The First Five Years of the Bachelor of Applied Petroleum Engineering Technology Degree Program at the Southern Alberta Institute of Technology

2001 ◽  
Vol 40 (10) ◽  
Author(s):  
D. Exall ◽  
Alec Kerfoot
Keyword(s):  
Degree Program ◽  
Petroleum Engineering ◽  
Engineering Technology ◽  
Southern Alberta ◽  
Institute Of Technology

The Significance of Shale Gas Development in China

2012 ◽  
Vol 616-618 ◽  
pp. 767-769
Author(s):  
Jian Guo Wang ◽  
Hai Jie Zhang ◽  
Cui Cui Liu ◽  
Li Xia Lou
Keyword(s):  
Natural Gas ◽  
Shale Gas ◽  
Technology Development ◽  
The United States ◽  
Petroleum Engineering ◽  
Commercial Development ◽  
Engineering Technology ◽  
Economic Significance ◽  
The Us ◽  
Further Development

China is facing a severe situation of energy resources. High oil dependency is seriously threatening our economy’s fast and stable development. The US has successfully achieved the commercial development of shale gas, which has decreased its oil dependency, and also contributed to its natural gas geology and petroleum engineering technology development. Both Chinese and U.S. geological experts predict that China has similar quantities of shale gas reserves as founded in the United States. This paper aims to clarify that producing shale gas resources has economic significance of energy security and environment protection, and scientific significance of promoting the further development of natural gas geology and petroleum engineering subjects.

Industry Based “Hands-On” Undergraduate Vibration Course for Engineering and Engineering Technology Students

2012 ◽  
Author(s):  
Geoffrey J. Peter
Keyword(s):  
Real World ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Modern Technology ◽  
Instructional Approach ◽  
Engineering Technology ◽  
Technology Students ◽  
Hands On ◽  
Institute Of Technology ◽  
Real World Problems

Modern technology and manufacturing methods often require engineers who understand the fundamental principles of vibration theory and who are also skilled in vibration applications. Simply processing, remembering and applying the material learned from lectures and laboratory experiments with artificial criteria are inadequate. Hands-on teaching techniques with real-world problems are needed to complete the engineering students’ education. This paper demonstrates how hands-on experiments performed in industry support and increase the students’ understanding of fundamental principles and skill in their applications. Graduates with both knowledge and skill are more competitive in today’s job market. A one-quarter industry-based vibration course was developed and taught with a hands-on segment at the Manufacturing and Mechanical Engineering and Technology (MMET) program at Oregon Institute of Technology (OIT) - Portland Campus. This novel instructional approach provided students with the opportunity to immediately apply material, learned in class and laboratory, in real-world industry situations with real-world problems. This instructional approach is applicable in many engineering fields and the author found the mechanical vibrations class particularly well suited for this instructional design style. The hands-on approach, grounded in the vibration course curriculum, provided a direct link to the fundamentals of vibration in industry. Student comments are included to demonstrate the value perceived by the students. Although this curriculum experiment involved mechanical engineering technology students, it would benefit mechanical engineering students equally well. In addition, the paper provides a brief description of the industries that participated in this project. Industries were selected because they use vibration based manufacturing, perform extreme testing or design their products to avoid failure due to vibrations.

Work-Integrated Learning

2022 ◽  
pp. 157-177
Author(s):  
Ross H. Humby ◽  
Rob Eirich ◽  
Julie Gathercole ◽  
Dave Gaudet
Keyword(s):  
Learning Environments ◽  
Integrated Learning ◽  
Work Experiences ◽  
Information And Communications Technologies ◽  
Post Secondary ◽  
Southern Alberta ◽  
Communications Technologies ◽  
Real Work ◽  
Institute Of Technology ◽  
Work Integrated Learning

Work-integrated learning (WIL) continues to be an essential topic of conversation among governments, educators, employers, and students. By various names and definitions, WIL attempts to inject the realism of workplace employment tasks into the post-secondary learning environment. The COVID-19 pandemic has forced stakeholders to innovate in the WIL space often using the advances in information and communications technologies (ICT) to build further bridges between learners and real work experiences. The chapter provides an overview of WIL followed by three specifics cases from marketing faculty at the Southern Alberta Institute of Technology (SAIT). In each of the three cases, faculty used different ICT to provide engaging learning environments linking business, industry, consumers, and the learners.

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