Publication Rights Reserved
This paper was prepared for the 38th Annual Fall Meeting of the Society of Petroleum Engineers of AIME in New Orleans, La., on October 6–9, 1963, and is considered the property of the Society of Petroleum Engineers. Permission to published is hereby restricted to an abstract of not more than 300 words, with no Illustrations, unless the paper is specifically released to the press by the Editor of the Journal of Petroleum Technology or the Executive Secretary. Such abstract should contain conspicuous acknowledgement of where and by whom the paper is presented. Publication elsewhere after publication in the JOURNAL OF PETROLEUM TECHNOLOGY or the SOCIETY OF PETROLEUM ENGINEERS JOURNAL is usually granted upon request providing proper credit is given that publication and the original presentation of the paper.
Discussion of this paper is invited. Three copies of any discussion should be sent to the Society of Petroleum Engineers office. Such discussion may be presented at the above meeting and, with the paper, may be considered for publication in one of the two SPE magazines.
Engineering education in recent years, has fortunately been the subject of intense concern on the part of the profession and faculty. Quite naturally, these groups have the most valid reason for interest and should assume the greatest responsibility. However, this interest has not resulted consistently in a uniform expression of opinion or course of action. In fact, the diversity of approach to educational problems has presented conflicts which have intensified the difficulties facing those most intimately involved.
The Commission on Engineering Education was established to clarify educational concerns and identify goals for a direct program of action. It was organized in August, 1961 by a conference of engineers brought together under NSF auspices because it was believed engineering education could be advanced most objectively by a group which did not represent vested interests of organizations or institutions. Consequently, the Commission has dedicated itself to developing and maintaining engineering education at a maximum level of excellence by strengthening the environment and improving the effectiveness of engineering education. It is promoting those activities which will:
Increase the capabilities of individual faculty members.
Provide educational resources
to facilitate the introduction of advances in science and technology,
to improve teaching efficiently,
to encourage initiative.
Develop a more adequate understanding of factors affecting the motivation and accomplishment of present and potential engineering students.
