Scope And Content Of The Petroleum Engineering Curriculum (7ba4c0d7-8291-4094-a7fa-76dc3a9f62c5)

THIS paper reviews the industrial trends and changes in educational concepts that have led to the development of the modern petroleum engineering curriculum. A trend toward emphasis on engineering fundamentals is noted. While most universities are committed to the traditional four-year engineering program, it is agreed that more than four years is necessary for academic preparation of the petroleum engineer in all phases of his profession. The author proposes a coordinated program of undergraduate and graduate training that will permit of adherence to the general pattern of the present four-year engineering course, with provision for extension of the program into specialized graduate courses of professional character. In the latter, emphasis may vary with the interests and objectives of the individual student. A specific undergraduate curriculum is proposed in which upward of 80 per cent of the available time is devoted to engineering fundamentals. A broad survey of the professional field is afforded in courses grouped in the third and fourth undergraduate years, but detailed treatment of the professional aspects of petroleum engineering is reserved for the graduate program. INTRODUCTION Of necessity, engineering curricula must ever be changing to reflect the new techniques, the changing concepts that are presented as the engineering industries develop and unfold. Particularly is this true of the younger engineering curricula representing comparatively new and rapidly changing industries such as the petroleum industry. Institutions that planned their petroleum engineering curricula a decade or two ago now find that the petroleum industry has become vastly more technical in its requirements. Entirely new methods and techniques have come into vogue and must be given place in the curriculum, and some of these are of a character that demands changing emphasis in the fundamental preparatory subjects. College and university faculties cannot complacently assume that curricula in this field that were considered appropriate 10 or 20 years ago still reflect the needs of the industry that they are designed to serve. If they do, their graduates will be poorly equipped to meet the requirements imposed upon them by a rapidly changing industry. Perhaps it is not too much to expect academic authorities to anticipate the trends of industry and equip their graduates with what they will need to attain leadership 10 or 20 years after graduation. Whether or not this desirable objective is possible, there is no excuse for allowing curricula to fall behind the current needs of industry. DURATION OF CURRICULUM The majority of our engineering schools and colleges still adhere to the four-year curricula and there appears to be a definite - sentiment among many engineers engaged in industry that work should be so planned that the engineering student may secure the essential academic preparation for his profession in a terminal four-year program. Yet, in recent years, it has become increasingly apparent that four years of