Fine Grind - Scholarship Incentive And Undergraduate Enrollment

Enrollment in the mineral engineering departments at many of our universities has decreased substantially over the past few years, a fact that is due to a number of reasons. Some of the more obvious reasons are: (l) lack of student stimulation in the classroom, (2) absence or lack of salesmanship by the mineral industry faculty, (3) minimal financial support of academic programs by industry (some companies have been very generous, while others have given nothing), (4) failure of some companies to utilize the engineering backgrounds of personnel, (5) salary in some instances, and (6) job location in some in- stances. As some of these problems have been recognized, appropriate steps have been taken to correct them. Only one of the reasons listed is not subject to change, and that is job location. One university' that found itself in the position of reduced enrollment in the mineral industries is the University of Utah. Since the author was in the Department of Metallurgical Engineering at that university, and since data on enrollment and scholarship support have been published by that department, that department will be used for illustrative purposes to show the effect that active scholarship incentive can have on undergraduate enrollment. As Fig. I shows, there were approximately 35 total undergraduates in the department in 1966. Extrapolation of the freshman line from 1965 to 1966 (and previous years) suggested that no freshmen would be enrolled in metallurgical engineering by 1969 unless something drastic were done to alter the trend. In the Spring of 1966, 20 scholarships were offered to high school seniors as an incentive to enroll in metallurgical engineering. These scholarships were financed from a private endowment to the department, but at the present time industry is also contributing to the program. With these incentives, the department essentially doubled its total enrollment in three years, as shown in Fig. 1. Cornparison of this figure with the number of students on scholarships (Fig. 2) shows a direct correlation between undergraduate enrollment and the number of students on scholarship support.