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Industry, and the offshore industry in particular, has always been generous in providing support to universities and participating in academic programs. With the changes in available technology, affecting both the way we can teach and the way engineers will work in the future, and with the emphasis on research at the so called ''research universities'' it has become apparent that there is a need for significant changes in engineering curricula. Among others there is a need for earlier and increased exposure of students to real engineering problems and cases, a need that cannot be fulfilled by faculty lacking practical experience and exposure to engineering practice. We must, as a result, develop a new industry university partnership with a stronger participation of professional engineers in the educational process in close collaboration with faculty members. In this paper we outline some of the needs and possible means of collaboration. Introduction. A number of panels composed of industry, university and government representatives, workshops organized by research/education agencies, and conferences on engineering education have been suggesting in recent years that there is a need for substantial changes in our engineering curricula. These changes are required in part by the advances in electronic computation, diminishing in importance the role of the routine analyst, and by the simultaneous developments in communications, facilitating teamwork in a global scale. At the same time the various reports and papers emphasize the need to expose engineering students earlier in their studies to real, or realistic, projects and to the practice of their profession. Because of the changes that have taken place over the years at the so called ''research universities'' this can only be achieved satisfactorily through a close collaboration in the educational process between industry and the universities.
Many colleges encourage their students to participate in contests where they are required to design, fabricate, test, and operate some type of device or system to compete against similar teams from other universities. Some of these projects are fairly straightforward, but others involve significant faculty and staff support. All have three things in common: students as the primary participants, faculty member(s) who provide technical and supervisory support, and some element of risk to those involved. This paper discusses some of the challenges and opportunities that safety faculty members might encounter as they assist these teams.
Sprunt, Eve (author of A Guide for Dual Career Couples) | Ali, Hendratta (Fort Hays State University) | Capello, Maria Angela (Kuwait Oil Company) | Whitesell, Laurie (Oklahoma State University) | Prasad, Manika (Colorado School of Mines)
Two surveys were distributed to faculty and student members of the Society of Exploration Geophysicists in 2016 by the SEG Women’s Network Committee (WNC). The surveys focused on assessing issues that women have raised about the academic environment. Student responses reveal that Geosciences department leadership (head/chairs) are critical to recruitment and retention of female and possibly other underrepresented groups. Despite positive actions including anti-harassment and parental-leave policies, the faculty responses indicate that gender-bias gaps still exist. One critical gap is that young female faculty are more likely than their male colleagues to be in non-tenuretrack roles. Also, female academics are more likely to report age discrimination and uncomfortable social interactions with peers of the opposite sex.
Presentation Date: Tuesday, October 16, 2018
Start Time: 1:50:00 PM
Location: 204C (Anaheim Convention Center)
Presentation Type: Oral
Excellent employment prospects at salaries well above their peers have created a rapid increase in the number of students enrolling in petroleum engineering (PE) programs at US universities. But a severe PE faculty shortage has resulted, one that cannot be eliminated in the short term through normal recruitment. On 13 April, SPE sponsored a workshop of PE department chairpersons and industry representatives to discuss the problem and determine if and how industry might help fill the gap. The problem can be summarized as follows:PE student enrollment has increased by more than 60% since 2003, while faculty numbers have increased by only 7%. More than 40 positions for faculty are vacant in 19 PE departments. Faculty teaching loads are as high as four courses per semester, while top programs in other science and engineering disciplines have teaching loads that are normally one course per semester, if research activity is significant, and two courses, if research demands are low. Starting salaries for PE faculty are as much as USD 30,000 per year below offers to top undergraduates, making it difficult to attract and retain faculty. The workshop group proposed two main areas where the oil and gas industry could provide short-term PE faculty support: supplying adjunct faculty and providing financial assistance for faculty hiring and retention. The group also recognized the need for increased research funding, especially considering the proposed elimination of funding from the US Department of Energy. However, that issue will be addressed later as a longer-term problem. For adjunct faculty, the group made the following recommendations:Establish a "clearinghouse"—a website for posting adjunct faculty needs by PE schools. Companies also could post available lecturers and their subjects; could be the Web home, with open access to the clearinghouse site. Consider team teaching (e.g., on a 28/28 rotational schedule) for PE schools distant from an adjunct faculty member's home as an alternative to relocation. Use distance teaching for certain courses, preferably in a real-time format allowing direct interaction between lecturer and student. This would be especially attractive for PE schools remote from industry centers. Create a short course for training adjunct faculty in teaching skills, such as testing and assessment techniques. Maximize the use of graduate-student teaching assistants to support both on-site adjunct faculty and distance teaching. Regarding faculty hiring and retention, the workshop committee made these recommendations:The industry should augment salaries of junior faculty with faculty fellowships of USD 10,000 to USD 30,000 per year. Funding could be annual or in the form of endowments. Support teaching assistants with fellowships and internships. In addition to an important role in assisting adjunct faculty in the near term, graduate students are the primary source for future permanent faculty.