Mineral Education – Its Past, Present and Future

Occasionally it is good to consider the past, assess the present and project the future. Curriculum, enrollment, matriculation of graduates and changes in industry which influence mineral education are all relevant for determining what changes will be needed in educational institutions to support growth and development in the United States. It would appear likely that with environmental pressures, energy needs with present stress in fossil fuels and general societal needs for metals and minerals that mining and metallurgical engineering faces a period of growth and may be on the threshold of a new era with a vitality that has not been enjoyed for several decades. The following information is based on material obtained through questionnaires received from twelve schools accredited in mining or mineral engineering (out of 18 in the U.S.), 2 not accredited and 5 which no longer have mineral engineering disciplines. The schools presented do not include the smaller nor larges of the undergraduate programs in mining engineering.