Transformational Curriculum For B.Sc. Graduates Towards Mineral Processing Expertise

The paper discusses the experiences of a fast-track curriculum designed to provide the industry with engineers capable of working in minerals processing industry. The course has been done once before and the second course has been started. Students chosen have graduated from other fields of engineering. For the first course, twelve students were chosen from 152 applicants and for the second the twelve students were chosen from 96 applicants. The basic idea of the curriculum is to alternate between theoretical studies at the university and working experience periods at industrial sites. In addition, there are several one week assignment tasks at industrial sites. The theoretical periods are six to eight weeks long and there are three of them. During the first period, the teaching concentrates on unit processes and their chemical and physical background. The theme of the second period is mineral engineering systems; flowsheet development, process dynamics, control systems etc. The last theoretical period teaches environmental issues, leadership, project work and other similar topics. Each of the theoretical periods ends with an assignment week at industrial sites. The assignments are designed to wrap up the teachings of the period. For the industrial periods, the students are given learning goals, which have been discussed and designed with their industrial mentors. They are required to find relevant literature, make experimental designs, implement those designs, present the data, and make conclusions of their results. During these periods, a weekly meeting over the Internet is compulsory. Keywords: mineral processing, flowsheet development, process dynamics, control systems, constructivism, zone of maximal development, Vygotsky