Mining and Metallurgical Curricula Changes

EDUCATIONAL trends as reflected in curricular changes are of interest and importance in engineering educa¬tion both as matters of record and as considerations for the future. The data on which the evidence of this report is based were obtained by sending questionnaires to all schools in the United States granting the undergraduate degree in mining engineering, metallurgy, or metallurgical engineering. The questionnaire had two parts, one inquiring as to the general nature of revisions made or planned, and the other asking for information on specific courses added to or dropped from the curriculum, or given more or less time than formerly. The frequency with which curricular changes are made, even in normal times, is notable. Although it was expected that the period since 1939-40 would show numerous revisions, it was somewhat surprising to find that of 62 mining or metallurgical curricula in existence in 1939-40 and reported in the present survey, 58 had been revised or are shortly to be revised, 52 having already been changed during this period. Moreover, approximately half of the mining schools that have already revised their curricula, and probably a similar proportion of the metallurgical schools, are about to make further important changes.