795
Understanding the Industry Perspective on the Current U.S.
Hardrock Mining Engineering Education
Pengbo Chu
Department of Mining and Metallurgical Engineering, University of Nevada, Reno
Li-Ting Chen
Department of Instructional Technology &Educational Statistics, University of Nevada, Reno
ABSTRACT: Mining industry receives an increasing attention in green energy transition technologies in the
U.S. However, little information is available regarding how the U.S. mining engineering education, particularly
hard rock mining, is prepared to meet with the industry needs. This study summarizes a survey with an aim
to understand the industry perspectives. The survey consisted of both closed- and open-ended questions. The
survey results showed that the industry is concerned with a shortage of qualified graduates from the current
U.S. hard rock mining engineering education system. The qualifications of the current education system need
to be improved include engineering sciences underlying mining methods, mining design experience, mining
feasibility study, the connection between theory and practice, and understanding the overall mining operation.
The future desired qualifications were also suggested. Notably, the most desired ones in the next five years
include an ability to acquire and apply new knowledge as needed and sufficient field experience. The survey
participants, regardless of the nature of their affiliated mining companies, unanimously recommended that the
collaborations between the industry and academia in the U.S. should be enhanced. Based on the survey results,
the study concluded with four recommendations: (1) involve more multiple stakeholders in reforming mining
education programs, (2) reinforce field experience as a key part of mining engineering programs, (3) enhance
a closer collaboration between academia and industry, and (4) integrate emerging technologies (e.g., artificial
intelligence/virtual reality) guided by pedagogical theories into new mining engineering curriculums.
INTRODUCTION
The mining industry producing all non-plant-based
resources plays a critical role in maintaining the wellbeing
of people on Earth. The statistics from the U.S. Minerals
Education Coalition (2020) indicate that the industry pro-
duces approximately 3.19 million pounds of minerals, met-
als, and fuels on average that an American will need during
their lifetime (Fox 2020). The recent green energy transi-
tion further strengths the need for critical minerals which
is drastic and unprecedented. To tackle this challenge, a
collaborative effort among multiple stakeholders, including
mining companies, government agencies, and higher edu-
cation institutions, is required (The World Bank 2017).
The shortage of qualified workforce is one of the most
significant challenges faced by the mining industry (Adach-
Pawelus 2020 Gleason 2021 Hayes 2019 Knights 2020
Swann 2020). The problem not only reassembles the criti-
cality on the quantity but also the quality. In the U.S., the
quantity seems to be more serious because there are only
about 200–300 students per year graduated from all the
mining schools combined (U.S. Energy Information 2011).
In addition, the quality also presents some challenges
Understanding the Industry Perspective on the Current U.S.
Hardrock Mining Engineering Education
Pengbo Chu
Department of Mining and Metallurgical Engineering, University of Nevada, Reno
Li-Ting Chen
Department of Instructional Technology &Educational Statistics, University of Nevada, Reno
ABSTRACT: Mining industry receives an increasing attention in green energy transition technologies in the
U.S. However, little information is available regarding how the U.S. mining engineering education, particularly
hard rock mining, is prepared to meet with the industry needs. This study summarizes a survey with an aim
to understand the industry perspectives. The survey consisted of both closed- and open-ended questions. The
survey results showed that the industry is concerned with a shortage of qualified graduates from the current
U.S. hard rock mining engineering education system. The qualifications of the current education system need
to be improved include engineering sciences underlying mining methods, mining design experience, mining
feasibility study, the connection between theory and practice, and understanding the overall mining operation.
The future desired qualifications were also suggested. Notably, the most desired ones in the next five years
include an ability to acquire and apply new knowledge as needed and sufficient field experience. The survey
participants, regardless of the nature of their affiliated mining companies, unanimously recommended that the
collaborations between the industry and academia in the U.S. should be enhanced. Based on the survey results,
the study concluded with four recommendations: (1) involve more multiple stakeholders in reforming mining
education programs, (2) reinforce field experience as a key part of mining engineering programs, (3) enhance
a closer collaboration between academia and industry, and (4) integrate emerging technologies (e.g., artificial
intelligence/virtual reality) guided by pedagogical theories into new mining engineering curriculums.
INTRODUCTION
The mining industry producing all non-plant-based
resources plays a critical role in maintaining the wellbeing
of people on Earth. The statistics from the U.S. Minerals
Education Coalition (2020) indicate that the industry pro-
duces approximately 3.19 million pounds of minerals, met-
als, and fuels on average that an American will need during
their lifetime (Fox 2020). The recent green energy transi-
tion further strengths the need for critical minerals which
is drastic and unprecedented. To tackle this challenge, a
collaborative effort among multiple stakeholders, including
mining companies, government agencies, and higher edu-
cation institutions, is required (The World Bank 2017).
The shortage of qualified workforce is one of the most
significant challenges faced by the mining industry (Adach-
Pawelus 2020 Gleason 2021 Hayes 2019 Knights 2020
Swann 2020). The problem not only reassembles the criti-
cality on the quantity but also the quality. In the U.S., the
quantity seems to be more serious because there are only
about 200–300 students per year graduated from all the
mining schools combined (U.S. Energy Information 2011).
In addition, the quality also presents some challenges