Just last year, the school changed its name to ‘Smith Engineering’ after a $100 million donation by an alumnus. Before we dive into how this gift will transform the institution, can you tell us about how it came about and a bit about Stephen Smith himself?
Yes, that is an interesting story. Stephen Smith made his fortune through his successful career in the mortgage industry in Canada, applying innovations rooted in his training in electrical and computer engineering. For instance, the first bank he founded operated using software he developed himself to conduct mortgage risk analysis. He has been a proud alumnus, and about ten years ago, he made a gift to the university, that resulted in the new naming of the business school. However, as years passed, it bothered him a bit that he had not supported the engineering faculty, where his roots truly lay.
Over the years, Stephen and I discussed ways he might support engineering. The conversation took a significant turn about two years before the donation when we began talking about the challenges facing engineering education. We had just completed a strategic planning process involving stakeholders from industry, and everyone emphasized the need for changes in engineering education to address the grand challenges engineers face today. This sparked Stephen's interest, and we began discussing how Queen's could lead a "reimagining" of engineering education.
Now that this donation is a fact, how do you plan to enhance your mining engineering education?
The Robert Buchan Department of Mining has actually been at the forefront of this transformation for quite some time. At the heart of what we are trying to achieve is the idea that engineers play a crucial role in making life better for humanity. We began incorporating elements of community, social aspects of sustainability, life cycle analysis, environmental sustainability, and decarbonization into the mining curriculum almost 15 years ago. We have also introduced data analytics, with one of our recent hires being an expert in AI, machine learning, and data analytics.
The goal is to communicate two important messages to our students: the long-term importance of the mining sector to the global economy, despite its cyclical nature, and the opportunity to make a significant impact on the world. By showing students how mining contributes to critical minerals and sustainable extraction methods, we hope to instill in them the desire to create positive change.
This approach encourages them to view mining not just from a technical standpoint but with an awareness of the social implications as well.
You mentioned technology, and we know mining is often perceived as resistant to innovation. Can Smith Engineering contribute to changing that view of the industry?
That is a great question, and it reminds me of a recent conversation where I highlighted that some of the most exciting technological applications today can be found in mining, such as extracting materials from exotic locations, even space. One concrete way we are addressing this is by partnering with industry to introduce authentic problems to our students, rather than the often artificial problems traditionally found in engineering education. We want our students to experience real-world challenges early on.
Two examples illustrate this effort. First, we have incorporated virtual reality (VR) into mining education, where second-year students engage with a virtual mining world, allowing them to interact and experiment with technology in ways they could not easily access on a real site. Second, we bring research directly into the classroom, especially in areas like automation. Our faculty is working on autonomous vehicles and processes, ensuring that students are exposed to these advancements and understand their potential in transforming the industry.
Another way to attract more students to mining, especially making it appear more modern, is by addressing the traditional gender gap. Can you share some initiatives Queen’s University is taking to bridge this gap?
Yes, we have made significant efforts in this area. For instance, we have a Chair for Women in Engineering, and Queen's has consistently had one of the highest percentages of undergraduate women in engineering programs. In the mining department specifically, the percentage of undergrad female students has reached 28 percent in 2024, which is relatively high for the field. That number is positive, but we still have more work to do.
A key factor in enhancing our gender balance has been ensuring female students have visible role models. We have actively recruited women into our faculty, with three of the recent hires in mining being female. This not only provides examples but also brings fresh perspectives on how to approach education. Finally, by framing engineering as a discipline focused on "engineering for humanity," we aim to attract a broader student body, including more women, into fields like mining.
This year, you received a new scholarship from Teck Resources. Can you tell us how this will help your students?
The scholarship from Teck Resources is an excellent example of how scholarships can be used to improve accessibility, raise the profile of engineering, and strengthen relationships with industry. This scholarship was awarded to both Queen’s University and the University of British Columbia, and it offers more than just financial support. It includes a mentorship aspect, with Don Lindsay, a Queen’s alumnus and a leader in the resource industry, serving as a mentor for the scholarship recipients.
The first cohort of recipients is being identified now, and they will have the opportunity to build a relationship with Don, which will be invaluable. This initiative promotes our efforts to change the way we educate engineers and reinforces the partnership between academia and industry, ultimately contributing to the broader goal of transforming engineering education.
From our many interviews, we can testify that mining companies are acutely aware of the shortage of a young, skilled workforce. But is the industry sufficiently proactive in in changing its ways in order to address that issue?
That is a very important question. The barriers to attracting students to the mining industry often lie in how we recruit and present mining careers. Universities have a role in promoting diverse representation and opportunities, but the industry must also address its image, particularly the negative stereotypes around working conditions and environmental impact. Unlike mechanical engineering, which offers broad career paths, mining engineering is closely tied to the mining industry. This makes it even more crucial for the sector to be proactive in changing perceptions and realities.
One positive example is our emphasis on experiential learning at Smith Engineering. We have a robust internship program where students spend 12 to 16 months working in the industry. It has been successful, but we have faced situations where students, particularly female students, experience environments that do not align with our values of diversity and inclusion. Instead of ending partnerships, we work with these companies to address and change their policies and culture. This collaboration between industry and academia has been effective, but there is definitely room for further growth and engagement.
Furthermore, by integrating multidisciplinary experiences and fostering adaptability, we are preparing our students to be agents of change in these environments. We are hopeful that as more young engineers enter the industry, they will help drive the transformation toward more innovative and modern practices.
Have you already observed an increase in interest in mining engineering?
Yes, we have seen concrete results. Over the past three years, we have experienced steady growth in student enrollment in the mining program. One unique aspect of Smith Engineering is our common first-year curriculum, where all incoming students participate in a shared experience before selecting their discipline. This allows them to make informed choices, and it provides us with an authentic measure of their true interests.
We also introduce critical concepts such as professionalism, social impacts, and working with Indigenous communities early in the program. These elements, combined with visible role models and a curriculum that emphasizes engineering's human and societal impacts, have significantly contributed to this growth in enrollment and improved gender balance in the mining program.
Why should a young person interested in engineering choose to specialize in mining, and why at Smith Engineering?
Smith Engineering has a longstanding tradition of developing leaders who excel in their fields. Many of our graduates have gone on to become CEOs and influential figures in various industries. Today, we are positioning our students to be changemakers, equipping them with the skills to work in multidisciplinary teams and offering real-world experiential learning opportunities, ensuring they are career-ready upon graduation.
Mining engineering, in particular, is vital to addressing some of the most pressing challenges of our time, such as sustainable resource management and transitioning to a low-carbon future. At Smith Engineering, students receive rigorous technical training alongside an understanding of the broader social implications of their work, aligning with our vision of "engineering for humanity." This unique combination prepares them to make a tangible impact in a field that is critical for our future.
