(330c) Entropy, Enthalpy, and Belonging: A Nontraditional Journey through the Energetic Landscape of Teaching and Advocacy

For fostering student success and belonging through innovative teaching strategies and creating inclusive experiences for both students and faculty.

In this talk, I share how my own experiences of feeling like I was on the margins inspired a teaching practice centered on reducing barriers for student success while cultivating inclusive experiences for both students and faculty. My academic path did not follow the traditional trajectory but did minimize Gibbs Free Energy! The path was shaped by entropic moments – staying home with my children for 5 years, moving from Chemical Engineering to Civil Engineering and back again and navigating an unclear career ladder as a non-tenure-track faculty member. These experiences inspired my enthalpic desire to create inclusive academic spaces for both students and faculty. Through flipped classrooms, learning communities, and intentional welcome events, I’ve sought to foster environments where all students—especially those who may not feel like they belong—can thrive. That same commitment extends to the creation of a group to support teaching-focused faculty (TFF) in chemical engineering through community building and professional development.