Computing education in mining engineering programs

Introduction The impact of computers on individuals and businesses increases each day. And the mining industry is no exception. The growing number of short courses, symposia, and feature articles in journals on the subject of computers is indicative of the developments and interest in their application to mining. Given this interest and the growing importance of computers, a legitimate concern is the computing background of graduating mining engineers. Based on a sample survey, this paper presents the current status of computer education in Accreditation Board for Engineering Technology (ABET)-accredited mining engineering programs in the US. Specific topics addressed include hardware and software available to students, integration of computers into curricula, concerns of mining educators, and historical and anticipated trends in computing education. Methodology Nine of the 19 ABET accredited mining engineering schools (as published in the SME-AIME Guide to Minerals Schools) were surveyed. Interviews consisting of open-ended questions were conducted with a knowledgeable faculty member from each of these schools. This was done to obtain an overall view of computing in mining engineering programs. The intent was not to evaluate nor compare individual schools, so a complete census was deemed unnecessary. The minimal deviations between the responses to the subjective questions reinforces the credibility of the sample as being representative. Results Hardware Most of the mining engineering schools polled had access to hardware on three scales - mainframe computers available university wide, minicomputers available in the college or department, and microcomputers available at all three levels. Without exception, each school had access to mainframe and microcomputers. Minicomputers, however, were not available at every school. The mainframe computers have been in place the longest. The predominant mainframe currently on campuses is the IBM model. Mainframes were once the essence of all applications. But the improved availability and capabilities of smaller machines have afforded users a viable alternative. The increasing practice in education of assessing charges for time used on the mainframe - as opposed to no charge for time on the mini- and microcomputers - makes use of the smaller machines attractive. Conversely, much of the mining engineering software is only operational on mainframes. Sometimes this restriction exists because the requisite speed or storage inherent in the software can only be met by the mainframe. More often, however, it is because the software was developed when mainframes were the only machines available, and it has not yet been adapted to run on a smaller machine. At the schools polled, many mining engineering problems that are well suited to microcomputers are being solved on mainframes simply because microcomputer software is not available. Minicomputers are available at the department or college level in many mining programs. DEC is the most popular make. Often, the minicomputers were installed to alleviate the inconveniences of attempting to access and use an overcrowded mainframe, to avoid being charged for time used on the mainframe, and to meet the needs of a specific research project. The minicomputers are currently used much more for research than for teaching applications. Therefore, minis are seldom used by undergraduate students. Microcomputers have become extremely popular at mining schools within the last five years. Generally, some form of computing policy or strategy was established near the time the first microcomputers were purchased. This was formulated in part to ensure consistency, or at least compatibility, in the type of machines acquired. Microcomputers were subsequently selected based on the established computing policies; ma-