(4ep) Advancing Chemical Engineering Education: Integrating Industry-Based Curriculum and Innovative Pedagogies

In the past five years, my research has been centered on updating the chemical engineering curriculum with evidence-based courses and innovative research from the laboratory to the classroom. The research projects exemplify my foray into experimental design in microfluidics, including the creation of in-class hands-on experiments and qualitative and quantitative research.

The research project at the University of Toledo, during my Master’s program, involved designing and implementing four in-class experiments to promote students' active learning engagement in the classroom before they take the Unit Operations lab course. The materials for the experiment were readily available and economical, such as thin film heaters, insulators, conductors, anemometers, and thermometers. About 90 % of the students responded correctly to the technical questions after watching the video demonstrations.

My research in Prof. Victor Ugaz's lab at Texas A&M University is a unique blend of microfluidics for healthcare applications and chemical engineering education. One of the innovative projects I have worked on is the modification of micro-capillaries' surface properties for accurate viscosity measurement. Our study introduces an approach which enhances the hydrophilic properties of glass micro-capillaries, resulting in consistent contact angle measurements and more accurate viscosity measurements. The benefits are significant-our research enables accurate viscometry analysis with a smaller sample volume, reduced time, and improved accessibility to point of need. Additionally, I adapted part of the experimental protocol to in-class hands-on experiment for junior-level chemical engineering heat transfer and fluid mechanics. The impact of these innovative in-class experiments on students' understanding of capillary flow theory, power-law viscosity models, Hagen-Poiseuille equations, and Newtonian and non-Newtonian fluids were statistically significant.

I have also applied my educational research design skills to another research study involving micro-chambers for DNA replication via Polymerase chain reaction (PCR) that utilize Rayleigh-Bernard convection. An in-class activity was conducted for heat transfer and fluid mechanics courses with the aim of assessing the impact of integrating experimental demonstration and computational simulation on students' comprehension of Rayleigh-Bernard convection in fluid mechanics and heat transfer courses. The results indicated a statistically significant improvement in students' understanding of the physical implications of Rayleigh-Bernard convection and non-Newtonian flow.

My research goal is to continue my research in microfluidics and extend my work in updating chemical engineering curriculum with more in-class hands-on experiments. I would like to collaborate with more faculty and graduate students in diverse research areas for a longitudinal study of the impact of innovative research protocols on chemical engineering students’ success.

Teaching Interests

I strongly believe in "inclusive teaching," which focuses on ensuring that all students have equal access to learning opportunities in the classroom. I highly respect and value my students' diverse educational backgrounds, experiences, privileges, and challenges. I aim to identify the specific needs of my students and tailor my teaching methods to accommodate these needs, regardless of their diverse backgrounds.

After completing a master’s in chemical engineering from the University of Lagos, Nigeria, I worked briefly as a science tutor. This experience taught me the importance of understanding each student's background to create teaching materials suitable for their unique needs. As a Teaching Assistant, I have applied this approach to large chemical engineering classes through engagement with students during office hours. As a faculty member in future classes, I will use exit tickets to help students understand areas they may need help with in my classes.

Another means of making my teaching inclusive is using hands-on experiential learning with relevant, updated technology. In the past four years, I have been developing modules and working with my Advisor, Prof. Ugaz, and the senior researcher in our group, whereby research-based and globally relevant experiments with real-life applications in medicine and manufacturing were deployed into teaching chemical engineering concepts such as viscosity, heat transfer, fluid mechanics. This active, engaging approach to learning ensures that all students, regardless of their educational background, feel included and prepares them for real-world applications of their knowledge. One of the visible results from these activities was that a student actively engaged in undergraduate research in microfluidics after participating in the in-class experiential learning. Another exciting thing is that in-class hands-on experiments have many potential applications in chemical engineering. Including current, relevant research applications in the classroom is a means of improving retention in chemical engineering programs and improving the desire by undergraduate students to pursue graduate degrees.

I have applied some of the inclusive learning methods in my teaching. Last Spring, as part of my graduate of graduate education, I participated in a graduate mentoring course where I was a Teaching Assistant for a graduate-level course (Advanced Chemical Engineering Fluid Mechanics) and taught "Potential flows." In order to make the class inclusive, I ensured that there was a review of the previous class to help students who may still be struggling from the last class. Also, I ensured that I included a video to describe the physical meaning of the topic. These were ways of ensuring students connect the theory to the physical meaning, using visuals and not just words.

Through my research, I have found that incorporating current research applications into teaching improves student retention in chemical engineering programs. I am dedicated to continuing to develop an inclusive and updated curriculum for future chemical engineers and faculty.