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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

By H. R. Spedden

As part of its broad program of educational assistance-including grants, fellowships, and scholarships -Kennecott Copper Corp. offers summer employment opportunities for college students at each of its operations. Originally, summer job programs were intended primarily to help students defray their educational expenses. But as the nation's economy expanded with increased production and a growing demand for well-trained engineers, summer employment became an important means to help qualify future professionals and fill industry's need for them. Both the employer and the student thus derive benefits from such training.

Jan 6, 1967

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 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

By V. C. Wansbrough

First, permit me to say with what very great pleasure we find ourselves assembled in this most ancient and honourable city of Quebec. It is a city which we deeply respect as the fountain-head of the culture of French-speaking fellow citizens, and the seat of government of a province which is steadily recording new achievements in Canadian mining. Such achievements prove what can be accomplished when enlightened and progressive government policy, technical and scientific competence, and private initiative pull forward together in harmonious rhythm. It is a most happy and auspicious event also that the guiding control of the affairs of the Institute and of the fine traditions of provincial administration have for the past year been united in the person of our honoured President, Dr. A. O. Dufresne. This year, again, we have bad prepared for us by our hosts a splendid programme of technical sessions and social entertainment. Each year we pay an unspoken compliment to the Institute, expecting as a matter of course nothing but the highest standards in both these spheres. In its annua1, semi-annual, and regional meetings, in the constant activity of its local Branches, the Institute continues with marked success to perform its great dual service, social and educational. We are all its beneficiaries to the extent to which we choose to profit by participation in its affairs. But, one imagines, to none are the advantages of Institute membership more valuable than to young men embarking on their professional careers.

Jan 1, 1951

The success of any industry depends on the planned integration of the policies and resources of the key components of the Australian economic and political structure - government, industry management, education, research, and the human resources of the industry. The Australian Mineral Industry, like Australia itself, has grown and developed at a rate not foreseen by many of our founding fathers and early industry leaders. Hence, now, as we approach the 21st Century, we need to re-think our approach to the significant new problems that are beginning to face both government and the Mineral Industry. Government initiatives, government information and support services, industry re-structuring, and research and development support, need to be carefully re-evaluated, re-diredted,. and strengthened, so that government, the community, and the Mineral Industry produce and receive the optimum education and research strategies and services. The support of academics and researchers, the development of facilities, and the design of new Courses for the future successful and beneficial exploitation of minerals need particular consideration.

Jan 1, 1986

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 Robert E. Lovett

The truly educated man is better prepared to meet the challenge of the times. This challenge can be either beneficial or harmful depending upon one s orientation, Certainly man can no longer continue in the way of his father or even in the manner of his own previous experience as he seeks self-fulfillment, unless he is willing to sacrifice inner integrity--unless he is willing to compromise self-determination and self-expression. He must make a choice as society moves rapidly into high gear in the areas of automation and cybernetics. Industry, a unit of society, has a high stake in meeting this challenge, The better prepared and more mature its personnel, the better the end result as it attempts to meet the challenge. It therefore has a vital concern in proper training of such personnel, that their contribution will be of maximum quality. The specialized training required demands a broad liberal arts background which gives the individual a wider perspective upon which to base judgment. This greatly aids his development as he enters graduate school or goes directly into industry. In either case, his value to industry is enhanced. It would seem that the small liberal arts college provides the best environment for such a program, Consideration of several factors will, I hope, throw some light on the severity of the problem.

Jan 1, 1966

This paper reviews the manpower requirements of the Australian mining industry. It has been necessary to provide general background information in order to support the view that university education in mining and mineral process engineering should be strengthened rapidly in Australia to provide graduates for the industry.

Jan 1, 1969

By Thomas T., Read

E DUCATION for the mineral industry was at first a single comprehensive curriculum, but it was early recognized that the main basis of mining is physics, while that of metallurgy is chemistry. The first school to offer curricula leading to degrees in mineral industry education in the United States (1853) had separate ones in mining and metallurgy. The Columbia School of Mines (the first really successful one) had only a single curriculum when it opened in 1864, but within a few years had so reorganized its work that it offered curricula in mining, metallurgy, geology, chemistry, and civil engineering. Interest in the metallurgy or geology curricula was slight at first, and for the next 30 years the great majority of Columbia students took the mining curriculum, probably partly because it contained nearly as much geology as the geology curriculum, practically all the metallurgy, and most of the chemistry, and partly because of the degree awarded for it. Other schools kept their mining curricula equally broad, and as late as 1900-1910 men were graduating as mining engineers who were practically as well prepared to make geology or metallurgy their life work, as they were for mining. Gradually, however, the subject matter of mining geology and metallurgy became so enriched through research and development that separate curricula in them became worth while; their progressive development is the subject of another chapter. Mining curricula also began to be somewhat diversified, and schools in areas where coal mining was of outstanding importance began to offer options in coal mining, the earlier curricula having been chiefly aimed at metal mining. The petroleum industry began its meteoric rise about the same time as mineral instruction in this country, but little more of applied science attended its birth than had attended such ancient practical arts as copper and iron

Jan 1, 1941

Geological. engineering is a field of engineering practice concerned with design and construction of excavations and structures in soil and rock masses. The role of geological engineering in mining practice is defined in this paper, and the scope of the various disciplines in engineering science and geoscience which support geo-engineering research is discussed. The current national research capacity in geo-engineering is considered, and current and future needs for geo-engineering research for mining practice are proposed. Education programmes to sustain the proposed level of research and its industrial implementation are Suggested.

Jan 1, 1986

G. M. TAYLOR,* Colorado Springs, Co1o.-I do not think the plan outlined in this paper would work at Cripple Creek. Most of our men have had a pretty good education. The Cripple Creek district is a lessee district-I do not think there is one mine operating in Cripple Creek to-day that does not have the leasing system. We have as many men leasing on our property as we have mining and every plan who is working for wages is looking for n lease-everyman has mined for him- self, he has been his on7n boss on n lease, either on our own property or

Jan 1, 1919

By Andrew R. Thomas

As the demand for most industrial minerals on the world market continues to climb, educational institutions maintain traditional policy in emphasizing chiefly metallic ore deposits and energy resources in addition to the general disciplines. In spite of their increasing importance, few universities exhibit great depth with respect to industrial minerals courses due to the shortage of specialized faculty in a category this broad. As new ideas are formulated and technological advances are developed in the field of industrial minerals, the classroom still exists as a student's primary source of information. This opportunity to give today's students the benefit of modern developements has not been utilized to its utmost potential.

Jan 1, 1981

By K. H. McDaniel

People are our most valuable resource. It is as true today as any point in mining history as we face unprecedented personnel shortages aggravated by a workforce that is aging, significant generational gaps and difficulties recruiting younger professionals all amidst increasing global mineral demand. The educational system has a similar, but slightly contrary problem. Many historically strong mining engineering programs have died. Now, fewer mining oriented universities are trying to produce more students in order to meet the demand. Moreover, their situation is aggravated by a similarly aging workforce, a general lack of mid-career PhD?s with the interest and field experience to teach effectively, an extremely slow hiring and funding process, and an inability to be competitive against private industry compensation packages. The traditional instructional model, while not necessarily broken, is most certainly dated, and can penalize programs and students where schools do not have in-house expertise in a given topic. Mining companies, like Rio Tinto, have the opportunity, if not necessarily the obligation, to positively influence how this model works. Educational Partnerships may be the key. This paper will address some observations, and possibilities, associated with Rio Tinto?s efforts in this area.

Feb 23, 2014

By Wijnand Dalmijn, Hans de Ruiter

Experience over the past eight years has proven that partnership and cooperation in mineral engineering education is essential to maintain programs in this field. At this moment the joint European Mineral Masters Engineering Course (EMMEC) has three programs in the areas of mining, minerals engineering and geotechnical/environmental engineering, offered by combinations of nine universities in seven European countries. About 25 companies are associated with the universities in the Federation of European Mineral Programs (FEMP) which coordinates these activities. The EMMEC has applied for recognition under the newly launched EU “Erasmus Mundus” program in which the EU makes 280 million Euro available for bursaries for non-European students and scholars.

Jan 1, 2005

By Robert T. Beckman

Education of inspection and operating personnel is essential to protection from radiation hazards in the mining industry. For over 10 years, MSHA has presented the only formal course on radiation measurements and control available to the mining community. Course objectives and content are described in this paper.

Jan 1, 1981

By D. D. Hogarth

"Edward Haycock, Engineer and Public Contractor Edward Haycock was born in Shrewsbury, England, June 14, 1813. His father was John Haycock, a timber merchant and soap manufacturer, residing at Swan Hill Court, Shrewsbury, and his mother Esther was the daughter of William Hilton of Hempstead, Hertfordshire. Edward's paternal grandfather, John Hiram Haycock, was the first of a line of architects that ""changed the face of Shrewsbury"" and ""provided some of the best examples of typical Victorian architecture in Shropshire""(1). Nothing is known of Edward's early life or education, although it appears that he made no attempt to follow this artistic trend. In 1833, Edward immigrated to Canada. The following year, he married Mary Butler, daughter of Johnson Butler, a Lieutenant-Colonel in the Lincoln Militia during the War of 1812. Mrs. Haycock, as co-heiress of Johnson Butler's estate, was assigned 600 choice acres of farmland in Brooke Township near present-day Sarnia. This alone would have guaranteed a tidy income, but the Haycocks soon disposed of this land, the last lots being sold in May 1840. Instead, Haycock turned his hand to engineering and, for a number of years, was employed by the Great Western Railway first in Woodstock and later in Hamilton. He then moved to Port Hope, tried farming, worked in the engineering office of the Port Hope, Lindsay and Beaverton Railway Company, and later constructed a portion of this railway(2). During his stay in Port Hope, Haycock met his future partners Ralph Jones, a contractor, and Thomas Curtis Clarke, chief engineer with the P.H.L. and B. Railway Company. The alliance was styled Jones, Haycock and Company and their most successful venture was the construction of the Government Buildings in Ottawa. This work was the crowning achievement of Haycock's career and, no doubt, his proudest moment was at 11:30 a.m., April 2, 1860, when his daughter Mary Emily, then a little girl of 4, with a special silver trowel ceremoniously laid the first stone. Of special interest in this project were the quarrying operations, which introduced Haycock to the art and difficulties of mining as well as to the potential returns of mines. Sandstone, for facing, was drawn from four quarries, 10 to 12 miles from the Departmental Buildings. Haycock seems to have been in charge of these operations, which in the early stages involved an average labour force of 86 men and 43 teams. However, by 1861, quarrying had declined in importance and the contractors were able to concentrate whole-heartedly on the construction site."

Jan 1, 1999