(3eg) Engaging the Student Experiences of Rural Students in Chemical Engineering

According to the United States Department of Education, 31% of public elementary and secondary schools are in rural communities, serving 21% of students in the United States [1]. Of these students, only 27% will continue their education and enroll in a college or university by the time they turn 24 (the national average is 35%) [1]. While it is unknown how many of these rural students pursue degrees in engineering, case studies suggest that rural populations are underrepresented in chemical engineering programs at institutions throughout the nation [2].

These studies do not tell the whole story on the experiences of rural students who enter the chemical engineering field. Educators are aware that there are unique challenges that rural students face when transitioning to institutions of higher learning [3] such as limited advance STEM curricula in high school, lack of engineering mentors or roles models, and lower expectations and confidence.

My interests lie in expanding our understanding of the challenges, motivations and expectations rural students experience while pursuing degrees in chemical engineering. This work is grounded in identity theory and will explore rural identity and the impact it has on the formation of engineering identity. Developing a deeper understanding of the student experience will enhance educators’ ability to support rural students with the ultimate goal of retention and success in the chemical engineering program.

Research Experience

My PhD research focused on the treatment and remediation of bacterial and fungal biofilms on medical devices. Biofilms are a leading cause of hospital-acquired infections and pose a unique challenge to treat. One alternative to the microbiological view of biofilms is to investigate them from the perspective of soft matter. In the context of soft matter, biofilms are analogous to a composition of colloids embedded in a cross-linked polymer gel. The development of biofilms on medical devices can be understood as a consequence of adsorption, growth, and detachment; each effect is governed by self-assembly, fluid mechanics, and transport phenomena which are dependent on fundamental chemical engineering principles.

Specifically, I investigated the coupled effects of heat, fluid shear, and antibiotics on the viability, morphology and dissemination of Staphylococcus epidermidis biofilms. I then translated my foundational work into an in vivo study using a rat model. Additionally, I explored the emerging field of fungal biofilms, characterizing the mechanical properties of Candida albicans using parallel plate rheology.

In addition to my biofilm work, I completed a certificate program in engineering education research. The final chapter of my dissertation is a qualitative study on the experiences of first year rural students in an engineering program. Using a semi-structured interview protocol and emergent coding techniques, I uncovered five perceived barriers rural students face. Looking to the future, I hope to expand this data set to include students from various types of institutions and explore more aspects of the student experience including motivations and expectations.

Teaching Interests

Broadly, my teaching interests lie in the core undergraduate chemical engineering curricula. Working in industry, I learned first-hand the disconnect that can often emerge between the theory taught in the classroom and the practical skills applied in the field. My goal as an educator is to bridge that gap, with an emphasis on formative assessment. I have participated in preparing future faculty seminars as well as a course in “teaching engineering” where I designed course materials for Fluid Dynamics and Process Controls classes. As a graduate student, I was a student instructor for Thermodynamics during the COVID-19 university ramp down. The experience of transitioning the course form a classroom setting to a virtual format was an eye opening experience; I learned about the technology platforms available to educators, as well as the challenges students face when trying to engage digitally. Going forward, I will apply the lessons I learned in that experience to future course design in order to ensure my classes are assessable and equitable to all students.

1. Provasnik S, KewalRamani A, McLaughlin Coleman M, Gilbertson L, Herring W, Xie Q. 2007. Status of Education in Rural AmericaU.S. Deaprtment of Education. Washington, DC.
2. Versypt JJ, Ford Versypt AN. 2013. Mapping rural students’ STEM involvement: Case studies of chemical engineering undergraduate enrollment in the states of Illinois and Kansas. ASEE Annu Conf Expo Conf Proc.
3. Ganss KM. 2016. The college transition for first-year students from rural Oregon communities. J Stud Aff Res Pract 53:269–280.