Engineering Online: Program Development to Address the Educational Needs of the Mining Industry

"The mining industry has always faced the problems of replacing retired mining professionals, retaining their knowledge, continuously developing the skills of local talent and employing under-represented groups. In expansionary scenarios the industry faces the additional challenge of increasing available talent. New talent has traditionally come from current mining programs; however, these programs have been declining in numbers, and those that remain face challenges such as fluctuating enrollments, and reduced budgets. Queen’s University and Northern College have partnered to develop an innovative new program that offers online mining education to engineering technologists seeking to upgrade their skills and obtain a Bachelor’s degree. The high quality, flexible curriculum, offered online, includes a wide range of learning activities that promote interaction (student-to-student, student-to-instructor, and student-to-content), and is enabled by modern learning technologies (an integrated learning platform, as well as a variety of types of purpose-built video, web conferencing, and simulation software). The program issues block transfer credit to college graduates, and consequently reduces the time to completion when compared to other Bachelor’s degrees in Mining. The curriculum has been carefully designed to enhance a balance of technical, managerial, and societal skills for students. The program also includes short summer field school sessions, where students gain practical application skills under the direct supervision of engineering experts. THE NEEDS OF INDUSTRY Canada is the world’s largest exporter of minerals, and the contribution of this sector to Canada’s gross national product is more than three times that of the automotive industry, representing approximately 4% of Canadian GDP (MiHR, 2015)1. According to a recent report by the Canadian Mining Industry Resources Council (MiHR, 2016)2, despite the recent downturn in commodity prices, the industry will continuously need to attract new engineers to replace talent retirements and prepare for the possibility of expansion when the industry recovers. As past experience indicates, the challenges during expansion times are severe and the effects on education counter-productive. For example, during the prolonged expansion cycle of 2006-2012, several new programs were started worldwide, and mining became the profession of choice for many young students. During the subsequent downturn in the industry, many of these programs face dwindling enrollments, placing their sustainability in question. However, there is a continual need by industry to retain employees, as well as attract and train local talent, while providing educational opportunities to its employees. High potential college graduates can find themselves reaching a ceiling in their advancement due to their lack of a University degree. Furthermore, there exists an under representation of women, immigrants, and Aboriginal peoples in the labour force, and engineering fields in general1,2. Traditional mining engineering programs have tried to respond to the needs of industry, as well as meet the needs of students seeking diverse and successful employment careers. These programs tend to cater to the educational needs and aspirations of a general population, and their ability to grow and respond to changing industry needs is constrained by the number of students they can attract, as well as the resources available to them in a steady-state scenario."