(4jo) Training the Next Generation of Chemical Engineers As a Teaching-Focused Faculty Member

Seeking teaching-track faculty opportunities as a lecturing professor at a primarily undergraduate, R1, or R2 university.

Research Interests

Critical minerals like rare earth elements (REEs) are crucial in the development of modern technologies like electric vehicles and clean energy. The challenges with obtaining REEs is two-fold: (1) the geographical abundance of REE deposits lies outside of the United States, and (2) the current state-of-the-art for obtaining these elements in solvent extraction. This separation technique comes with several drawbacks as it is costly and leaves a large carbon dioxide footprint as it produces mixed, organic waste.

REEs exist in small quantities in domestic industrial wastes. Energy-efficient adsorptive materials can be paired with bio-ligands for a more affordable and environmentally friendly REE separation process. The focus of my doctoral research has been developing a membrane platform for the selective separation of individual REEs from industrial waste like phosphogypsum. Research activities spanned membrane synthesis, surface functionalization/characterization, adsorption, and filtration.

Teaching Experience

During my time in CWRU’s PhD program, I have gained experience and developed skills that I will bring to my role as an instructor. I have served as a teaching assistant for three undergraduate courses: (1) introduction to chemical systems (material and energy balances), (2) transport phenomena, and (3) chemical engineering laboratory. In addition to typical TA responsibilities, I have direct classroom experience as I was a guest lecturer for transport phenomena and completed a teaching mentorship for introduction to chemical systems. During the mentorship program, I lectured and developed homework assignments and quizzes. I sought out additional professional development through CWRU’s Center for Innovation in Teaching and Education.

Teaching Interests

My teaching philosophy is motivated by creating independent engineers through metacognition. Implementing metacognitive practices in the classroom result in better understanding of self-directed learning, higher confidence and independence, and higher retention^1-3. I plan to incorporate opportunities throughout my courses for students to reflect on their learning approach and become more self-directed learners.

I look forward to teaching core chemical engineering courses as well as special topic elective courses like membrane separations, radiochemistry, and polymers. I am dedicated to creating an inclusive, accessible learning environment for all students in my classroom.

(1) Stanton, J. D.; Sebesta, A. J.; Dunlosky, J. Fostering Metacognition to Support Student Learning and Performance. CBE—Life Sci. Educ. 2021, 20 (2), fe3. https://doi.org/10.1187/cbe.20-12-0289.

(2) Marra, R. M.; Hacker, D. J.; Plumb, C. Metacognition and the Development of Self-Directed Learning in a Problem-Based Engineering Curriculum. J. Eng. Educ. 2022, 111 (1), 137–161. https://doi.org/10.1002/jee.20437.

(3) Hussain, B.; Mukhtar, A. Perceived Usage and Benefits of Metacognitive Strategies by University Students. Rev. Educ. Adm. Law 2018, 1 (1), 1–12. https://doi.org/10.47067/real.v1i1.1.