Program History
The Department of Mining Technology (DMT) was founded in 1971 and first offered the Bachelor of Science in Mining Engineering degree in 1975. The department provides a comprehensive range of academic offerings, including undergraduate, postgraduate, and doctoral programs, designed to equip students with the expertise and skills necessary for success in the mining industry. The rapid development of the geology and mining sector in Mongolia has significantly increased the demand for qualified professionals. To address this growing need, the Mongolian University of Science and Technology (MUST), in collaboration with Rio Tinto Mongolia LLC (Rio Tinto Group) and Oyutolgoi LLC, issued a resolution in 2021 to graduate mine geotechnical specialists within the country. The number of enrollment and graduates in this program from the time period of 2020- 2025 are presented in Table D-1.
A. Mission Statment
MUST aims to build a university for the entrepreneural world. MUST will become a center of talents and skills to create environment friendly scientific and technological knowledge and innovations that will determine the country's development path.
Program Educational Objectives
Program Educational Objectives (PEOs):
Change in Program Educational Objectives (PEOs) and Program Leaning Outcomes (PLOs): As part of the continuous improvement process, the Mine Geotechnical Engineering (MGE) program conducted a comprehensive review of its Program Educational Objectives (PEOs) during the 2023–2024 assessment cycle. This review was initiated in response to:
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Feedback from the Program Advisory Board (PAB), employers, and alumni indicating the need for stronger emphasis on sustainability, safety, and industry readiness;
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Alignment with the ABET Engineering Accreditation Commission (EAC) Student Outcomes (1–7);
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Recommendations from internal quality assurance and accreditation readiness evaluations.
Revisions made:
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The PEOs were restructured into six concise objectives focusing on professional skills, practical experience, research and innovation, responsible mining, and lifelong learning. These revisions emphasize both global engineering practices and the specific needs of Mongolia’s mining industry.
Process:
The revision was carried out by the faculty curriculum committee, with input from students, alumni, industry representatives, and the Program Advisory Board. Draft versions were reviewed during faculty meetings and formally approved by the Department Administrative Committee and the Academic Council.
Impact:
The revised PEOs and PLOs provide clearer alignment with industry expectations and ABET requirements, enabling systematic assessment through course-level performance indicators, capstone projects, and student surveys. This change strengthens the program’s ability to monitor attainment, close the feedback loop, and continuously improve the curriculum.
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PEO 1. Professional Problem-Solving and Innovation Graduates will apply engineering principles, scientific reasoning, and quantitative methods to solve complex mining and geotechnical challenges. They will make rational decisions that improve efficiency, reduce risks, and ensure the sustainable development of mining projects.
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PEO 2. Leadership, Ethics, and Societal Responsibility Graduates will assume leadership roles, work effectively in interdisciplinary teams, and demonstrate ethical responsibility and accountability. They will respect diverse participants and contribute to solutions that protect public health, safety, and welfare while addressing economic, cultural, and ecological concerns.
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PEO 3. Adaptability and Life-Long Learning Graduates will remain adaptive to technological changes and industry trends in mining and geotechnical engineering, continuously upgrading their professional skills, certifications, and competencies while embracing a life-long learning mindset.
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PEO 4. Communication and Global Context Graduates will communicate effectively with a wide range of stakeholders, convey engineering problems and solutions clearly, and work collaboratively across disciplines. They will evaluate the international, economic, environmental, and societal impacts of engineering decisions.
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PEO 5. Sustainability, Environmental Stewardship, and Legal Compliance Graduates will comply with geotechnical and mining engineering standards, laws, and professional codes. They will minimize negative environmental impacts, manage risks, and contribute to ecological sustainability and responsible resource development.
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Student Outcomes
Changes in Program Educational Objectives (PEOs) and Program Learning Outcomes (PLOs)
As part of the continuous improvement process, the Mine Geotechnical Engineering (MGE) program conducted a comprehensive review of its Program Educational Objectives (PEOs) and Program Learning Outcomes (PLOs) during the 2023–2024 assessment cycle. This review was initiated in response to:
-
Feedback from the Program Advisory Board (PAB), employers, and alumni indicating the need for stronger emphasis on sustainability, safety, and industry readiness;
-
Alignment with the ABET Engineering Accreditation Commission (EAC) Student Outcomes (1–7);
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Recommendations from internal quality assurance and accreditation readiness evaluations.
Revisions made:
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The PLOs were streamlined and clarified. The original 24 learning outcomes were reviewed, and redundancies were removed to improve measurability. The current 18 PLOs align directly with ABET Student Outcomes (1–7), ensuring that each outcome is assessable, evidence-based, and supports continuous improvement.
Process:
The revision was carried out by the faculty curriculum committee, with input from students, alumni, industry representatives, and the Program Advisory Board. Draft versions were reviewed during faculty meetings and formally approved by the Department quality team and the curriculum committee.
Impact:
The revised PEOs and PLOs provide clearer alignment with industry expectations and ABET requirements, enabling systematic assessment through course-level performance indicators, capstone projects, and student surveys. This change strengthens the program’s ability to monitor attainment, close the feedback loop, and continuously improve the curriculum.
The Student Outcomes were established in the spring of 2019 and became effective in the fall of the same year. Prior to this implementation, the Student Outcomes were as follows:
A. Strong professional knowledge and skills
A1. Demonstrate an academic foundation knowledge and skills
A2. Demonstrate a solid grounding in fundamentals of soil and rock mechanics
A3. Demonstrate a solid grounding in the fundamentals of geo-mechanics
A4. Undertake field measurement, testing and estimation and result
A5. Determine rock characteristics
А6. Demonstrate knowledge of the structural geology, collection database.
А7. Demonstrate knowledge of the principles of mining hydrogeology
А8. Manage day-to day mining activities
А9. Undertake numerical modelling
A10. Create Geotechnical design and modeling
А 11. Plan and design of mining undertaking geotechnical feature.
А.12. Control and monitor mining failures, maintain mine safety and risk reduction.
B1. Express oneself and convey ideas clearly and fluently, in both written and spoken forms, both in mother tongue and foreign language/s.
B2. Interact effectively with others as a team leader and/or member
B3. Engage effectively and appropriately with information and communication technologies.
C1. Identify and define problems
C2. Innovate engineering solutions to improve the current practices
C3. Generate ideas to adapt to the context
D1. Apply critical reasoning to issues through independent thought, and inform and defend judgment.
D2. Evaluate and analyze decisions and reflect critically on the justifications for decisions.
E1. Understand a social and civil society role and accountability
E2. Act on for the responsible mining
E3. Comply with academic ethics
E4. Appreciate diversity and differences.
The program has changed Program Learning Outcome in 2023-2024 spring semester. The current Student Outcomes for the Mine Geotechnical Engineering Program are:
A.1 Students will analyze case studies and real-world scenarios to identify key engineering challenges, evaluate soil and rock mechanics, and formulate effective solutions based on theoretical and practical principles.
A.2 Students will complete projects that integrate geo-mechanical analyses into the design process, ensuring robust solutions, and will draft geotechnical designs that reflect comprehensive assessments of environmental and societal impacts.
A.3 Students will carry out field tests, analyze the data, and interpret geological data to support engineering design decisions and enhance structural integrity.
A.4 Students will evaluate hydrogeological data, conduct risk assessments, and propose solutions that address water management in mining, including modifications to enhance safety protocols.
A.5 Students will develop operational plans that incorporate safety protocols, environmental considerations, and community engagement, ensuring sustainability in mining operations.
A.6 Students will create numerical models, interpret the results, and justify their design choices based on analytical outcomes, while classifying rock properties and assessing their implications for engineering projects through comprehensive reports.
B.1 Students will prepare and deliver presentations to both technical and non-technical audiences, receiving feedback on clarity and effectiveness.
B.2 Students will participate in team-based projects, demonstrating leadership and facilitating collaboration to meet shared goals.
B.3 Students will utilize digital tools for project management and communication, demonstrating their proficiency in relevant technologies.
C.1 Students will analyze global engineering challenges and articulate the problem scope in a written report.
C.2 Students will develop proposals for engineering innovations that address specific environmental issues and improve public welfare.
C.3 Students will propose engineering strategies that are culturally sensitive and socially relevant in various scenarios.
D.1 Students will evaluate the outcomes of engineering projects, discussing ethical implications and societal impact in presentations.
D.2 Students will prepare a reflective analysis of a project, discussing decision-making processes and outcomes.
E.1 Students will analyze case studies of ethical dilemmas in engineering and propose informed, responsible solutions.
E.2 Students will create a report outlining responsible mining practices, highlighting their commitment to sustainability.
E.3 Students will develop a personal code of ethics and apply it in project scenarios, demonstrating integrity and accountability.
E.4 Students will lead discussions on diversity and inclusivity, proposing initiatives to enhance team dynamics and project outcomes.
