Petroleum Engineering Education - Case Methods of Teaching Geology to Engineers

In the author's experience and contact with engineering students the old form of recitations had grown into the lecture system in which the student was a passive receiver of digested material. Later, the tutorial system was developed because it was felt that the lecture system was breaking down. The student was too passive and was simply trying to absorb what was given him. The seminary method was then introduced and for the particular field the author believes that there is no better method, but that for 20 years he has been trying to change the attitude of the student in certain courses from a passive, almost noncommittal, to an active participation, to change him from a receiver to a doer. The student cannot look over the whole field. That must be presented by the instructor in charge. A topic such as structure or glaciation is taken up and from that standpoint are argued all the geologic problems that might confront the engineer. Problems relating to dams and foundations, and structures, tunnels and excavations, are particularly adaptable to the method. Usually, however, the problem comes to the engineer in more complicated form. By virtue of the character of the material the same topic cannot be assigned to the entire class. Different phases of the topic must be assigned. The greatest difficulty in after life comes in that the student cannot analyze the problem and has not the ability to see that there is a problem. He has had little or no training in the gathering of material and very little training in the arrangement of a report. Consequently, selecting different problems, putting them before small groups, and then starting the student on the way to make the knowledge of his particular topic an integral part of his own mentality, is something that will fix that part of the work firmly in his mind. Professor Brown has insisted on an introductory step in a great many classes, in that without the student knowning very much more than the general outline of the topic or problem, he is made in inductive fashion to take up the entire problem, look it over, and prepare an outline as far as he can; in other words, to expose the problem to his own mind. This preliminary outline is discussed with the student and if the arrangement or logic, with regard to the end in view, are faulty, he is shown where