Extractive Metallurgy Division - Integration of Metallurgical Engineering Education

As a response to rapidly growing specialization in various branches of metallurgy, it is proposed that undergraduate education in metallurgical engineering should be built up around four principal scientific themes: 1—thermodynamics, 2—structure, 3—mechanics, and 4-—rate processes. THE following quotation from a recent article by von Bertalanffyl describes very well the situation which today challenges curriculum designers in all branches of science and engineering: "Modern scientific education is presented with a well known dilemma. The amount of facts in modern science, and in any of its smallest branches, is enormous. Life in general, and the academic curriculum in particular, is short. The abundance of factual data, as well as the intricacy of modern scientific techniques, experimental and theoretical, necessitates utmost specialization. This specialization, unavoidable though it is, involves serious danger for both the education of the scientist and the social function of science. "In so far as the advancement of science is concerned, history shows that interconnection of different fields and problems is a most important basis of progress. Many of the paramount achievements of science arose on borderlines, and from the synthesis of formerly separate fields . . ." Specialization in subfields of metallurgy has become a serious educational problem only in about the last decade. The growth in specialization, almost as a necessity, has paralleled the rapid growth in metallurgical knowledge during this period. Moreover, in planning future educational policies, the educator must be concerned not only with the rate of increase in metallurgical knowledge and with the concomitant rate of increase in specialization, but also with the second derivatives, that is, with the rates of increase of the rates of increase. These second derivatives are positive and large; the growths being dealt with are self-catalyzing, or like a chain reaction. As a measure of specialization, the length of the list of different kinds of metallurgies can be considered, the kinds of metallurgy which represent one person's particular interests and those of other practicing metallurgists. To start with, there are physical metallurgy, process metallurgy, and mineral dressing, then mechanical metallurgy, metal processing, foundry metallurgy, corrosion, solid state physics, high temperature metallurgy, welding, powder metallurgy, nuclear metallurgy, etc. Each of these fields is growing so rapidly that any one metallurgist can hope at best to keep up to date in only one or two. What is the impact of all these "metallurgies" on metallurgical education and metallurgical curricula? In answering this question, it can be said, first, that educators have resisted fairly well the temptations to split up metallurgy, with different curricula, different options, degrees with different labels, and the like—degrees are still given in plain Metallurgy and Metallurgical Engineering. In other ways, though, the pressures of specialization have had noticeable effects. There is a tendency to think of these "metallurgies" as the important subdivisions of Metallurgical Engineering and to work up