In engineering education, a challenge is broadening student perspective from  technical calculations to integrated system thinking. This is particularly relevant units like Mineral Processing and Chemical Separation, where some students struggle to connect foundational separation processes with broader industrial and environmental contexts.
Reflecting on previous delivery iterations, simple updates to a case study were found to be insufficient for fostering deep engagement. The presenter proposes a structured Research Spotlight module for the upcoming academic year. The design anchors fundamental theories in the socio-technical reality (e.g., a Duck Curve relevant to the renewable energy surplus[1]), challenging students to critique traditional workflows under modern energy constraints.
The module bridges the classroom contents with the author’s active ARC DECRA research in electrochemistry. The strategy aims to broaden students' horizons and professional identity, by linking upstream mineral commodities to downstream energy storage and conversion applications.[2]
Reflecting on the author's personal transition from a research-focused fellowship to a dual research-teaching role, this session shares the curriculum design and preliminary engagement outcomes from the 2026 delivery. It provides a model for early-career academics seeking to integrate frontier research into fundamental engineering syllabi without compromising essential learning outcomes.