Long-Range Planning Commission - Report of the Educational Activities Committee

Education in the mineral engineering professions is in the same flux and turmoil as is the entire minerals industry. Overcapacity in some areas, undercapacity in others, and the constant fear of substitution plague education as well as industry. The exercise in long-range planning that The Society of Mining Engineers has undertaken gives an excellent opportunity to examine the problems and the opportunities in minerals engineering education. Charge to the Committee The Educational Activities Committee was asked by the Long-Range Planning Commission (LRPC) to examine SME's future role with respect to "education policy, role and organization, education department, education board, continuing education, short courses, and extension courses." This examination is timely. It follows a reorganization of SME's Education Board designed to make the Board more efficient in its operation, more responsive to the needs of education, and more active in the setting of Society policy on education. In addition, the roller-coaster cycle of boom and bust experienced by the mineral industry in the last decade has been shared by the minerals schools and has created enrollment problems that need to be addressed promptly. Within SME there is much experience on educational issues to draw from and many problems to solve. Major Premise The committee is emphatic in espousing the philosophy that SME should support, in word and in deed, the highest possible standards that can be maintained by the minerals schools. As guardians of the various mineral engineering and scientific professions (geological engineering, geophysical engineering, mineral engineering, mineral processing engineering, and mining engineering), it is appropriate for the Society to be a watchdog for academic standards. One member of the committee put it succinctly, "We need to educate engineers and technologists, not muckers." A vital and profitable minerals industry needs professionals educated by good teachers, equipped with the most modern available methods, techniques, and knowledge, and challenged by their education to be innovative contributors to their chosen profession. Such education occurs only if it takes place in an institution that is vital and challenging. SME can enhance the quality of its membership if it works to maintain the standards of the schools that graduate new members. Education does not end with the award of a degree. It is appropriate for SME to strive for continued technical quality of its membership. To this goal, SME should maintain its attention to the process of licensing professional engineers, and it must continue and expand its efforts in continuing education for the membership. Recommendations for Action The following recommendations were submitted by the committee and then amended slightly by the full commission. The recommendations have support from the SME Board. • SME Education Coordinator and Staff Department of Education - Staff support for education should be provided by someone with experience in engineering education who would be appointed as SME Education Coordinator for all educational activities: accreditation, continuing education, student affairs, and liaison with mineral schools. The Board has approved an Education Coordinator and the position has been filled. • Advisory Committee on Education - SME should recognize, by amending its committee structure, that functions important to education are filled by SME-appointed representatives to the Accreditation Board for Engineering and Technology (ABET), its Engineering Accreditation Commission (EAC), and Technology Accreditation Commission (TAC). It is suggested that these persons, plus the chairman of the Education Council, plus two other persons appointed by the SME Board, form an advisory committee on education. The Board has approved this. • Education Council - The recently organized Education Board, having full agendas for its committee meetings and having