Petroleum Engineering Education - Problems and Objectives of Petroleum Engineering Education

Today, a dozen or more universities and colleges in the United States are offering curricula designed for the specialized training of engineering students who plan to enter the petroleum industry. Many hundreds of students are following these curricula in their academic preparation, with the expectation that by so doing they will be better equipped to enter the petroleum industry in an engineering capacity than their competitors that seek to do likewise with training of less specialized character. Those who have helped plan and develop these curricula believe that such specialization should and does afford the student a superior preparation for his task. Others have questioned this and urge a broad preparation in fundamentals without specialization. Still others are suggesting even greater specialization than present petroleum engineering curricula afford. Some would have the student first prepare himself in one of the more general divisions of engineering, such as civil, mechanical or electrical engineering, and then seek some degree of specialized preparation in a graduate program. Which of these views is correct; or, if there is merit in each, which plan offers the greater advantage to the student? It is time that we paused to take stock of our objectives and of our way of attaining them. Is the training received by our petroleum engineering students what it should be? To what extent is the product of our petroleum engineering schools meeting the requirements of the industry? How may graduates be better equipped for the work they are called upon to do? These are questions that educators interested in the training of petroleum engineering students are ever asking. They must depend upon engineers and executives engaged directly in the industry for advice and helpful suggestions in better planning the training to be offered to our future engineers. This paper will have served its purpose if it is successful in focusing attention of men active in the industry on some of these educational problems, to the end that the ideas of men close to the needs of the industry may be made known to those who have responsibility in the control of our educational programs.