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By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By M. D. Cooper

UNDERGRADUATES in mining engineering may be prepared for work by giving them sound instruction in the courses generally considered essential to the profession. The industry is not deeply concerned about the details of those courses. The average man in the coal industry does not wish to insist upon a rigid program. Therefore, he differs little from those in the teaching profession who evidently are not unanimous in their opinions, or all college catalogs would be alike. For the good of the profession, it is just as well that there should be differences in regard to details. It appears that students graduating in mining engineering from the accredited institutions receive similar instruction. It is taken for granted that the graduate will have a good understanding of English, mathematics, mechanics, electricity, chemistry, physics, geology, and surveying, in addition to his major courses in mining. Somewhat belatedly, industry hopes he will have had at least an introduction to the subject of labor relations, the importance of which is only too clear at present. The coal industry expects, of course, that students in mining engineering will be taught the strictly mining subjects by men who have had practical experience in the mines and who keep themselves well informed in regard to current methods. While the undergraduate is subject to the control of members of the teaching profession, industry expects him to be trained in certain ways that are not a part of his textbooks, but can be made an inseparable part of his development by the skillful supervision of his teachers. Of the desired characteristics, dependability is of the utmost importance. Probably most employers would overlook certain short-comings if the young graduate demonstrated that he was thoroughly dependable. If he always appeared at the right place at the right time with the proper equipment, he would soon be well established as a welcome member of his organization. The graduate who gets a reputation for being undependable will have little opportunity for advancement. Closely allied to dependability is loyalty. Athletic teams and social groups in college tend to develop loyalty which may well be carried over into industry. This does not mean that the graduate has to be satisfied with customary practices. The average manager is glad to see the graduate make constructive criticism as long as he demonstrates his loyalty at the same time. It is important that his loyalty keeps him alert arid ready to take helpful action for the benefit of his organization, and especially to stand with it during times of stress. With or without an introduction to labor relations in college, the graduate is expected to develop ability in this most important field. Beginning with himself, he will find it essential to deal agreeably with his immediate associates. Getting along in friendly fashion with his own small group will be a great help as his responsibilities increase and he is required to deal with larger numbers of persons. On a higher scale, his interest in his community may grow at the same time by voluntary work in any one of a great number of useful activities. Industry expects the graduate engineer to be a mature man at the time he gets his first job. Supposing that he has better than average intelligence, industry expects him to continue to grow intellectually and to fit himself for responsible jobs when they are offered to him. For this reason, employers are apt to look over his college record to see what he did that would indicate his fitness for leadership. There is interest in knowing what he did beyond the requirements. As evidence of his mental growth, it is expected that the graduate will do independent thinking; that he will not take too much for granted. When he reads a report, he should develop the ability to see whether the subject is new or whether it is just a description of an old method that has been superseded by something better. For the same reason, the graduate should be able to accept conditions that have been arrived at by sound experience rather than cling to something else that seems better in theory. In this connection, it may be remarked that the ability to operate successfully a personal budget will be noteworthy, as it may be assumed that a man who knows how to conduct his own affairs will be prepared to assume the larger responsibilities of industry. Membership in AIME will indicate to the employer that the graduate is interested in the mining industry as a whole. Therefore, it is good evidence of something more than a local outlook. Quite apart from college training and mental ability, the newly employed graduate will be expected to be willing to do hard manual labor for a time. This will give him an understanding of the actual conditions of work done by those he supervises later. He will gain their confidence and be able to see that the work is carried on in a safe and efficient manner. Part of this experience may be acquired in his summer vacations during his undergraduate career. Such work would make a favorable impression on a prospective employer, especially if the graduate showed a willingness to continue it until he was prepared for something better. To summarize, the man in authority in the coal industry will not quarrel with the professor of mining engineering over details of curriculum. He will be pleased if the school sends him graduates who possess a good foundation in the courses studied, and who may be depended upon to do their work faithfully and intelligently. Such men will be ready when the time comes to assume their places as leaders of an essential industry.

Jan 1, 1951

By M. D. Cooper

UNDERGRADUATES in mining engineering may be prepared for work by giving them sound instruction in the courses generally considered essential to the profession. The industry is not deeply concerned about the details of those courses. The average man in the coal industry does not wish to insist upon a rigid program. Therefore, he differs little from those in the teaching profession who evidently are not unanimous in their opinions, or all college catalogs would be alike. For the good of the profession, it is just as well that there should be differences in regard to details. It appears that students graduating in mining engineering from the accredited institutions receive similar instruction. It is taken for granted that the graduate will have a good understanding of English, mathematics, mechanics, electricity, chemistry, physics, geology, and surveying, in addition to his major courses in mining. Somewhat belatedly, industry hopes he will have had at least an introduction to the subject of labor relations, the importance of which is only too clear at present. The coal industry expects, of course, that students in mining engineering will be taught the strictly mining subjects by men who have had practical experience in the mines and who keep themselves well informed in regard to current methods. While the undergraduate is subject to the control of members of the teaching profession, industry expects him to be trained in certain ways that are not a part of his textbooks, but can be made an inseparable part of his development by the skillful supervision of his teachers. Of the desired characteristics, dependability is of the utmost importance. Probably most employers would overlook certain short-comings if the young graduate demonstrated that he was thoroughly dependable. If he always appeared at the right place at the right time with the proper equipment, he would soon be well established as a welcome member of his organization. The graduate who gets a reputation for being undependable will have little opportunity for advancement. Closely allied to dependability is loyalty. Athletic teams and social groups in college tend to develop loyalty which may well be carried over into industry. This does not mean that the graduate has to be satisfied with customary practices. The average manager is glad to see the graduate make constructive criticism as long as he demonstrates his loyalty at the same time. It is important that his loyalty keeps him alert arid ready to take helpful action for the benefit of his organization, and especially to stand with it during times of stress. With or without an introduction to labor relations in college, the graduate is expected to develop ability in this most important field. Beginning with himself, he will find it essential to deal agreeably with his immediate associates. Getting along in friendly fashion with his own small group will be a great help as his responsibilities increase and he is required to deal with larger numbers of persons. On a higher scale, his interest in his community may grow at the same time by voluntary work in any one of a great number of useful activities. Industry expects the graduate engineer to be a mature man at the time he gets his first job. Supposing that he has better than average intelligence, industry expects him to continue to grow intellectually and to fit himself for responsible jobs when they are offered to him. For this reason, employers are apt to look over his college record to see what he did that would indicate his fitness for leadership. There is interest in knowing what he did beyond the requirements. As evidence of his mental growth, it is expected that the graduate will do independent thinking; that he will not take too much for granted. When he reads a report, he should develop the ability to see whether the subject is new or whether it is just a description of an old method that has been superseded by something better. For the same reason, the graduate should be able to accept conditions that have been arrived at by sound experience rather than cling to something else that seems better in theory. In this connection, it may be remarked that the ability to operate successfully a personal budget will be noteworthy, as it may be assumed that a man who knows how to conduct his own affairs will be prepared to assume the larger responsibilities of industry. Membership in AIME will indicate to the employer that the graduate is interested in the mining industry as a whole. Therefore, it is good evidence of something more than a local outlook. Quite apart from college training and mental ability, the newly employed graduate will be expected to be willing to do hard manual labor for a time. This will give him an understanding of the actual conditions of work done by those he supervises later. He will gain their confidence and be able to see that the work is carried on in a safe and efficient manner. Part of this experience may be acquired in his summer vacations during his undergraduate career. Such work would make a favorable impression on a prospective employer, especially if the graduate showed a willingness to continue it until he was prepared for something better. To summarize, the man in authority in the coal industry will not quarrel with the professor of mining engineering over details of curriculum. He will be pleased if the school sends him graduates who possess a good foundation in the courses studied, and who may be depended upon to do their work faithfully and intelligently. Such men will be ready when the time comes to assume their places as leaders of an essential industry.

Jan 1, 1951

By W. B. Plank, A. C. Callen

WAR and normalcy do not walk hand in hand, whether it be in industry, the educational field, or in the daily lives of individuals. Schools and departments offering curricula in mineral engineering have been seriously disrupted, beginning with 1942 and reaching a low during 1944. Selective Service regulations and voluntary enlistments have effectually stopped the flow of college-trained men into the mineral industry, and the flow into the colleges is little more than a dribble. The year just closed has been a most serious one for our institutions. Until March many of our faculties had been kept reasonably intact because of the large training programs of the Army and Navy. Although the number of

Jan 1, 1945

This paper discusses current workforce demand projections for mineral processing engineers and emerging trends in mineral processing education. Attempts are made to identify gaps that often result in a mismatch between skills taught and skills needed by the practicing engineer. Clear examples of this include a less than uniform training in chemical aspects of mineral processing, and an understanding of the statistical and experimental design tools necessary to tame the often-large variation in operational parameters and plant data. The end goal is an educational system modernized to prepare mineral processing specialists for productive careers in the sustainable development of natural resources. A framework for revamping education based on an integrated modular approach is also presented. Keywords: mineral education trends, mineral processing programs

Sep 1, 2012

MINERAL INDUSTRY EDUCATION DIVISION Established as a Division January 15, 1932 Harry H. Power, Chairman J R. Van Pelt, Vice-Chairman J. Donald Forrester, Secretary-Treasurer Missouri School of Mines and Metallurgy, Rolla, Mo

Jan 1, 1952

Established as a Division December 15, 1948 Clayton G Ball, Chairman Louis C Raymond, Vice-Chairman Sheldon P Wimpfen, Vice-Chairman Henry T Mudd, Vice-Chairman A H Lindley, Jr, Secretary-Treasurer Division of Foreign Activities U S Bureau of Mines Washington, D C

Jan 1, 1956

Development of Technical Education for the Petroleum, Industry. By H C GEORGE (Min & Met, June, 260 2000 words) With a growth of 718 per cent in the petroleum industry from 1901 to 1931, there was a corresponding increase in the demand for technically trained men in the industry This was first met by increasing numbers of college graduates from the old established courses m chemistry, geology and engineering However, there began to be felt a need for scientists and engineers specially trained for the petroleum industry In 1912 the University of Pittsburgh established the first department in any university in the world that offered major work in petroleum engineering and petroleum geology In Europe, the first major work in petroleum engineering was offered in England in 1913 at the University of Birmingham The University of California and Stanford University offered major work in petroleum engineering in 1915 Since that time at least 10 other American universities and colleges have offered major work and at least 12 others are now offering some courses dealing with petroleum, and the petroleum industry.

Jan 1, 1935

By Charles H. Fulton

THE Engineering Education group began its sessions Tuesday morning, Feb. 16, as a Committee and wound up the day as the Institute's fifth " Division." C.II. Fulton presided. The first paper for discussion was entitled "Teaching Management in Engineering Schools,"' by Eugene McAuliffe, president of the Union Pacific Coal Co., space for which may be found later in these pages. In it, Mr. McAuliffe argued that an engineering student should be taught the knowledge of men, much as a medical school teaches surgery. He then went on to indicate, out of the wealth of his administrative experience, the problems an executive needs to be equipped to handle, and said that every student engineer should look on himself as a potential manager.

Jan 1, 1932

By Thomas T. Read

REVIEWING the events of the year in mineral industry education, a certain amount of either amusement or irritation, depending upon one's viewpoint, can be derived front the section dealing with mining engineering in Walter B. Pitkin's "New Careers for Youth" which appeared during the summer. On p. 102 Prof. Pitkin says "The mining engineer is disappearing .. . because . . . the profits of mining decline rapidly with the age of the mine." In his "Are Too Many Students Taking Mining Courses?" published in the May issue of this journal, W. B. Plank presents statistics showing that there was some decline in student enrollment in mining and metallurgical courses in 1932-3 and 1933-4, compared with 1930-31, but that the decline was proportionate to that in all lines of engineering study combined. Informal reports from Institute officials that have visited tinning schools during the fall indicate that nearly all schools showed an increase in enrollment for the current school year. Pre else statistics will be made available by Prof. Plank at the Annual Meeting. His study last year provided, for the first time, accurate and complete information on the enrollment in mining schools, as well as the number of various courses and the degree granted, and it will be interesting to have comparable figures for this year. Prof. Pitkin's views on the future opportunities for mining engineers were discussed at some length - on pages 439-4.40 of the November issue of MINING AND METALLURGY.

Jan 1, 1935

By Reynolds JO

This contribution by. The Australasian Institute of Mining and Metallurgy has three main thrusts. First, an Institute (and industry) view on academia and the need for more entrepreneurship at top academic levels, second the need to lift our technological game, and third, professionalism and the perceived role of mineral industry education. While I will deal with each of these separately they are of course inter- related and can be brought together under the frequently used, but insufficiently practised title, "communications". First then, The Institute and industry view of academia. There are some academics in the audience and I imagine they may wish to reply to my remarks with an academic view of industry. That is not unreasonable. Like all human institutions, academic institutions vary in quality and characteristics. Some are successful and some less so. Some historically are well renowned. Others that were once successful schools have declined. Lesser known schools have grown into prominence. What is it that sets apart 'good' highly regarded schools from those that are not so well regarded? It comes down to one main ingredient - "leadership". The strong mining schools in the past 100 years have been strong because they have had outstanding and clearly identified leaders. Strong clearly identified leadership has always had rapport with, and the support of the industry. The two go hand- in-hand, each nourishing and supporting the Other.

Jan 1, 1986

SUGGESTIONS that existing schools give instruction bearing on the mineral industry, or that schools for that purpose should be established in the United States, began to be made early, and it would require too much space to catalogue them all. Some of the more important may be mentioned to indicate their general character. In the "advertisement to such parents as have now (or expect to have) children prepared to be educated in the College of New York," which appeared in the New York Mercury of June 3, 1754, Samuel Johnson, the first president of King's College, the predecessor of Columbia, said that it was the "design of this college to instruct and perfect the youth," among other things, "in the arts of Numbering and Measuring of Surveying, and Navigation and Geography. . . . and in the Air, Water and Earth around us, and the various kinds of Meteors, Stones, Mines and Minerals, Plants and Animals; and in the knowledge of all Nature in the Heavens above us, and of everything useful for the Comfort, Convenience and the Elegance of Life . . . " Though the concept that natural science should be used to enlarge the bounds of human life was thus implicit at Columbia from the , very beginning (John Stevens graduated from it in 1768, James Renwick in 1807, Horatio Allen in 1833, and A. W. Craven in 1899), it was only during the period of Renwick's professorship of Natural and Experimental Philosophy and Chemistry (1830- 1853) that much attention was given to applied science.* Among the Austin papers, published by the American Historical Association,~ there is a draft in Stephen F. Austin's handwriting of a proposed memorial from the legislature of , Missouri to Congress, not only urging "the propriety and utility * See chapter 4 for early interest in this subject in Philadelphia.

Jan 1, 1941

By Thomas T., Read

SUGGESTIONS that existing schools give instruction bearing on the mineral industry, or that schools for that purpose should be established in the United States, began to be made early, and it would require too much space to catalogue them all. Some of the more important may be mentioned to indicate their general character. In the "advertisement to such parents as have now (or expect to have) children prepared to be educated in the College of New York," which appeared in the New York Mercury of June 3, 1754, Samuel Johnson, the first president of King's College, the predecessor of Columbia, said that it was the "design of this college to instruct and perfect the youth," among other things, "in the arts of Numbering and Measuring of Surveying, and Navigation and Geography. . . . and in the Air, Water and Earth around us, and, the various kinds of Meteors, Stones, Mines and Minerals, Plants and Animals; and in the knowledge of all Nature in the Heavens above us, and of everything useful for the Comfort, Convenience and the Elegance of Life . . . " Though the concept that natural science should be used to enlarge the bounds of human life was thus implicit at Columbia from the very beginning (John Stevens graduated from it in 1768, James Renwick in 1807, Horatio Allen in 1823, and A. W. Craven in 1829), it was only during the period of Renwick's professorship of Natural and Experimental Philosophy and Chemistry (1820- 1853) that much attention was given to applied science.* Among the Austin papers, published by the American Historical Association,2 there is a draft in Stephen F. Austin's handwriting of a proposed memorial from the legislature of Missouri to Congress, not only urging "the propriety and utility

Jan 1, 1941

By Donald H. McLaughlin

MINERAL industry activities have not been seriously hampered by a lack of men with higher training. The balance between opportunities for employment and advancement and available personnel has been a happy one, with enough competition to stimulate effort but not the unfortunate conditions arising from an overabundance. of employment seekers. Nearly all mineral industry educational institutions have been concerned about the falling enrollment in mining and metallurgical courses of study during the past decade. But industry has drawn upon a supply of many types of technically trained men apart from those who prepared their careers specifically in the mineral industry. Some schools have made this possible by uniting geologists, mineralogists, and others with students in mining and engineering. On the other hand, some schools have combined their department of mining engineering with an over-all engineering department and continue to send their graduates into the mineral industry by another route. On the whole, this seems to be a good trend and is likely to result in men better trained for current problems than would have been possible under the older rigid curricula.

Jan 1, 1947

Mining and metallurgy are more capital intensive than all other industry in Australia. Capital demands are met by domestic and foreign sources of finance for whom the major constraints are the supply of funds and factors of risk and uncertainty. in both mineral development and institutional financing policies, specific options are available to administrators which would allow mining to benefit from a more reliable supply of capital. The strength of major partners involved and overseas participation are important aspects of financing mineral developments. Future changes in financing for the mineral industry are considered most likely in variable interest rate funding, in the leasing of major plant items, and in the development of flexible techniques to ease the burden of infrastructure costs. In a consultancy sense, financiers are available to mining to assist with and to advise on optimal develop- ment of mineral industry projects.

Jan 1, 1975

By S. H. Ash

SAFETY records have improved in all branches of the mineral industry. While annual production was rising from $2 billion in 1910 to nearly $12 billion in 1950, fatalities decreased from 3539 in 1911 to 974 in 1951. And, although safety progressed under hand methods, it progresses more effectively under modern, mechanized methods. But powered devices such as electric or diesel units can in themselves create new hazards unless proper safeguards are instituted. Health Use of diesels underground is increasing. Diesel equipment has been used in construction of 34 tunnels in 16 states in the last 17 years. The 77 noncoal underground mines in 24 states using diesels underground range from mines with large open stopes to those with narrow veins, so that the ventilating problems represent a good cross-section of U. S. mining. The U. S. Bureau of Mines has received no report that anyone has suffered ill effects from the proper use of properly maintained equipment. The necessity for correct maintenance and use of satisfactory exhaust conditioners cannot be emphasized too strongly.

Jan 2, 1954

By Roger V. Pierce

"WITHOUT mineral wealth, modern man would not exist. True, man could survive on a stone-age basis with an average life expectancy of, say, 25 to 30 years -once he got past infancy.However, no metal would tip his arrow in a hunt for protein; no steel plough would break the soil for the organized planting of seed; and no coal, nor oil, nor natural gas nor uranium fuels would pro-vide him with light or beat or safety from either beasts, or other men, or an unkind nature that threatened him and his family.Modern agriculture, fishing and forestry represent the other three wealth-producing industries. With-out metals, non-metallics and energy minerals, however, it would be impossible to fit any of these to man's modern needs."

Jan 1, 1967

By Hillary W. St. Clair

Mining activity began in colonial times with ironmaking operations scattered along the eastern seaboard. Iron furnaces and forges manufactured iron implements from bog iron ores using charcoal from the extensive forests as a fuel. Lead ores were mined in the Mississippi Valley and copper ores in the Lake Superior region. However, the real beginning of the American mining industry did not occur until the 19th century. The history of American mining is organized around three epochal events. The first was the discovery of gold in California in 1848, which marked the beginning of a period of apprenticeship in mining and metallurgical techniques. The second was the discovery of the fabulous Comstock Lode in western Nevada in 1859, which expanded mining throughout the Far West and led to large-scale underground mining and the development of smelting techniques for lead, silver, and copper ores. The third event was the building of a transcontinental rail-road system after the Civil War, which brought about the consolidation of the industry from a large number of independent mines, mills, and smelters into integrated operations run by large corporations. Thus developed the mining industry that today supplies the energy and critical materials for the great-est industrial complex the world has known.

Jan 1, 1977

By Alvin Kaufman

At the turn of the century the U.S. had a gross ALVIN KAUFMAN Mineral Economist U.S. Bureau of Mines area slightly in excess of three million square miles, a population of 76 million, a gross national product of $37 billion (constant 1929 dollars) and a mineral production valued at $2 billion (1929 dollars). Some 60 years later its area had increased by 600 thousand square miles, population had risen 140%, gross national product was seven times greater and mineral production had grown to a value five times that of 1900. Of perhaps greater significance, however, were the changes wrought by technology. It was during this period that the "American Way of Life" was revolutionized by the introduction of the airplane and the automobile; man also took his first probing steps in the utilization of nuclear energy and pre- pared to unlock the secrets of space. It was during these six decades, also, that he learned to create additional new materials, some of which were from old sources such as plastics from petroleum and coal. These new materials have created competition and attendant problems for the traditional materials such as iron, copper, lead and zinc. Additional problems undoubtedly will be created by technologic advances in the future.

Jan 2, 1963

In this issue, the Bureau of Mines announces the availability of the latest of its Mineral Perspectives series: ?MP-4, mineral Industry of Western Europe." This publication describes the mineral industries of 19 Western European countries. For readers unfamiliar with this new series, reproduced below and on the two succeeding pages, is the section dealing with the mineral industries of France. Information regarding acquisition of this publication is found inside the back cover of this issue. FRANCE France is a moderately important producer of minerals, including iron ore, coal, potash, fluorspar, and uranium. In addition, France is a significant processor of imported minerals, chiefly for its own consumption. In general, it has exportable surpluses only of a little iron ore (low-grade ore exported to Luxembourg) and some nonmetallics.

Jan 1, 1977