Education - Petroleum Engineering Education and the Quantitative Approach

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.