College of Engineering Blog

Tag: Teaching Showcase

Dean’s Teaching Showcase blog articles.

Dean’s Teaching Showcase: Luke Bowman

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Luke Bowman
Luke Bowman

College of Engineering Dean Janet Callahan has selected Luke Bowman from the Department of Geological and Mining Engineering and Sciences (GMES) as the featured instructor this week in the Deans’ Teaching Showcase.

Bowman will be recognized at an end-of-term luncheon with other spring showcase members and is a candidate for the next CTL Instructional Award Series.

Bowman was selected for his instruction in GE 5260 Scientific Communication. The course enhances graduate students’ oral and written communication skills to help them write scientific proposals, present research at conferences and publish their findings in peer-reviewed literature. It also helps in completing their thesis or dissertation. In the course, students develop a research proposal they are encouraged to submit to the National Science Foundation, Michigan Space Grant Consortium (MSGC) and other agencies. Students conduct a literature review, articulate a research question, engage with their faculty research advisor, and provide and receive feedback. Students also interact with guest speakers who are experts in the field of communicating science to varied audiences. They learn how to effectively talk about their research from engaging professionals whose job it is to make an impactful argument.

“The Scientific Communication course has been an ultimate success story,” said Aleksey Smirnov, GMES department chair. “GMES students have had very high success rates with their MSGC grant submissions.”

“Luke is an amazingly dedicated teacher and effective mentor, who keeps providing instrumental contributions to the advancement of the department’s educational mission, especially in the areas of student recruitment and graduate education,” added Smirnov.

Bowman has co-taught the course with PhD candidate Beth Bartel, who was its teaching assistant the prior two years when the course was taught by Professor John Gierke (GMES). While Bowman leaned on the content and activities developed during prior years, each year the course evolves, drawing from the instructors’ personal experience. Bowman and Bartel were able to efficiently weave in topics close to their research interests in geological hazard communication.

“Luke’s dedication to student success is inspiring and a reason why I chose to attend Michigan Tech,” said PhD student Jacob Murchek. “He and Beth always worked together to provide support and guidance not only in their scientific communication course but in any aspect you would need.”

“Luke has been an extremely important part of my success during my graduate studies,” added MS student Emilie Prey. “Not only did he help me successfully navigate writing for the MSGC in Scientific Communication, he has been introducing me to opportunities unique to this department. He is always there to offer support for absolutely anything related to graduate school.”

“Innovative teaching that has students writing and presenting in their discipline is one of the things that make our graduates so successful,” said Callahan. “Luke’s dedication to students and their success exemplifies how Michigan Tech gives students such a high return on their investment.”

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Dean’s Teaching Showcase: Jeana Collins

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Jeana Collins
Jeana Collins

Jeana Collins, associate teaching professor in the Department of Chemical Engineering (ChE), has been selected for spring 2023’s Deans’ Teaching Showcase.

Collins will be recognized at an end-of-term event with other showcase members and is a candidate for the CTL Instructional Award Series.

Collins was selected for consistently applying what she has learned in a variety of professional development opportunities to continuously improve her courses. These include attending four National Effective Teaching Institute workshops, an Alan Alda Communication workshop and the Inclusive STEM Teaching Project. They provided Collins with the opportunity to learn a wide variety of teaching techniques and use them to tailor each course according to the subject and students. She especially appreciated the opportunity to interact with faculty from across the country to share experiences and brainstorm ideas for course improvements.

Examples of courses that have been positively impacted by professional development are the required second-year foundational courses. These are important for students to master, so making sure the content is engaging and providing students with multiple learning experiences is important to Collins. As one student said, “I think the way she goes through classes is very helpful, giving us some time to figure it out and also being there to support us if we have questions.”

Collins works with the students to improve courses, often making changes midsemester. Early-term surveys give students an opportunity to check in with how class is going. The follow-on discussion with the class on what can’t change and what can (and will) change is the part that Collins finds the most meaningful. And students appreciate it. One commented, “I really like how you took time out of class to stop and talk with us about how this class is running and ways to improve to make it better overall, thank you for doing this for us!”

“Dr. Collins’ teaching style is student-centric,” said Pradeep Agrawal, ChE’s department chair. “She makes a serious effort to keep students engaged throughout her lectures employing a variety of active teaching tools.”

Last fall, Collins was assigned a new course: CM3450 Computer Aided Problem Solving. Based on the knowledge and experience she gained, she restructured the course to focus on chemical engineering content; within the different content, she covered multiple computer programs. This means that the programs used are seen throughout the semester, showcasing different applications. This was an effective approach that students found very helpful. As one student said, “This class is amazing. I liked how sometimes we’d follow along, but also had independent working days. The assignments and projects were a great way to apply what we learned. So glad I enrolled in this course!”

“Having faculty members who choose to participate in workshops and courses in order to be more effective in the classroom is one of the reasons Michigan Tech graduates such high-quality engineers,” says Janet Callahan, dean of the College of Engineering. “Dr. Jeana Collins exemplifies this and strongly deserves this recognition.”

By the Jackson Center for Teaching and Learning.

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Dean’s Teaching Showcase: Pasi Lautala

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Pasi Lautala
Pasi Lautala

The College of Engineering and the Department of Civil, Environmental, and Geospatial Engineering (CEGE) are pleased to announce Pasi Lautala as the featured instructor for this week’s Deans’ Teaching Showcase.

Lautala will be recognized at an end-of-term luncheon with other spring showcase members, and is a candidate for the next CTL Instructional Award Series.

Lautala is being honored for excellence in teaching across a 20-year effort focused on railway engineering. Because of his passion for rails as a highly energy-efficient mode for land transportation, he established and now manages Michigan Tech’s railway engineering program. The educational aspects of this program benefit students at Michigan Tech and across the nation.

“Dr. Lautala had a vision of a world-class rail engineering program at Tech. Through steadfast determination, Pasi made that happen,” said College of Engineering Dean Janet Callahan. “Because of Pasi’s trailblazing efforts, Tech students can pursue an undergraduate minor in rail transportation. And those who do are highly sought after for employment by rail companies and their contractors on our continent and beyond.”

In addition to the minor he established, Lautala mentors students in the Rail Engineering Activities Club (REAC) at Michigan Tech, reinforcing their curricular experiences with extracurricular activities. Students interact with rail industry professionals to learn even more about train systems and establish important industry contacts. This club is the inaugural student chapter of the American Railway Engineering and Maintenance-of-Way Association (AREMA), the national organization for rail engineering professionals. That the inaugural student chapter was established at Michigan Tech speaks volumes about Lautala’s impact in railway engineering education.

Lautala has also had an enormous impact across the continent. In 2008, he helped establish the Railroad Engineering Education Symposium (REES) under the auspices of AREMA, which he continues to lead. Its purpose is to expand and encourage railway engineering education throughout North America. In 2015, with the help of the American Public Transportation Association (APTA), this was augmented with the passenger-rail symposium (p-REES) to look at issues particular to transit, commuter and inter-city services. Lautala’s vision has led hundreds of faculty members and dozens of universities to incorporate rail engineering into their educational offerings.

“Dr. Lautala is a visionary in rail education and his impact is significant,” said Audra Morse, chair of CEGE. “I have heard about this work through colleagues and department heads around the country. Our students benefit from Pasi’s passion, technical competence and industry connections. The rail program draws students from all over the country to Michigan Tech.”

Lautala has also worked to develop a pipeline of students passionate about rail as an energy-efficient mode of transportation through Michigan Tech’s summer youth program. This has led to the “Tracks to the Future” collaboration with University of Illinois and Penn State Altoona, which, with funding from the Federal Railroad Administration, expands the program and includes these other campuses.

For his impact on education at Michigan Tech and beyond, the College of Engineering is honored to recognize Pasi Lautala in the Deans’ Teaching Showcase.

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Dean’s Teaching Showcase: Tony Pinar

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Tony Pinar
Tony Pinar

College of Engineering Dean Janet Callahan has selected Associate Teaching Professor Anthony (Tony) Pinar as the first member of this spring’s Deans’ Teaching Showcase.

Pinar will be recognized at an end-of-term luncheon with other spring showcase members, and is a candidate for the next CTL Instructional Award Series.

Capstone design in the Department of Electrical and Computer Engineering (ECE), the second-largest department in the College of Engineering, is a complex ecology formed of students, the Enterprise Program office, industry partners, faculty subject matter experts and other departments’ capstone programs. It takes someone very special to be able to balance the interests of all those constituents and maintain a robust educational experience for every possible combination of project, team and sponsor. Pinar manages it with grace and a resolute commitment to excellence. “Almost everything about the class was amazing,” one student commented. “Honestly, I believe this may be the best formatted, run and taught class I’ve taken so far at Tech.” That’s high praise from a tough audience.

The strategy Pinar takes with the ECE Senior Design applies a common framework of tasks and deliverables across all Senior Design teams and allows for relatively autonomous advisor roles. This means that all teams have overall similar capstone experiences, but faculty advisors are able to coordinate, manage and assess their teams using their own individual styles. The framework stresses the importance of objective decision-making, following appropriate engineering standards and communicating engineering problems to other engineers. The common framework also helps ensure that the program meets external assessment criteria (e.g., ABET) and also provides a mechanism for the department to assess a large number of ECE students for program improvement. Jin Choi, ECE department chair, said: “We are proud of the improvements Tony has made to make this a more effective program. The students have really benefited.”

Projects in Senior Design generally challenge the students’ technical skills. Pinar coordinates the ongoing relationships with our industry sponsors and manages expectations when necessary. He has a wealth of industry experience that provides context for the students and informs his individual coaching for students as they navigate the transition between communicating with peers and communicating in a professional environment as engineers. Teams are required to present several times throughout the yearlong project. Pinar has crafted a common rubric that allows faculty, staff and industry sponsors to evaluate the students’ technical approach as well as individual presentation skills. This provides an opportunity for meaningful feedback from a variety of perspectives. This increases the quality of our students’ technical presentation skills, and their communication skills when discussing technical topics with fellow engineers. This quality increase has been noted by our own internal faculty advisors and by members on our External Advisory Committee.

Callahan, in closing, stated: “Dr. Pinar’s hard work and expertise prepares our students for excellence. Through his efforts our graduates are well prepared not only to technically excel, but also to communicate within and beyond their team beginning from the first position they hold.”

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Dean’s Teaching Showcase: David Labyak

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David Labyak
David Labyak

Dean Janet Callahan has selected David M. Labyak, assistant professor in the Department of Manufacturing and Mechanical Engineering Technology (MMET), for this spring’s Deans’ Teaching Showcase.

Labyak will be recognized at an end-of-term luncheon with other spring showcase members, and is a candidate for this summer’s CTL Instructional Award Series.

Labyak brings his 23 years of professional industry experience to life in the classroom. He relates engineering project examples from General Motors in manufacturing and process engineering; Copper Range Company and Raytheon Missile Systems in project engineering; and Great Lakes Sound and Vibration in simulation analysis. All offer students an endless supply of practical applications to help understand engineering theory.

Labyak first developed new assignments and restructured machine design courses MET 3242 and MET 3451. Then, he developed new graduate courses: MET 5800 and MET 5801 for the mechatronics M.S. and online course MFGE 5200 for the manufacturing engineering graduate certificate.

In these courses, Labyak relates course theory to industrial applications of sheet metal design and fabrication, mining facility maintenance, and missile assembly processes. In addition, he uses examples from his family-owned farm in Ontonagon, where he maintains tractors and farm equipment. Vibrations, reliability and fatigue in mechanical components such as bearings, gears, drive systems, clutches and brakes provide examples students can easily grasp.

Labyak’s ability to explain where and how students will utilize the course content in their careers also makes him a great recruiter and advisor. “David often volunteers to meet with prospective students and their families,” says John Irwin, chair of MMET. “His industry knowledge in terms of engineering needs provides insight to guide MET students throughout their career paths.”

MET alum Mickala Kohtz ’21 explains how Labyak was effective in teaching MET 4660 CAE and FEA Methods. “He took the time to understand the way that I learned best and would walk me through difficult concepts. Dave was always willing to help his students, whether it was after class, the weekends, and even to lend a listening ear about job offers or Senior Design help.”

Likewise, former student Joshua Olusola says Labyak is very friendly and open to students anytime you find him available, even on Saturdays. “He gave sufficient in-class practice questions to ensure that the concept was understood before he assigned homework.” MET 5801 was Olusola’s first encounter with the Simulink software, but he transitioned smoothly using instructional labs prior to lab assignments. “I would say almost every student who had a course with Dave always jumped at an opportunity to take another with him due to his exceptional teaching technique and friendly personality. These traits indeed made students more open to learning.”

Dean Callahan recognizes Labyak’s ability to connect with students. “The personal relationships that Dave is able to develop with his students demonstrates the best parts of the high-tech, high-touch education that is Michigan Tech’s trademark. He is an inspiration to us all.”

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Dean’s Teaching Showcase: Christopher Middlebrook

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Christopher Middlebrook
Christopher Middlebrook

College of Engineering Dean Janet Callahan has selected Christopher Middlebrook, professor in the Department of Electrical and Computer Engineering (ECE), as our ninth Dean’s Teaching Showcase member of spring 2022.

Middlebrook will be recognized at an end-of-term event with other showcase members, and is also a candidate for the CTL Instructional Award Series.

Middlebrook was selected for growing his work with printed circuit board (PCB) design into something extraordinary. He recognized a training need for electronic design engineers and put all the pieces in place to address a national security problem and offer employment opportunities for Michigan Tech students.

Like most great things, it started small. Middlebrook had an idea that if students like building electronic circuits, they might enjoy designing the printed circuit boards as well. His involvement with the Institute for Printed Circuits (IPC), a trade association founded to standardize assembly and production of electronic equipment, led to an IPC student chapter being formed in ECE. He gathered free materials and used equipment from local and national suppliers and launched an undergraduate course in PCB design. It was a huge hit. Local PCB manufacturer Calumet Electronics Corporation worked closely with him to offer the students an in-depth view of the design process from schematic capture to tested and accepted final product. Calumet Electronics Director of Engineering Services Rob Cooke describes Middlebrook as a “key strategic partner.” Cooke says: “Chris continually pushes to get feedback from our company about what students need to learn to be successful. He believes, as do we, that being able to see, touch and work with materials and processes is a key to being able to design and build.”

The industry connection did not stop there. Plexus Corporation, a dominant force in the electronics manufacturing industry, has a strong interest in the strength of the electronic system design education. Christina Jufliak, Michigan Tech alumna and a manager at Plexus, learned of Middlebrook’s efforts through the department’s External Advisory Committee. She saw a benefit to both her employer and the University. In her words: “As a Michigan Tech student, I saw firsthand the school’s efforts to provide relevant and hands-on experiences for students to prepare them for their careers.”

Middlebrook worked with Jufliak, the Michigan Tech Office of Advancement and the Plexus Corporation Charitable Foundation to secure $150,000 to create the Plexus Innovation Center on the sixth floor of the Electrical Energy Resources Center (EERC). Jufliak summarizes: “I am very excited that the Plexus Innovation Lab will continue supporting these efforts, preparing students to take on internships and full-time positions within their respective fields.”

This professional-grade makerspace has become a lighthouse for the design, fabrication and testing of electronic systems for researchers, Senior Design and Enterprise projects across the campus. Dean Callahan comments: “Middlebrook’s educational leadership has made a difference to what students are able to design and build, right here in the EERC.”

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Dean’s Teaching Showcase: Timothy Eisele

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Tim Eisele
Tim Eisele

Dean Janet Callahan has selected Timothy Eisele, associate professor in the Department of Chemical Engineering, as our seventh 2022 Deans’ Teaching Showcase member.

Eisele will be recognized at an end-of-term event with other showcase members and is also a candidate for the CTL Instructional Award Series.

Eisele was selected for his record of engaging students in the classroom through hands-on experiential learning and relating material to real-world examples and his own research.

Among the variety of classes taught by Eisele are courses focused on the extraction of metal ions from fluids. While these align with his research expertise, available textbooks often don’t include the latest research in the field. Eisele fills that gap by working continuously to improve his class notes and handouts each year. He also develops unique in-class demonstrations and laboratories that elucidate these current topics. His priority is to make these accessible and connected to his students’ world. For example, in Hydrometallurgy/Pyrometallurgy, there is a copper electrowinning experiment students are able to conduct entirely at home. Eisele’s philosophy focuses on helping students develop a deep understanding of the subject material, so they can internalize what they are learning and remain engaged.

Callahan especially appreciates this ability to find and do science outside of the lab. “Dr. Eisele finds experiments to do — even in his own backyard,” she notes. “I recently had him as a guest for Michigan Tech’s Zoom webinar series, Husky Bites, where he relayed how he has developed a way to extract manganese and iron by using naturally occurring anaerobic iron-dissolving organisms.”

Chemical Engineering chair Pradeep Agrawal highlighted two other distinguishing features of Eisele’s teaching: his passion and genuine concern for engaging students. “The students readily sense his enthusiasm for the subject matter and his desire to engage them with the material,” writes Agrawal, who emphasizes that Eisele’s willingness to take time to relate class topics to the real world — while also respecting the parameters of being a student in today’s pandemic context — helps students as they master difficult topics.

“Active learning, enthusiasm for the subject, clear explanations and a strongly organized course are descriptors that align with Eisele’s approach to teaching,” summarized Callahan. “It is a pleasure to nominate Dr. Eisele for the Dean’s Teaching Showcase.”

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Dean’s Teaching Showcase: Melanie Watkins

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Melanie Watkins
Melanie Watkins

Melanie Watkins, research assistant professor in the Department of Civil, Environmental, and Geospatial Engineering (CEGE), has been selected for this spring’s Deans’ Teaching Showcase.

Watkins will be recognized at an end-of-term luncheon with other spring showcase members, and is a candidate for this summer’s CTL Instructional Award Series.

“This nomination highlights a faculty member who is incorporating Fourth Industrial Revolution concepts into the curriculum so that our graduates will be leaders in their future jobs,” states College of Engineering Dean Janet Callahan. “Dr. Watkins is integrating new concepts and skills into course learning outcomes and also developing new courses as industry aligns with digital and computing competencies.”

Watkins models the importance of lifelong learning. Her industrial experiences taught her to master new approaches and modeling tools to maintain a competitive advantage against other engineering consulting firms. Now in academia, she has completed multiple computing and data science courses, and remains thirsty to learn more.

Watkins used the skills she gained to design a new course first offered in spring 2021: CEE 4610/5610 Water Resources System Modeling and Design.

The course incorporates 2D hydraulic modeling with lidar data, Linux scripting, and OpenFOAM computational fluid dynamics. Additionally, Watkins included 2D modeling using lidar and computer programming in CEE 4620 River and Floodplain Hydraulics to extend student preparedness.

Watkins’ teaching approach ties the knowledge and skills students need to be successful into project-based instruction. In fall 2021’s CEE 4620, Watkins had students model and design a culvert for U.S. Highway 41 at Peepsock Creek, west of Pilgrim River, after the Michigan Department of Transportation gave a guest presentation overviewing the damage from the Father’s Day Flood. 

Former student Jenna Koenig says the Hydraulic Engineering Center’s River Analysis System and Aquaveo materials she encountered in Watkins’ class are giving her an edge.

“I have been in a unique position at my current job because I have quite a bit of experience in these areas where many of my colleagues don’t,” Koenig says. “Dr. Watkins did an amazing job with these courses and with Senior Design. I’m very prepared to tackle almost anything on any project I’ve been put on; it is a great feeling! The first couple of months have been a pretty steep learning curve, but it’s been a great experience so far. I’m thankful for her help in preparing me in a great way!”

Watkins’ efforts to keep pace with the changes in industry also make her a strong graduate student recruiter. “Melanie provides a positive impression on our junior and senior students, and she is a convincing salesperson,” says Audra Morse, chair of CEGE. “Our students want to keep their Michigan Tech connection after they complete their undergraduate degree.”

“The Water Resources Modeling Certificate, which Melanie led, is one of our most popular online certificates,” Morse adds.

“Dr. Watkins’ passion for learning permeates everything she does, and I commend her for her work in support of integrating the Fourth Industrial Revolution into the undergraduate curriculum,” concludes Callahan.

By the Center for Teaching and Learning.

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Dean’s Teaching Showcase: Paul Sanders

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Paul Sanders
Paul Sanders

College of Engineering Dean Janet Callahan has selected Professor Paul Sanders of the Materials Science and Engineering Department for this week’s Dean’s Teaching Showcase. Sanders coordinates MSE’s curriculum-critical capstone design course sequence, as well as the pre-capstone preparation course. Callahan notes, “Dr. Sanders has built MSE’s capstone program into a highly effective sequence that not only teaches critical design skills, but prepares his students to become highly sought-after employees.”

A six-sigma black belt engineer during his prior association with Ford Motor Co, Sanders has developed this sequence into a professionally-relevant, and sustaining experience for the department and its students. Subjects and approaches included in the MSE student preparatory course and later in capstone projects include hypothesis development, simulation and prediction, designed experiments, laboratory experiences, measurement system analysis, analysis of results, and communication skills. The amount of personal contact time and dedication that he provides the students far exceeds that which is normally expected or expended on coursework. He remains active and dedicated to its continuous improvement. In addition to and in support of these classroom duties, Sanders has been successful in securing 100% sponsorship of all capstone projects since he began leading these courses in 2010.

Sanders’ reputation as an effective and innovative educator is well known across the discipline and external to Michigan Tech. Michigan Tech’s MSE senior design teams have placed in the ASM International Undergraduate Design Competition in eight of the last nine years, taking first place in the last three; this level of success is unmatched by any other university nationwide in this international competition that began in 2008. Not surprisingly, yearly assessment and feedback from project sponsors and MSE’s external advisory board (EAB) underscore the relevance of his classroom activities to the duties of a practicing engineers, and the edge that these courses give our students. Tied to this success, Sanders delivered an invited presentation in the Materials Design Symposium at a TMS conference to summarize the successful implementation of the implementation of Integrated Computational Materials Engineering (ICME; aka the “digitalization” of MSE via the federally-advocated Materials Genome Initiative) into an undergraduate curriculum, for which Michigan Tech has been recognized as a leading example and model program.

To make his accomplishments in the classroom all the more significant and impressive, Dr. Sanders is one of Michigan Tech’s most prolific and creative researchers. He holds the Patrick Horvath Endowed Professorship of Materials Science and Engineering, and leads and supports a large, externally funded research team; typically comprised of about 8 graduate students, several undergraduate interns and co-op engineers, and four technical staff members. His research focuses on alloy development, and in particular on alloy design using computational simulation which is followed up with subsequent processing, calibration, and optimization in MSE’s materials processing facilities.

MSE Department Chair Steve Kampe said, “Paul is an amazingly dedicated teacher and an effective mentor to our students at this formative and defining time in their educational experience at Michigan Tech. He is really able to capture and nurture the essence of what makes Michigan Tech students unique and valued as engineers and scientists.”

Sanders will be recognized at an end-of-term event with other showcase members, and is also a candidate for the CTL Instructional Award Series (to be determined this summer) recognizing introductory or large-class teaching, innovative or outside the classroom teaching methods, or work in curriculum and assessment.

By Michael R. Meyer, Director William G. Jackson CTL.

Written by Stephen Kampe, Department Chair, Materials, Sciences and Engineering

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Dean’s Teaching Showcase: Smitha Rao

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Smitha Rao
Smitha Rao

College of Engineering Dean Janet Callahan has selected Smitha Rao, assistant professor in Biomedical Engineering, as our eighth spring 2021 Deans’ Teaching Showcase member.

Rao was selected for her extensive recruiting and supervision of undergraduates in student research. She has four to five undergraduate students each year that she mentors in her lab. Three of her students have won the Summer Undergraduate Research Fellowship (SURF) Award and she has participated in the Undergraduate Research Internship Program (URIP) six times. Both of these programs run out of the Pavlis Honors College.

Her approach to mentoring in her words is that she wants students to seek and gain a sense of accomplishment and ownership, to develop confidence in their own abilities, and — in the process — contribute to science. She likes to get undergraduates involved in topics that are of interest to them, so their efforts take on a deeper personal meaning. She sees mentoring undergraduate students as an opportunity to train the next generation of engineers while honing her own skills.

The results? Rao’s description of her work speaks for itself: “Out of the 20 plus students that I directly mentored either as an advisor or as an instructor, about 10 are in graduate school. One student from my lab was recently offered a full fellowship to pursue a PhD at a different university. I typically have about four to five undergraduate students each semester. However, this year I have 9 undergrad students (freshman through senior).”

Rao’s mentoring does not stop at just teaching them fundamental lab skills. She encourages them to participate in different events from competitions to conferences, provides them information relevant to their own interests, and continues to offer guidance as they gain independence in their own research projects. Many of them become co-authors on papers describing the research they help with and some have stayed on for graduate school. Several of her undergraduate students continue to remain in touch with her even after they graduated. She often discusses with students their future goals and expectations, offering them information about different ways to define and achieve success. Most importantly, she encourages leadership and independence. Students are encouraged to explore their interests, invest time and effort in their work, mentor others and enjoy their work.

She extends this approach to her teaching as well, peppering students with difficult challenges, coaxing responses, and sharing a laugh with over-the-top examples used to illustrate a point. In one student’s words, “When starting the Biomedical Engineering program in 2014, I was not expecting to build a relationship with any of the professors in the department. That all changed in the fall of 2016 when I took one of Dr. Rao’s classes. From there, so many doors of opportunity were opened for me just by reaching out to Dr. Rao. I was fortunate enough to work alongside her in her research lab gaining incredible experience in research. She was one of the most enthusiastic professors I had during my time at Michigan Tech and I attribute a lot of my success thus far to her guidance. During my last year, Dr. Rao helped revamp my resume, prepare me for interviews, and was excited to be a part of the process of helping me start my career. I will never forget when I got the call of being offered my dream job during a meeting with her and she was jumping up and down just as much as I was. Dr. Rao is truly a one-of-a-kind professor and person, I am so honored and thankful to have worked with her and continue to connect with her.”

A second student agrees that Rao’s mentoring extends to the classroom, saying “Dr. Rao’s mentorship of undergraduate students has been exemplary, giving students hands-on experience at applying exactly what they are learning in class towards solving real-world problems related to improving human health. Meaningful undergraduate research is part of the culture in our department and Dr. Rao has certainly promoted this important piece in the education of the next generation of engineers and scientists.”

Dean Callahan’s choice especially valued how seriously Rao takes mentoring. In her words, “Dr. Rao’s emphasis on hands-on science is inspirational. And in the classroom, she is well-known for engaging students with their learning. Working with students is her passion.”

Rao will be recognized at an end-of-term event with other showcase members, and is also a candidate for the CTL Instructional Award Series (to be determined this summer) recognizing introductory or large-class teaching, innovative or outside the classroom teaching methods, or work in curriculum and assessment.

By Michael R. Meyer, William G. Jackson CTL.

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