American Institute of Mining, Metallurgical and Petroleum Engineers, Inc.
This paper was prepared for the 42nd Annual Fall Meeting of the Society of Petroleum Engineers of AIME, to be held in Houston, Tex., Oct. 1–4, 1967. Permission to copy is restricted to an abstract of not more than 300 words. Illustrations may not be copied. The abstract should contain conspicuous acknowledgment 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 to the Editor of the appropriate journal provided agreement to give proper credit is made.
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.
At a recent panel discussion held at Carnegie Institute of Technology the following remarks were made.
Faculty members of today's universities must not be afraid of innovation and should enjoy the privilege of trying new approaches to education and of being wrong in these attempts to improve old priorities. Universities must give effective education …or be doomed to failure.
From these two remarks one can gain a remarkable insight into transitions which have been creeping into the academic and industrial realms of education.
The first observation is that of the modernization of universities and their often archaic attitudes toward long established and heretofore untouchable areas of education. The Doctor of Philosophy degree is one such entrenched conformity that has stood for decades as the ultimate in scholastic achievement.
Let's face the current situation for what it is. In today's technological implosion, the modern institute of technology no longer conforms to the classical definition. It is no longer solely a cloistered society devoted to the development of mechanical skills and arts, but is today an institution that develops specialized and highly narrowed areas of competency, these fields of specialization being directly proportional to the competency and specialized interests of the active faculty of that institution and/or to the breadth of inquisitiveness of the candidate.
Following the Morrill Land Grant College Bill of July, 1862, the next five decades saw the establishment of some 150 land grant engineering institutions. In all but four of these institutions, engineering was decreed as a part of a unified, four-year curriculum directed not toward professional education but, rather toward professionally oriented general education.