1990 Jackling Lecture - The making of a mining engineer

To concede that I am the most surprised - not to mention the least likely - recipient of the Daniel C. Jackling Award is a true confession I must share with you. Quite honestly, I've asked myself, "Why me?" The Jackling Award has a well-deserved reputation of being a practitioner's, a doer's, a CEO's award - not kudos for a retired school teacher! While at least five of the previous recipients have taught in universities, to my knowledge I am the first to earn the award for "alleged" academic accomplishments. It is humbling enough to keep me livable for a long time. If you glance over the roster of Jackling Award lecture topics, you will spot another anomaly: The lectures last year and this deal with the subject of education - the only two in the 37-year history of the award. The two complement one another rather well, too, C. Allen Bom of Amax addressing critical needs of public education, while I am going to look at the post-high-school years. But I want to focus on more than engineering education. The training role of industry - the principal consumer of our product-also warrants examination. As I hope to establish, there is something unique about mining engineering - education and practice - that is both strength and weakness. We need to recognize that, if we are to cope with the weaknesses in order to capitalize on the strengths. We look at five premises that relate to the uniqueness of the mining engineer and his or her preparation for a professional career.