As the world focuses on the criticality of ‘critical minerals’ and their myriad applications in modern technology, the basic fundamentals of these minerals and the requisite effective teaching of mineralogy has largely disappeared from university curricula. Instead of a robust understanding of the mineral chemical and structural complexities, the geologic context of the formation environment, and the methods for their discoveries, many curricula default to a broad brush, low level one-semester course covering all solid materials. Yet students need and want a deeper understanding of minerals, particularly as a foundation to societal needs.  To enhance their learning and combat the widespread misunderstanding that fundamental knowledge is no longer important, an advanced mineralogy course focusing on critical minerals was developed. Such a course provides educational opportunities of interest and relevance to the students while simultaneously educating the future workforce.

The course covers four primary mineralogical aspects: carbon sequestration, materials for the energy transition – particularly REEs and lithium (Li), geothermal energy, and nuclear energy. A semester-long course-embedded research project targeted analyzing the chemical composition of REE-bearing phases in samples from a world-class deposit: Mountain Pass, CA; Palabora, S. Africa, Wilberforce, Canada, or Magnet Cove, AR. Specific short-term tasks add to quantitative and critical thinking skills and reinforce concepts throughout the project’s duration. Upon completing preliminary data acquisition, students used the electron microprobe to obtain highly precise and accurate chemical data of target minerals; followed by robust data interrogation. Funds for instrument time were secured through an industry-academic partnership.  Such a relevant research topic enhances learning while improving their mineralogical, quantitative, analytical, communication and critical-thinking skills. Selecting student-centric research allows advanced mineralogical techniques to be taught using real world examples. This self-selected course had significant diversity compared to other departmental courses; 20% African/African Americans; 13% Latinx, with ~50% female, and 1 NB.

Innovations in teaching mineralogy are driven by passionate, dedicated mineralogists; Peter Heaney is one.  We first met at the 1996 Teaching Mineralogy workshop where researchers and instructors came together to boldly embrace new methods, to incorporate active learning and share best practices as a means to enhance mineralogy classes. The workshop has had lasting consequences. With his many students, Peter has taught and inspired new generations of mineralogists as well as his peers.