Critical Minerals Mine Evaluation Project: geological characteristics, environmental impacts, social impacts and sustainability

Emma Hunt, Furman University
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Initial Publication Date: August 12, 2026
https://doi.org/10.67165/kagzkqw9 | Cite this

Summary

Students develop their research, science writing and communication skills through completion of four stages of a single project evaluating mining a critical mineral prospect through the geological characteristics of their chosen deposit; environmental and social impacts of mining; how mining will negatively and positively impact the UN Sustainable Development Goals and overall whether they recommend their prospect be taken forward to mining.

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Context

Audience

This project is used within a 200-level "Mineral Resources and Sustainability" course offered under a Sustainability Science course-code. Students enter with a broad range of knowledge so this course is designed to appeal to students who intend to become economic geologists, students who want to work in sustainability sciences, as well as those with a general interest in mineral resources.

Skills and concepts that students must have mastered

Students must have taken at least one introductory class in Earth Sciences, Environmental Sciences, Sustainability Sciences or have AP credit. Students must have also completed an introductory writing class.

How the activity is situated in the course

This project runs throughout the entire course in four stages. The final stage is the culminating project for the course.

Goals

Content/concepts goals for this activity

To develop knowledge about "critical elements"; how these are sourced from ore deposits formed through geologic processes; along with effects of extraction on social justice issues and meeting the Sustainable Development Goals.

Higher order thinking skills goals for this activity

  • Identify scholarly, popular and grey literature.
  • Competently use databases to find their prospective mine.
  • Science communication skills.
  • Referencing and citation skills.
  • Description of minerals and geological characteristics.
  • Application of the UN Sustainable Development Goals.
  • Critical analysis to determine whether impacts are overall net positive or net negative.

Skills goals for this activity

  • Searching the WWW for literature.
  • Working in groups for a final oral presentation.
  • Developing effective factsheets.

Description and Teaching Materials

This project is implemented in stages, with deadlines for each, to assist students with their time management skills. The instructions for each stage, templates, and grading rubric is provided.

Stage 1: Mineral Factsheet. 

Students create a factsheet describing their given mineral which is graded on content as well as design. They are given three weeks to complete this, with a session on how to identify scholarly, popular and grey literature. After submission, a gallery walk exercise allows students to view and discuss all the submissions.

 

Stage 2: Ore Deposit Exploration.

Students identify a prospective mine site and write a report describing the geological characteristics as well as potential environmental and social impacts. Students are provided help searching to find their prospective site, particularly to ensure their is enough information to complete the project. Students are given four weeks to complete this with a session on how to cite literature with complete references.

 

Stage 3: Mining and the SDGs.

Students start to focus on how their critical mineral will be mined and processed as well as how their proposed mine type will help meet or negatively impact the UN Sustainable Development Goals. Students are given three weeks to complete this.

 

Stage 4: Final Report.

Students combine all their previous work into a single report as well as critically evaluating prospective mines described by others in their group. Each student individually decides which prospective mine to support and their reasons for this. Students are provided with ~four weeks to complete this, with it being due during finals.
Students also work collaboratively in their groups to develop a group oral presentation on their deposit type along with an individual reflection on how well their group worked. These presentations occur in the final scheduled lab session.

Teaching Notes and Tips

The biggest issue students face is finding an appropriate prospective mine. I have found that each choice needs instructor vetting, to ensure it is not currently an active mine as well as ensuring there is enough information online that the student can complete all four stages of the project.

Generative AI is an increasing issue with written assignments and I do not allow use within this project. I have found that students who do use generative AI have stated time management as the reason they resorted to it. Alongside this, I feel self-confidence is also an issue. To reduce students cheating through generative AI, the scaffolded nature of these assignments, with in-class writing time helps students manage their time. This also allows me to work with each student in-class and provide feedback to encourage each student. Templates also help students manage their time with completing each report.


Assessment

Each submission has an associated rubric to evaluate the student's performance.

References and Resources

Students use the information from https://mrdata.usgs.gov/ to find a mineral deposit for their prospective mine.