Abstract
The curricula of engineering geology in the United States are diverse, strongly influenced by the geographic location of the school, the academic training of the instructor, and the professional practical experiences of the instructor. The divergence between the growing numbers of students entering colleges and universities with interests in engineering geology courses and programs and the number of PhD students being prepared to teach them may be an indication of future program quality reduction unless unique and controversial solutions are applied, such as appointing non-PhD degree holders to tenure track positions.
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