The specific purposes of formal engineering education include training inthe basic sciences, the engineering-problem method, the rudimentary developmentof technical skills, an appreciation of values and costs, and an understandingof the art of engineering as distinguished from its science. Two majordivisions of an educational program in engineering are recognized:

  1. thescientific technological, and

  2. the humanistic-social.

Hence, the entirecurriculum for the four-year program in specialized petroleum engineeringschools must be designed to give the student an initial impetus in thedirections indicated. In accordance with suggestions from the EngineeringCouncil for Professional Development, more attention is being given to thefundamental approach in the undergraduate curriculum.

This paper presents a cross-sectional viewpoint of the various educators in thepetroleum engineering schools concerning course contents in the specializedcurricula. An outline is suggested for the content of the specialized courseswherein the engineering problem method or quantitative approach is emphasized.Although the particular viewpoints of the author have been stressed, yet dueacknowledgment is made to a considerable number of petroleum engineeringeducators and engineers in industry interested in educational work, for theircontribution of course outlines or helpful suggestions with respect to programsthat will be of maximum value to students, institutions, and the industry theyserve.

Although ‘standardization’ of course material is not suggested, the advantageto be gained by cooperative determination of purpose and scope are apparent, particularly from the standpoint of the proper accreditment of petroleumengineering schools by petroleum engineering educators who have laid a basisfrom which to measure educational values. Petroleum engineering has ?come ofage? and deserves the same careful attention with respect to curricula that hasbeen accorded other engineering branches.

T.P. 1815

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