Scope and Content of the Petroleum Engineering Curriculum

This paper reviews the industrial trends and changes in educational conceptsthat have led to the development of the modern petroleum engineeringcurriculum. A trend toward emphasis on engineering fundamentals is noted. Whilemost universities are committed to the traditional four-year engineeringprogram, it is agreed that more than four years is necessary for academicpreparation of the petroleum engineer in all phases of his profession. Theauthor proposes a coordinated program of undergraduate and graduate trainingthat will permit of adherence to the general pattern of the present four-yearengineering course, with provision for extension of the program intospecialized graduate courses of professional character. In the latter, emphasismay vary with the interests and objectives of the individual student. Aspecific undergraduate curriculum is proposed in which upward of 80 per cent ofthe available time is devoted to engineering fundamentals. A broad survey ofthe professional field is afforded in courses grouped in the third and fourthundergraduate years, but detailed treatment of the professional aspects ofpetroleum engineering is reserved for the graduate program. Introduction Of necessity, engineering curricula must ever be changing to reflect the newtechniques, the changing concepts that are presented as the engineeringindustries develop and unfold. Particularly is this true of the youngerengineering curricula representing comparatively new and rapidly changingindustries such as the petroleum industry. Institutions that planned theirpetroleum engineering curricula a decade or two ago now find that the petroleumindustry has become vastly more technical in its requirements. Entirely newmethods and techniques have come into vogue and must be given place in thecurriculum, and some of these are of a character that demands changing emphasisin the fundamental preparatory subjects. College and university facultiescannot complacently assume that curricula in this field that were consideredappropriate 10 or 20 years ago still reflect the needs of the industry thatthey are designed to serve. If they do, their graduates will be poorly equippedto meet the requirements imposed upon them by a rapidly changing industry.Perhaps it is not too much to expect academic authorities to anticipate thetrends of industry and equip their graduates with what they will need to attainleadership 10 or 20 years after graduation. Whether or not this desirableobjective is possible, there is no excuse for allowing curricula to fall behindthe current needs of industry. T.P. 1350