As engineers with extensive experience, how would you describe the ways in which the profession has changed throughout your careers?
Bill: It is interesting to reflect on this. I graduated in the late 70s, a time when environmental science courses were first becoming a requirement for mining engineers. Before that, safety was a new addition to the curriculum in the early 70s. Over the years, I have seen a shift where the challenges that graduates face now include not just the technical aspects but also social and community issues. Engineers today need to be well-versed in these areas, as they are often the enablers of our mining projects. In my last 15 years in executive roles, social and community engagement became central to my work. So, while mining engineering still provides a solid foundation, there is now a significant emphasis on understanding societal impacts.
Paul: From an academic standpoint, the changes are also profound. Education in mining has always been somewhat interdisciplinary, but it has become even more so over time. Today’s mining engineers need to master not only technical skills but also understand environmental impacts, regulatory factors, and community engagement. In the past, it might have sufficed to be a technically solid engineer, but now, education must be broader. Balancing this broader scope within the limited time students have is an ongoing challenge.
Paul, how have you adapted the curriculum at Mines to reflect these new interdisciplinary requirements?
Paul: The need for a broader education is relevant across all engineering disciplines. Engineers today must understand policy, environmental issues, and the business aspects of their work. This was not always the case, and we are working to attract more people to the industry by highlighting these broader opportunities. Our university attracts students who are interested in robotics, AI, and other cutting-edge fields. Our goal is to help these bright students make the connection between their interests and a discipline and career path, and for some of them to see how rewarding a career in mining can be.
We have introduced several initiatives to make these connections. For instance, our FUTURES classes introduce students to global or societal challenges and show how engineering can address these issues.
Whether it is sustainable energy or environmental concerns, these courses make it clear how mining plays a crucial role. Additionally, we have added a requirement for first-year students to attend TED-style industry talks, helping them understand real-world applications of their studies. We have also launched specific courses for non-mining majors to explore the mining profession and industry. Overall, we are increasing awareness at the university level, and Bill’s program is opening doors to a broader, more informed perspective on mining.
Bill, could you elaborate on that last point? What do you do to ensure more opt for mining engineering?
Bill: We have noticed an uptick in students coming to Colorado School of Mines specifically for mining engineering, but there is still a significant number that decide after they arrive. For those who are unsure, we focus on exposing them to the field early. We run a course called Mining 210 (MNGN 210), which offers a comprehensive overview of mining, and many students who take it as an elective later say they wish they had known about it sooner. Our goal is to connect with these students early, in their first or second year, so they have the opportunity to switch majors if they find a passion for mining.
Social awareness of the need for mining has also grown. People recognize that mining is crucial for meeting future demands, particularly with the increased focus on critical minerals and energy resources. Parents, too, are more supportive of their children pursuing mining because they see the job placement rates and salaries. We have ramped up our outreach efforts with scholarships, internships, and career information, which has helped counteract the declining enrollment many mining schools face. Since the fall of 2023, we have seen about a 22% increase in enrollment year over year, and overall, since 2020, we are up by about 40%. This is a testament to the efforts made by the university and the department to attract and retain students.
The initiative to address the workforce gap has been ongoing for years. Under Paul's direction, with support from our foundation, we have set very specific goals, including a 50% increase in departmental enrollment over a five to ten-year period. These efforts have been generously supported by an alumni donor who provided crucial funding. This groundwork made it easy for me to step in and push these initiatives forward. We have already seen notable progress, particularly in the last few years.
The mining industry has often been seen as lagging in innovation, and, according to some estimates, there is potential for technological advances in the sector valued at $425 billion. How is Mines contributing to more innovation in the industry?
Bill: In the past, the industry has been viewed as slow to adapt and not always environmentally friendly. We are actively working to change. There is significant motivation within the industry to apply new technologies, such as autonomous equipment, AI, and machine learning. These innovations can directly impact profitability, especially when dealing with the large volumes typical in mining. In my introductory class, I emphasize these new technologies and their applications, helping students see the potential for change within the industry. Although the industry may have been slow to innovate in the past, the increasing need for minerals is driving the adoption of advanced technologies across the board.
Paul: One of the quickest ways to change a student's perspective is to show them these complex operations firsthand. Seeing autonomous fleets in action, understanding the use of environmental impact measurements, and recognizing the emphasis on safety can be eye-opening. We are fortunate to have an experimental mine at Mines, where Bill’s team regularly hosts tours. Even prospective students and their families can visit and see what a modern mine looks like. Additionally, other departments, such as our Quantitative Biosciences and Engineering Program and Physics Department, use the mine for field sessions and research, providing broader exposure for students in other disciplines to the realities of the mining industry.
Bill: Many students have never seen a mine or had any reason to explore one before coming here. But once they do, they are often captivated by the complexity and hands-on challenges involved. We take students to various mines in the Front Range, and this exposure helps them understand the environmental and technological aspects of modern mining. Our target audience is students who may not have considered mining before but fit the profile of someone who would thrive in this field if they had more information.
How does the school maintain its relationship with the mining industry?
Paul: Our strong connection with the industry is one of our greatest strengths. This relationship helps with student placement, internships, and initiatives like innovation challenges. For instance, companies like Freeport-McMoRan have sponsored innovation challenges, offering significant prize money for top ideas. These challenges often attract students from various backgrounds, not just those majoring in mining.
Bill: In addition to our industry connections, many of our faculty are actively involved in professional societies like the Society of Mining Engineers (SME). This involvement includes leadership roles and committee work, further strengthening our ties to the industry. This close relationship is crucial for our students’ success.
What is the Oredigger experience?
Paul: The Oredigger experience is about the unique combination of academic rigor, community connections, and professional development that students receive at Mines. It is not just about completing a certain number of courses and credit hours; it is about the entire experience, including extracurricular activities that build skills like teamwork, communication, and leadership. We have traditions, such as the new students bringing a 10-pound rock from home to place on a big "M" on the hillside, which fosters a sense of community. Additionally, we focus on making strong connections with internships and other practical experiences, ensuring our students are well-rounded and prepared for their future careers.
What would you say to convince a student considering joining Mines?
Bill: I would tell them that the challenges facing society today are significant, and mining plays a crucial role in addressing those challenges. Our curriculum is constantly evolving to keep up with these demands, with new courses focusing on sustainability, responsible mining, and environmental issues. We are preparing students to be at the cutting edge, equipped with the knowledge and skills to solve these problems.
Paul: I often tell prospective students and their families that if they want to work on things that truly matter to the world, they should come to Mines. Our education program, particularly in Bill’s department, is designed to prepare students for success. When they graduate, they will have top-notch resumes and opportunities in industry or even in starting their own companies. Ultimately, they will be making a difference, driving innovation, and working on projects that have a real impact.
