Whither the Mining Engineer Degree?

"THE OPPORTUNITY to participate in a CIM seminarconcerning the direction of mining engineer trainingis perhaps fortuitous as it comes at a time when theengineering schools which have invited inspection byCanadian Accreditation Board of the Canadian Councilof Professional Engineers are examining theirrespective curricula.Currently there exists considerable soul-searching in various engineering schools across Canada where questions such as the following are being posed.- Have we achieved the correct balance between subjects related to technical methodology and subjects devoted to conceptual planning and design?- Should we include ""applied humanities"" in our program? (Whatever ""applied humanities"" might mean!)- Should courses covering pollution control, ecology, economics, technical writing, professional conduct and ethics be offered as compulsory subjects, as electives, or not at all?- Is it a better scheme to have students complete an Arts or Science degree before entering engineering?- Do we place too much emphasis on pure mathematics and sciences with the result that insufficient time is available for instruction in the engineering applications of these subjects?- Should English expression and/ or literature be included in the engineering programs and, if so, should these subjects be presented by the English department or by English lecturers captive to the engineering school? - Is the present program directed primarily at research activities rather than preparing engineers for their future roles in industry? - Should we teach our own versions of mathematics and physics? - Do we have sufficient engineers on the faculty strength or are we overloaded with Ph.D.'s from the pure sciences? - How flexible should the program be, what should the compulsory vs elective course content be, and what freedom of choice, if any, should be given with respect to elective courses? - To what extent should students contribute to faculty decisions?- How far should we pursue computer science subjects and do we need to make our students proficient in computer programming? - How far should operations research and mathematical models be carried in the undergraduate program when the students have limited experience in the real engineering world? - Realizing that an engineer never completes his education, should the undergraduate program cover ""bare bones"" engineering and should instruction in particular disciplines be left to graduate schools and / or industry?"