy: Math was my favorite subject in high school, so I initially went to Union College planning to major in math. As coursework quickly became very theoretical, I realized I wanted something more applied. I chose electrical engineering because it had a stronger mathematical focus. My classes centered on electronics, and as I approached graduation, I was still figuring out what I wanted to do for a career. I was leaning toward power systems or renewables, neither of which were part of my coursework.

Jim: I’ve always been a tinkerer. I was the kid who took things apart just to see how they were put together and usually managed to get them working again. That curiosity naturally led me to engineering. I originally pictured myself designing equipment or manufacturing systems, something very technical and hands‑on. What I didn’t realize at the time was how much that foundation in understanding how things should work would shape the stages of my career.

“While technical knowledge matters, teaching someone how to think through a problem is even more valuable. Mentorship isn’t about having all the answers; it’s about helping someone develop the framework to find their own.”

—Jim Bergman

Some schools offer construction management degrees, while others approach construction through engineering programs. What influenced your choice, and how has it shaped your career path?

Jim: When I started school, construction management wasn’t nearly as well-defined as it is today. Engineering felt like the right path because it matched how I think: systems, processes, cause‑and‑effect, and how different parts fit together. That choice led to a long career in manufacturing and ultimately gave me a problem‑solving mindset that translates seamlessly into construction.

Betsy: I didn’t originally plan to work in construction. My coursework focused on electronics and low‑voltage direct current systems. Early in my career, I worked in power systems analysis and electrical design, which exposed me to small‑scale infrastructure work. Later, I transitioned into a Program Management/Construction Management group and was introduced to large construction projects. Although I didn’t study construction, attending a liberal arts school helped me develop strong communication and critical thinking skills, which have been invaluable in project management.

Can you share an example of a project where your engineering training helped you solve a major challenge related to cost, schedule, quality, or risk?

Betsy: I was working on a substation project with a firm in-service deadline, and due to early site‑work delays we flagged the schedule as a major risk. Using my engineering training, I helped analyze the critical path and identify which loads absolutely needed power by the deadline. We developed a phased plan that allowed us to energize the essential loads on time while final substation components were completed afterward. This approach reduced schedule risk and ensured reliability for end users.

“My own career hasn’t been linear, and I always share that with early‑career professionals. What matters most is building strong fundamentals─ technical skills, communication, and critical thinking─ because those strengths transfer across roles and industries.” 

─Betsy Schwartz

Have you had an experience mentoring a student or early-career professional that stands out—and what did it teach you?

Jim: Many years ago, my former company hired a young process engineer straight out of school; eager, talented, and ready to prove himself. As Engineering Supervisor, I gave him his first “straightforward” project, but he quickly became overwhelmed to the point of wanting to quit. He was overthinking every detail and unintentionally making the work far more complicated than it needed to be. I helped him break the project into manageable steps, understand priorities, and build his confidence. Watching him grow into a strong contributor reminded me that while technical knowledge matters, teaching someone how to think through a problem is even more valuable. It reinforced that mentorship isn’t about having all the answers; it’s about helping someone develop the framework to find their own.

Jim and Betsy’s reflections show that engineering is more than a skill set; it’s a disciplined, systems‑driven way of thinking that continues to evolve long after graduation. Through their advice and project insights, PMA engineers remind us that Engineers Week is a celebration of the profession and an invitation for young people to explore engineering as a path where curiosity, creativity, and problem‑solving can shape a better future.