Teaching Philosophy of Dr. Adrienne Minerick

Philosophy, courses, and experiences.


Since beginning as an assistant professor in 2003, I have taught the following courses:

  • ChE 4990 / 6990 Analytical Microdevice Technology Special Topics Course, 3 credits
    • Spring 2008: no Teaching Assistance
  • ChE 8223 Advanced Process Computations, 3 credits
    • Fall 2003, 2004, 2005: no Teaching Assistance
    • Fall 2007: 1 grader
  • ChE 3213 Heat Transfer, 3 credits
    • Spring 2007: 1 grader
  • ChE 4000 / 7000 Electrokinetics / Microdevice Literature Review Course, 1 credit
    • Spring / Fall 2006, Spring / Fall 2007, no Teaching Assistance
  • ChE 8011 Chemical Engineering Graduate Seminar, 1 credit
    • Fall 2004: no Teaching Assistance
  • ChE 1101 Chemical Engineering Freshman Seminar, 1 credit
    • Team taught Fall 2003, 2004,
    • Sole instructor Fall 2005: no Teaching Assistance
  • ChE 4223 Process Instrumentation and Controls, 3 credits
    • Spring 2004, 2005, 2006: no Teaching Assistance

Please see the DEMos page for information on developed Desktop Experiment Modules.

My teaching philosophy has developed over the years and I’m always open to learning new skills and new approaches. My thoughts are articulated below.

Facilitating learning at the undergraduate level as well as the graduate level is an important responsibility of a university faculty member. Students working for a bachelors degree in chemical engineering or biomedical engineering should have a good foundation in fundamental concepts, well-honed problem solving skills, and interpersonal / teamwork skills to be able to succeed at any job. Students working for an advanced degree should mature to the point that they can teach themselves concepts in depth, know how to properly design experiments or frame theoretical problems, and critically scrutinize literature and results. In the 4.5 years I have been a faculty member, I have strived to facilitate learning and the advancement of educational pedagogy in the classroom, integrate research into instruction via Desktop Experiment Modules (DEMos), promote undergraduate research via formal REU programs, and produce scholarly publications.

Efforts to advance educational pedagogy in the classroom

The key goal for an instructor in any class is that the students understand and retain necessary information and develop the skills needed to use that information effectively. In my experience, traditional core chemistry and engineering lectures are frequently factual recounts of fundamental laws that the students regurgitate on an exam several times per semester. A large portion of the class "crams" just prior to the exam; long-term knowledge retention is poor and poor problem solving and studying skills are reinforced. Due to the wiring of neural networks in our brains, the information is compartmentalized in class title XXX and students frequently have a difficult time accessing that knowledge when asked to apply it. My goals as a teacher are to address student learning in the three different contact sessions (in-class interactions, out of class contact time, and stimulating activities) such that all styles of learners internalize, understand, and master the course goals while honing their problem solving skills and interpersonal / teamwork skills. I seek to ensure students are actively involved in their own learning throughout the semester.

When addressing learning styles, the Felder-Silverman Learning Style Model [1] is conveniently simple and robust. The premise of this indicator is that all learners have preferences in four realms: perception, input modality, processing, and understanding link to . . The strength of the preference varies along a scale between two extremes. Within the perception realm, sensing learners focus on external input while intuitive learners focus on internal contemplation. The input modality that a learner prefers is scaled between visual and verbal. During the processing stage of learning, a person can favor either active learning by doing or reflective learning by introspectively thinking about material. Lastly, the manner in which learners achieve understanding can be sequential in linear logical steps or global where information is randomly pieced together into a big picture [1].

Addressing these learning styles improves the effectiveness of new, research-inspired learning tools. Material can be more broadly absorbed when the teacher prepares a course with all learning styles in mind [3]. To accomplish this, I have worked to develop course materials such that the flow of material is inductive. Inductive classroom exercises begin with a clear picture of the end goal and then move through to the general principles behind the end result, a method which appeals to all types of learners.

The most common form of contact with students is during the class lecture. If students are prepared for each session and encouraged to become active learners in the classroom, they will deepen their understanding and form mental links to previous knowledge. In this way, old knowledge is reinforced while new concepts are retained for longer periods of time. I’ve been learning that this can be accomplished through interactive lecture designs with hands on in-class activities, 5 – 10 minute group problem solving sessions with discussion, memorable examples, and well-designed visual aids.

Engineering classes also involve practicing problem solving via homework, exams, and team projects. My experiences have shown that frequent homework and short quizzes can reinforce skills & concepts while keeping the students involved, up-to-date on their progress toward the course goals, and actively prepared for class. This also aids in long-term retention of material, because the students revisit the material first with the homework or quiz, next with the semester exam, and again during the final. I feel exams should be infrequent enough so students learn to sort out the important information to retain concepts and skills. Final exams are most effective when they are comprehensive. Further, written work should include at least one group project per semester to reinforce teamwork skills as well as the greater responsibility of managing time, organizing, and solving complex problems.

Out of class contact time comes in a variety of forms. Face to face interactions can be extremely beneficial for timid students, or for those who are floundering in the course. Personally, I especially enjoy working with students in small groups or one-on-one because the immediate feedback helps improve my explanations in the classroom. The satisfaction and sense of accomplishment one gets after a student truly understands and has internalized concepts is unparalleled. In order to maximize the effectiveness of out of class contact, I have been using webCT, an web-based instructional interface, that allows me to circulate additional learning materials, assign projects, give quizzes, and set up group discussions. Students frequently have similar types of questions easily addressed on the web-based question and answer message board, which has the added benefit of increasing contact with my students. This type of forum also gives students time to process the information at their own pace.

The students are the ultimate indicator of whether teaching activities are effective. I have found they appreciate organization and clear communication of goals. My teaching evaluations have ranged between 3.72 and 4.45 on a 5-point scale while using these techniques. Student comments frequently site the problem solving, inductive structure as contributing to a positive learning experience [4].

Integration of research into instruction via Desktop Experiment Modules

The development of Desktop Experiment Modules, or DEMos, which are inspired by my research [4] is now supported in part by an NSF CAREER Award. DEMos are hands-on activities/experiments that students can manipulate and view from all angles to watch fundamental physical phenomena that are normally abstractly discussed in lecture. Attributes of such Desktop Experiment Modules are that they are portable, inexpensive, and straightforward so that a DEMo can be placed in front of each team of two to three students. DEMos make cooperative learning in the classroom come alive by allowing students to work in teams to observe, predict, and calculate behaviors [4].

Desktop Experiment Modules have the advantage of engaging the sensing and visual learners while assisting the global learners in providing a framework to piece information together as the lesson progresses. The traditional demonstration performed by the instructor in front of the classroom has a few disadvantages: 1) in a class larger than 20, students have a hard time seeing, 2) the individual with the best position to observe and learn what is occurring is the instructor, and 3) the classic "I understand when I watch someone else do it, but not when I do it alone" pitfall occurs. DEMos on every other desk ensure that everyone has a clear view of the activity while facilitating that extra bit of learning, which happens when one manipulates and problem solves with their hands. By building up the fundamental principles in step with the DEMo, the traditional engineering learners (intuitive, verbal, reflective, and sequential) also excel. The end result is that DEMos can help instructors reach a more students. I proposed the development of four additional DEMos as part of my CAREER educational activities.

Two DEMos are currently in use in MSU's Introduction to Chemical Engineering 1-credit hour seminar course [4]. The first is a "Charged Up on Electrophoresis" DEMo that brings to life electrophoretic separation of ions via an introductory lecture, assignments, and a simple desktop experiment that utilizes inexpensive supplies to colorfully demonstrate electrophoresis in an aqueous media. Students measure the progression of a blue ion indicator down the length of a 12 cm tray [4]. The second DEMo entitled, "Brewing with Bioreactors" is a yeast, sugar and warm water Erlenmeyer flask fermentor. Students count and record the number of CO2 bubbles escaping an air trap on the top of the flask. The concept of a jacketed reactor can be added by placing the flask into a slightly larger beaker containing heated water [4].

Advantages of this hands-on experience include that it is not dependent on the availability of lab space and students have a unique experience to link into their evolving understanding of chemical engineering concepts. A complete supply list, pre-assignment exercises, experimental procedure and "lab mats" have been developed and disseminated via American Society of Engineering Education (ASEE) proceedings articles [4], regional and national conference presentations, and posting on my website in order to be available for instructor use [5]. In addition, both experiments have been used in minority student outreach activities over the last four years.

Research Experiences for Undergraduates (REU) Programs

The process of becoming educated does not just occur in a classroom. REAL experiences are essential and REUs are meaningful ways to do this. I have served as a faculty mentor (and coPI on a NSF REU Site "Chemistry - Chemical Engineering: The Bonds Between Us") because I firmly believe that engagement of students in real research increases the likelihood of retention through bachelor degree programs and therefore the likelihood of matriculation into graduate programs. For example, I have mentored 20 undergraduate students (7 REU participants) in the past 5 years, which have included three students who have won awards at regional and national meetings for their research projects. Of those 20 students, 8 are African-American, 11 are female, and 6 have already entered graduate school. Further, 10 of the students have contributed as co-authors on 7 unique publications (published, submitted, or in draft form), and 20 unique presentations (please see CV).

An experience that enables an undergraduate student to immerse himself or herself in research can be a life-changing experience. Exit evaluations and discussions with participants often indicate that the participants are surprised when their projects don’t work perfectly in line with the objectives they were assigned at the beginning of the summer (unlike the "cookbook" undergraduate lab classes they’ve previously experienced). A previous REU participant summarized this feeling in his / her exit evaluation as, "It's called re-search - things fail, and you are supposed to try again. Otherwise it would just be called search."

While this experience is invaluable, it is possible to improve this process. In the current REU model, participants delve deeply into a single research topic and approach that topic according to the valuable guidance of their faculty and graduate student mentors. At the end of the experience, their perspective of research is one with a narrow focus and significant depth (a microperspective). The experience would be much more enriching if it also included a component which would demonstrate the breadth of research (macroperspective). If this "big picture" component also empowered the student to contribute to generating ideas and strategies to approach a futuristic research problem, their resulting perspective and related skills would be that much more versatile.

For this reason, another REU enthusiast (Dr. Giselle Thibaudeau) and I teamed up to propose an REU Site which seeks to facilitate participant experiences in research that encompass the depth of a research project as well as the breadth of possibilities in the research field. The plan is to adapt a multidimensional learning tool known as the Jigsaw Method [4,5]. In this method, students are trained as experts on separate topics such that each student demonstrates a unique skill set. Students with unique, yet compatible skills are then grouped together and asked to problem solve through a task (called Jigsaw Challenges). Within this team, each member contributes according to their expertise thus enabling the team to approach a problem that individual students could not.

Scholarly Publications

In order to maximize these efforts in pedagogy, experiment development and undergraduate research, peer-reviewed proceedings papers and journal papers have been utilized to dissemination techniques and strategies. It has been a privilege to work with mentors and colleagues to document and articulate pedagogical strategies, experiments, and mentoring techniques. I’ve authored / co-authored 12 conference proceedings articles, and have 3 articles under review / revision in educational journals (link to publications). The article that was the most difficult to write, but the one I am most proud of is "Talking & Working for Diversity When You Don’t Represent a Minority Demographic." This paper and corresponding presentation was co-authored with an undergraduate, Ms. Ebonye Allen, and won the Thomas C. Evans Instructional Paper Award and the Outstanding Paper Award for 2006 from the American Society of Engineering Education Southeastern Section in 2007.

I truly enjoy teaching and am thrilled when students master difficult concepts and learn to apply them to a variety of problems. An instructor / mentor who is well organized, and who engages students with creative demonstrations and tactics can successfully motivate a large number of students to strive beyond their initial aspirations. Continuous feedback and work to improve explanations are necessary for the continued development of the teacher / mentor. I believe that a teacher’s passion for knowledge, problem solving, and mentoring can aid in developing challenging, engaging educational experiences for all types of students.


  • Felder, R.M. and L.K. Silverman, Engr. Education, 78(7): 674-681, 1988.
  • National Effective Teaching Institute (NETI), offered in cooperation with American Society of Engineering Education, 2005, http://www.ncsu.edu/felder-public/NETI.html.
  • Felder, R.M. J. Engr. Education, 84(4): 361-367, 1995.
  • "The Jigsaw Classroom". 2000. content by E Aronson, web site by Social Psychology Network: http://www.jigsaw.org/.
  • Johnson, DW, RT Johnson, and K Smith. 1998. Active Learning: Cooperation in the College Classroom, Interaction Book Company ISBN 0-939603-14-4.