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Changes have been made in the Bulletin, Section I., for this month ; Personal and Employment columns have been added, and a Forum, in which will be included letters and discussions of general interest to members of the Institute ; live news and new matter have been inserted near the front; lists of officers and committees are placed next to the technical section, while standing matter and other information which is interesting chiefly when sought for, has been segregated as much as possible. Members are urged to co-operate with the Editor by sending in news items of themselves and others, and by giving some of their spare time to this department each month.

Jan 4, 1913

By Steve Skelhorn

Edmonton South LRT is the latest expansion of the Subway system in Edmonton, Alberta, Canada: Consisting of twin 5.8m segmental lined tunnels, 280m long, driven by a Lovat EPB machine. The key challenges were as follows. A 6% downhill grade. Tight radius curves of 250m.Overlying structures within 3m of the tunnel. Strata consisting of sand above the water table, glacial tills and bed rock below the water table. Located within The University of Alberta Campus and adjacent to a hospital. Northern Alberta climate with winter temperatures routinely falling below—minus 30 degrees Celsius. This paper provides a case history and outlines the challenges involved in completing this project.

Jan 1, 2005

By Walter Campos, Yuri Gallegos, Sául Vigil

El proyecto Educación Digital Rural ha sido analizado con instrumentos de corte cuantitativo, a través de la aplicación de encuestas a docentes y personal directivo de escuelas del área de influencia directa de Minera las Bambas; además, del uso de la técnica de análisis documental sobre el estado de las matrículas y situación final de estudiantes en el año 2020 y 2021 (Hernández et al., 2020). Los resultados muestran que la intervención ha evidenciado la importancia de tener el personal capacitado sobre el aprovechamiento de las tecnologías digitales en el proceso educativo y sobre la intervención clave del liderazgo del directivo para orientar el trabajo docente y asegurar condiciones que permitieron dar continuidad al servicio educativo en las II.EE. rurales de Fuerabamba, Huancuire y Pamputa.

Sep 30, 2022

By Charles H. Behre

This paper discusses education and training for economic geologists other than petroleum geologists. Candidates enter economic geology through liberal arts colleges, engineering schools and university graduate study. Whatever their backgrounds, rigorous courses are desirable-now conceded in theory, but not adequately recognized in practice. Besides basic sciences (each studied long enough to give a fair comprehension of its basic tenets), a functional command of English and two modern foreign languages is needed, as well as a broad understanding of mining, milling and metallurgy. A year of economics and finance is recommended. Surveying and drafting are essential skills. Yet geology should be represented in each term; otherwise the initial enthusiasm for the science, once contact is broken, may never be regained. A five-year curriculum is thus designed to take care of all major requirements and culminate in the M. S. degree. This curriculum reduces "cultural" courses below the average liberal arts requirements, but this is regarded as necessary. The pursuit of "culture" is assigned, as in most engineering and medical curricula, to extra college years or extracurricular time. To avoid the danger of over-crowding the schooling, the Doctorate in geology is preferred wherever possible. Its two added years should permit wider professional education; more browsing in "cultural" pastures; due attention to broader social implications; and some training in the research now increasingly required of the mineral industry. "In-course" training through cooperation between school and industry is especially advocated. The Institute should take the initiative in stimulating this practice.

Jan 1, 1947

This is a welcome opportunity to exchange ideas about educating for a profession in mining and metallurgy, and I shall use it to highlight the ways in which educators, the industry, and the profession can help one another make that educa- tion better. This is home ground for me in more ways than one. As the executive head of a uni- versity perhaps I may speak as an educator; and there is still, I hope, enough of the metallurgist in me to allow me to speak of what we metal- lurgists and mining engineers can do to help the educators. Another interest should be declared, too. Among the educating agencies I shall focus on universities; among universities I shall further focus on my own, the University of New South Wales. I know it best; and, more to the point, we are one of the minority that offer a full profes- sional training in mining and metallurgy. Further, we are as a university very much concerned- more than most-with specifically professional education, and especially with education in the professions based on science and technology. Mining and metallurgy have of course played a central role, from earliest times onwards, in the history and development of science and tech- nology. In that role they have been both pro- ducers and consumers of new knowledge. Indeed the whole new attitude to knowledge that began to spread in 16th and 17th century Europe owed a great deal to the interests and traditions of the miner and the metallurgist. The first modern text- book of mining and metallurgy, George Agricola's De Re Metallica, is very much more than a spec- ialist handbook; it is a major landmark in intel- lectual and cultural history.

Jan 1, 1978

By Jerry M. Whiting, Neil J. Duncan

"Does Canada need a mining industry? Isn't it a chronically depressed collection of businesses that pollute the air and water and tear up the countryside? Wouldn't it be better if Canada's investors devoted their attention to high-technology endeavours, tourism, and other relatively pleasant tasks?Probably the answer to whether Canada needs a mining industry in the 21st century is to look at the real mining industry that is in operation today. The facts indicate that mining is a very important contributor to Canada. It has certainly encountered some challenging times during periods of recession, and it face s severe and continuing problems of cost and competition in world markets. However, uneconomic mines have been closed, others suspended, and productivity has risen dramatically with employment at 77 000, down from 101 000 in 1981. The country's metal and non-metal mines, metallurgical plants and semi-fabricated metals industries employed an estimated 378000 workers in 1986, and paid wages than any other sector of the Canadian economy. This effort resulted in the production of 60 different metals, non-metals and structural minerals valued at $13.5 billion.The trade aspects of the mining industry are of paramount importance. If there is a reason for this situation to change during the next century. it eludes the authors. Canada has the well-developed expertise to discover, evaluate, develop, operate and profit from existing and new businesses based in an enormous area endowed with a nearly unbelievable variety of mineral resources. Many countries throughout the world must rely on producers like Canada, if they are to maintain and/or improve their standard of living."

Jan 1, 1988

By Tad S. Golosinski

The paper describes Online Master of Engineering Program at the University of Missouri-Rolla and discusses the experience gained during the first three years of its offering. This innovative educational program is designed primarily for mature students with an engineering or science background who want to acquire or upgrade their knowledge of mining engineering. Students can specialize in several different areas of mining, such as surface mining, underground mining, mine environment and the like. All courses constituting the program are taken online, through the Internet, without the need to attend the UMR campus in person.

May 1, 2004

By T. S. Golosinski

The paper reviews current status of online education related to mining, and reports on the online Master of Engineering programme in Mining Engineering that is offered at the University of Missouri-Rolla since 2001. Keywords: Online education, learning, teaching, mining engineering, mining education online

Jan 1, 2003

By Albert W. Evans

Introduction Engineering Health and Safety is concerned with the understanding of the complex interplay between the risk of injury with technological ,environmental, individual, organisational and legal factors. With this understanding, the design and decision making processes can be balanced with the other objectives of industry and employment to arrive at solutions which place appropriate controls on technology and other aspects of human activities to prevent disease and injury to personnel in the coal mining industry and the design of safe production machinery and ancillary equipment. Advances in the detection and diagnosis of causes of diseases and the need for engineering health and safety in the coal mining industry has increased the need for appropriate education and training. Hazards arise in many forms; exposure to toxic chemicals, escape of radio - active materials, explosion of pressure vessels, contact with moving machinery, exposure to dust, environmental dangers such as excessive noise, high temperatures and manual handling etc. As technology advances, these dangers become more complex and less clearly defined and less easily perceived. Consequently, the ways of controlling the dangers also become more complex and wide ranging. The need to educate and train people in coal mining applications of engineering health and safety has been enhanced over the last five years and courses should be established to fulfil the need for competent people to deal with the problems which modern coal mining technology creates together with the legislation that governs engineering health and safety and to carry out research and development work in the coal mining industry. Industrial Involvement The engineering health and safety experts must be prepared to take a more active part in monitoring conditions that exist in the mining industry, and not design from information obtained from the mechanical, electrical and hydraulic expertise and off-the-shelf components from other industries. Surveying and control of the operating environment must be essentially the concern of the engineering health and safety experts and, whilst it is not possible to create a perfect environment for each machine, every effort must be made to minimise failures and hence plan for designs which will maximise

Jan 1, 1986

By R. Webber-Youngman

The Department of Mining Engineering at the University of Pretoria accepts that the process of teaching and learning improvement is an ongoing exercise with the ultimate aim to deliver well-rounded mining engineering practitioners. Various challenges impact on the success of this process. An integrated and innovative process was developed and is followed in the Department to overcome these challenges. The aim of the Department is to apply a holistic teaching approach by introducing multiple integrated interventions with regards to teaching and learning strategies. Three phases of this process are discussed in this article, and are illustrated in Figure 1. During the first phase, prior to 1999, several teaching and learning challenges were identified in the Department of Mining Engineering. These challenges are discussed in the next section. In the current phase, a variety of interventions to address the challenges are being developed, implemented (in some cases piloted), and evaluated. The future phases will focus on the improvement, successes, and full roll-out of current interventions, as well as on training, development, and support for all staff members to participate in the process. (Figure 1)

Jan 1, 2011

By D R. Cohen

As one of the four basic sciences, the study of geology is intrinsically worthy as a means of increasing fundamental knowledge of the behaviour and evolution of the universe. Geological knowledge can also be translated into practical outcomes for society such as resource discovery and protection of the environment. Australia has a long tradition of providing very high quality geoscience programs to prepare graduates for a range of occupations. We are, however, reaching a nexus in the way universities should or can deliver engaging programs. This has been triggered by the rapid evolution of the digital world (the Internet of Things), new technologies, unprecedented access to information, better understanding of the processes by which we learn and adapt our thinking, growing complexity in the problems we must face or opportunities to grasp, and university funding models. Designing education programs for the next generation of geologists extends far beyond tinkering with syllabuses. We must develop skills sets that will allow graduates to work in rapidly changing landscapes, but in doing so may have to sacrifice content to build capability in our graduates. Whereas universities must respond to changing demands on graduates by ensuring degree programs contain an appropriate balance of material and high quality of delivery, industry and government must also fulfil their responsibilities to provide additional training programs for graduates to assist their rapid transition into independent professionals. This paper examines various educational issues being considered in developing the new Decadal Plan for the Earth Sciences, and reflects on directions that education is heading in many of our universities.CITATION:Cohen, D R, 2017. Educating the next generation of geologists, in Proceedings Tenth International Mining Geology Conference 2017, pp 3–10 (The Australasian Institute of Mining and Metallurgy: Melbourne).

Sep 20, 2017

The next 13 years gave me an education that anyone, then or now, would well envy. W.T. Reid had founded Belmont School along the lines of Groton and, as at Groton, he sent many graduates to Harvard. He obtained excellent teachers and maintained as strict a discipline as the independent nature of the western students would stand. With a beautiful location in an unspoiled little valley in the foot- hills of the Coast Range there was every chance for walks and expeditions. The years at Belmont were good ones. My closest friends were Harold Jordan and Lewis Hackett. Lewis was son of the military director at the school. With half a dozen other very young inmates we early won the sobriquet of "The Dirty Dozen." Sliding down a steep muddy hill on barrel staves helped us earn the name. An inherited shyness exaggerated my sensitivity at being a "teacher's boy" and this prevented a close association with the wilder western boys who made up most of the schoolmates. Trapping wildcats and coyotes in the brush-covered hills and taking long walks gave me plenty to do. I had grown too fast and when I went to college was 6 ft 3 in. tall and weighed only 145 lb-hardly a respectable bean pole. I was only two months past 16 when I left for Harvard. The long summer vacations were happy ones. Most of them were spent in the high mountains, and even when I was ten years old I could keep up with anyone on long steep climbs. I learned to handle a rowboat during our stays at Lakeside, a rustic resort at the south- east corner of Lake Tahoe that could then be reached only by the steamer that made a dally trip around the Lake. Several of the teachers at Belmont remained good friends as long as we were on the same side of the continent. The finest was C.H. Rieber, who taught mathematics at Belmont for the first few years we

Jan 1, 1976

By L. E. Young

The progress of mineral industry education will be limited to the period prior to World War II and will be considered as primarily a division of engineering education. Its relation to progress in the mineral industry and to the activities of the American Institute of Mining and Metallurgical Engineers will be emphasized. The history of mineral industry education has been recorded most completely and authoritatively by Dr. T. T. Read in his recent volume in the Seeley W. Mudd Series of American Institute of Mining and Metallurgical Engineers publications, entitled, The Development of Mineral Industry Education in the United States. Therefore, most of the historical details will be omitted from the discussion and an effort will be made to point out significant developments and to analyze trends. Introductory Statement and Significant Points in Progress Among the significant points in the development of mineral industry education in the United States since 1871, the following deserve particular mention: 1. The number of institutions offering undergraduate instruction has increased, particularly during the years 1890 to 1925; the number of students enrolled in undergraduate study has increased greatly, largely on account of the development of courses in petroleum engineering and increasing interest in metallurgy. 2. The selection of students to be admitted to undergraduate courses has been improved through the advisement, counseling, and guidance programs sponsored by the Engineers' Council for Professional Development. 3. Improved instruction methods all the training of the teaching staff have been promoted by the educational institutions themselves, but with the most effective stimulus and guidance of the American Society for Engineering Education and the Engineers' Council for Professional Development. 4. The accrediting of undergraduate curricula through the Engineers' Council for Professional Development, consitlering both qualitative and quantitative criteria, has done much to improve standards of instruction in engineering education for thc mineral industry. 5. Undergraduate curricula and courses are revised currently to meet the needs of the American mineral industry. New curricula are developed currently to permit specialization in technical fields, particularly in the fourth year of undergraduate work. 6. There has been a strengthening of the fundamental courses in mathematics, physics, mechanics, and chemistry, and at the same time these courses are being adapted to the most recent developments in the industry, including metallurgy, geophysics. petroleum engineering, petroleum technology, ceramics and SO forth. 7' There has been continuing improvement in plant and laboratory facilities of the educational institutions.

Jan 1, 1949

By Harry H. Power

The Specific purposes of forma! engineering education include training in the basic sciences, the engincering-prob]em method, the rudimentary development of technical skills, an appreciation of values and costs, and an understanding of the art of engineering as distinguished from its science, Two major divisions of an educational program in engineering are recognized: (I) the scientific-technological, and (2) the humanistic-social. Hence, the entire curriculum for the four-year program in specialized petroleum engineering schools must be designed to give the student an initial impetus in the directions indicated. In accordance with suggestions from the Engineering Council for Professional Development, Inore attention is being given to the fundamental approach in the undergraduate curriculum. This paper presents a cross-sectional viewpoint of the various educators in the petroleum engineering schools concerning course contents in the specialized curricula An outline is suggested for the content of the specialized courses wherein the engineering problem method or quantitative approach is emphasized. Although the particular viewpoints of the author have been stressed, yet due acknowledgment is made to a considerable number of petroleum engineering educators and in in industry interested in educational work, for their contribution of course outlines or helpful suggestions with respect to programs that will be of maximum value to students, institutions, and the industry they serve. Although "standardization" of course material is not suggested, the advantage to be gained by cooperative determination of purpose and scope are apparent paiticular1y from 'he standpoint of the proper accreditment of petroleum engineering schools by petroleum engineering educetors who have laid a basis from which to measure educational values. Petroleum engineering has "come of age" and deserves the same careful attention with respect to. curricula that has been accorded other engineering branches. Introduction Engineering schools have a major responsibility to the public, to industry and to the professions they serve. The specific purposes of formal education include training in the basic sciences, the engineering-problem method, the rudimentary development of technical skills, an reciaciation of values and costs, and an understanding of the art of engineering as distinguished from its science. Other purposes implied include the ability to read, write, and speak the English language effectively, an understanding of social and human relationships, a knowledge of the duties of citizenship, a broad appreciation of cultural interests, and an indoctrination in professional standards and relations. Throughout these educational processes is the development in the student of habits of accuracy, thoroughness, powers of analysis, creative ability and integrity with respect to all phases of his work. Major Divisions of Program In the Report of the Society for the Promotion of Engineering Education,† two † Report of Committee on Engineering Education after the War, dated January 1944.

Jan 1, 1945

By W. T. Thom

All engineering education is faced by certain basic problems, three of which seem to have particular present importance in geological engineering training in general, and in respect to training for oil field geo-exploratory work in particular. Problem i The first of these problems has to do with present and future educational objectives and with the numbers and qualities of the men who should be coming out of our geo-exploratory training programs. Before the war we needed ever-increasing numbers of graduates at the Bachelor's level and a very much smaller number of men who had reached the Doctorate degree. Now, with more difficult, more extensive, and more costly exploratory work; with a rapid expansion of company "staff" activities, and with the initiation of many new research organizations and laboratories; it is clear that men of exceptional ability will be more and more in demand, and that the schools will need to carry a greater proportion of their students through to the Ph.D, degree. Problem 2 Assuming that the mineral industries will need an increasing supply of well-qualified Ph.D.s for future geoexploratory work (staff, line and research), can the schools expect to provide this supply of able Ph.D.s merely by expanding the proportion of B.S. and B.A. majors who go on through to the doctorate stage of training? And the answer is definitely "No"—as the situation stands at present. Most A.B. graduates are years short of the preparations in basic science and elementary engineering prerequisite to effective graduate study in the geoexploratory fields (paleontology ex-cepted), and similarly many of the annual crop of B.S. graduates lack adequate training in English; in ancient and modern history; and in the modern principles of labor and public relations. Indeed, several basic problems of undergraduate curricular organization and integration remain to be solved before most recipients of a Bachelor's degree will have that sound and broad educational foundation prerequisite to graduate training on a really effective basis. It is for these reasons that we have continued to experiment with our geological engineering program at Princeton, in an endeavor to provide a pilot-plant demonstration of a suitably broad and flexible undergraduate curriculum. Problem 3 But assuming that the schools can and do get undergraduate curricula set up in proper phase and scale to meet needed enrollment quotas for graduate training, what about the most urgent part of our whole mineral-industry educational problem? What about finding and bringing into mineral-industry training those youngsters of superior ability who are, by potential or known inclination, especially well-qualified for geoexploratory work?

Jan 1, 1949

By P. H. Bohart

THe answer to the title question will be found by considering the ultimate influence of the petroleum engineers on industry and by considering the tools with which petroleum engineers must be equipped. Some 2000 to 3000 petroleum engineers are being absorbed by the industry yearly, indicating the magnitude of influence which they may exert on the industry. The petroleum industry is a highly technical one and it is inevitable that management be entrusted more and more to executives with technical training. The industry, therefore, expects the petroleum engineering schools to provide a broad basic training and a social and economic orientation which goes beyond merely supplying the minimum technical qualifications necessary to discharge responsibilities for a particular job. Because of the many branches of industry, emphasis must be placed on the Student's being trained in fundamentals, as well as grounded in other engineering branches, such as mechanical, civil and electrical engineering. The petroleum engineering graduate must know how to outline and organize the material for an engineering report and should be thoroughly grounded in English, both written and spoken. Even to the end that a five-year course may be required, they should receive instructions in auxiliary cultural and social science courses, industrial relations, and public speaking. Training in the method of approach to an engineering problem is something in which industry is deeply interested. A standard of ethics, a desire to arrive at the truth, and leadership training should be stressed. Introduction The basis of an an to any ques- tion concerning the petroleum engineering schools' responsibility to the industry will be found by considering the ultimate influence of the petroleum engineers on the industry and by considering also the tools with which petroleum engineers must be equipped in order to achieve success and happiness in the role in which their training, individual talents and choice of a profession ultimately will cast them. The problem must always be considered as it relates to a large group and not as it relates to a particular individual possessing strong natural talents and destined, by virtue of them, to pursue a certain course. The question implies that petroleum engineering schools have a responsibility, and indeed they do, not only to the industry but also to the students and even to the public. Because the responsibility is concentrated in a relatively few schools whose graduates are absorbed largely by the one industry, the responsibility is more apparent and the effect of failure to discharge the responsibility fully is more serious than the effect of similar failure on the part of schools supplying a smaller portion of the industry's intake of engineering graduates. This fact is especially true with respect to an industry such as the petroleum industry whose ratio of technical to nontechnical employees is relatively high and is increasing.

Jan 1, 1948

By P. H. Bohart

THe answer to the title question will be found by considering the ultimate influence of the petroleum engineers on industry and by considering the tools with which petroleum engineers must be equipped. Some 2000 to 3000 petroleum engineers are being absorbed by the industry yearly, indicating the magnitude of influence which they may exert on the industry. The petroleum industry is a highly technical one and it is inevitable that management be entrusted more and more to executives with technical training. The industry, therefore, expects the petroleum engineering schools to provide a broad basic training and a social and economic orientation which goes beyond merely supplying the minimum technical qualifications necessary to discharge responsibilities for a particular job. Because of the many branches of industry, emphasis must be placed on the Student's being trained in fundamentals, as well as grounded in other engineering branches, such as mechanical, civil and electrical engineering. The petroleum engineering graduate must know how to outline and organize the material for an engineering report and should be thoroughly grounded in English, both written and spoken. Even to the end that a five-year course may be required, they should receive instructions in auxiliary cultural and social science courses, industrial relations, and public speaking. Training in the method of approach to an engineering problem is something in which industry is deeply interested. A standard of ethics, a desire to arrive at the truth, and leadership training should be stressed. Introduction The basis of an an to any ques- tion concerning the petroleum engineering schools' responsibility to the industry will be found by considering the ultimate influence of the petroleum engineers on the industry and by considering also the tools with which petroleum engineers must be equipped in order to achieve success and happiness in the role in which their training, individual talents and choice of a profession ultimately will cast them. The problem must always be considered as it relates to a large group and not as it relates to a particular individual possessing strong natural talents and destined, by virtue of them, to pursue a certain course. The question implies that petroleum engineering schools have a responsibility, and indeed they do, not only to the industry but also to the students and even to the public. Because the responsibility is concentrated in a relatively few schools whose graduates are absorbed largely by the one industry, the responsibility is more apparent and the effect of failure to discharge the responsibility fully is more serious than the effect of similar failure on the part of schools supplying a smaller portion of the industry's intake of engineering graduates. This fact is especially true with respect to an industry such as the petroleum industry whose ratio of technical to nontechnical employees is relatively high and is increasing.

Jan 1, 1948

The Australian mining industry faces skills shortages across a broad spectrum of disciplines and levels, as it enters another major growth phase. Critical amongst the areas of most significant shortage in the professional sphere is the discipline of geotechnical professionals. More mines, deeper mines, ageing workforces are all contributing to this chronic shortage. But the shortage is not just at the operating sites, it is across a range of employment fields including sites, head offices, consultants, researchers and educators. This paper reviews the status of a number of these fields and explores some of the issues being faced. The different roles of a site geotechnical professional and a specialist geotechnical consultant are explored, together with some of the trends in terms of how such people are operating, and the skills they are expected to have to fulfill their job requirements. The paper also considers the move towards possible mandatory statutory geotechnical positions at mine sites and some of the implications if this were to come into force. Finally, the paper considers the current provider programs for mining geotechnical education, and how additional offerings are going to be needed in order to address the current shortages and the inconsistencies in terms of job expectations for people assigned to geotechnical roles without adequate education and training.

Nov 25, 2010

By Charles H. Fulton

CHARLES H. FULTON, chairman, presided at the first session of the Mineral Industry Education Division on Wednesday morning. Reporting for the program committee, Edward Steidle, its chairman, pointed out that its function was not to arrange programs for meetings but to plan a program for the Division to follow in the development of its activities. This was appropriately followed by presentation and discussion of his paper, "Basic Trends in Mineral Industries Education," which, being available in printed form, was only presented in oral abstract. Jay A. Carpenter submitted interesting written discussion that was read, in his absence, by A. M. Smith. Most of the morning was devoted to the discussion of the paper, which was too extensive and ranged too widely to attempt to report in much detail. H. T. Mann, H. P. Hammond, Cadwallader Evans, C. H. Fulton, T. T. Read, D. F. McFarland and P. B. Bucky joined in the discussion, Mr. Hammond making a plea for more unification in mineral industry education, saying that in the study he made for the Society for Promotion of Engineering Education about 35 different curricula preparatory to work in the mineral industry were discovered to exist. He felt that most of the needs of the mining industry could he met by men who had had four years of engineering training of good enough basic quality to permit them to advance along special lines. However, there was apparently a growing demand, as reflected by the increasing number of candidates for the Master's degree in engineering, for men with more thorough training in the fundamentals.

Jan 1, 1933

By Arthur F. Taggart

ENGINEERING education today is like a crazy quilt of somber wools and gaudy shoddy, chain-stitched on an academic assembly line, and sold at ever mounting prices to inexperienced youths for lifetime use. Each engineering school offers a half-dozen or so patterns with essentially the same skimpy wool content. Sales appeal is in the color of the shoddy, denoted by the hopeful adjectives chemical, civil and the like. This article is argument for an all wool product made by slow, careful handwork. Bluntly it proposes a thorough four-year undergraduate drill in fundamental science and general engineering empirics, leavened by continuing study of the third of the engineer's troubles: Man. It is not contended that existing methods of engineering education have failed to start men on the path to successful engineering practice (too many of you have started that way); rather, social conditions and the bounds of knowledge have changed tremendously, and corresponding alterations in the pattern of engineering education are overdue. We'll Teach the Specifics The first part of this contention is illustrated by excerpts from a letter received recently from an officer of one of the largest corporations: "We are interested in employing two or three outstanding young engineers to be placed on a special training program to develop them as design and construction engineers.... "We propose to put these men on a four-month indoctrination and orientation course after which they would be given job-training assignments for a period that will vary from about six months to about a year and a half depending upon the aptitudes, abilities and intelligence of the candidates.... "I am not too fussy about what kind of engineers the men might be insofar as academic courses are concerned. They could be.. . in almost any engineering classification.... We can furnish the additional training beyond the academic fundamentals. "The starting rate for these jobs would be $326 per month...." This letter is not unique; rather it is representative of a practice that has become common. It is industry's enforced response to the general refusal by young graduates to submit to union domination in order to gain operating experience at the labor level. The message to engineering schoolteachers is plain: You teach the fundamentals; we'll teach our practice and pay the graduate to learn it. The letter means to the student that time spent in school studying the specific practices of particular industries is waste compounded. The school can't give the equivalent of what industry teaches, wherefore industry will still demand apprenticeship. The student must pay for the specific instruction at school instead of being paid to take it later. And time-consuming specifics crowd out drill in basic scientific and technical subjects as well as liberal arts.

Jan 1, 1952