UC engineering student committed to improving education in STEM
Gibin Raju is motivated by a desire to expand opportunities for underrepresented students
At the University of Cincinnati, Gibin Raju was able to combine his passions for engineering and teaching. UC is home to a prolific engineering education program, one of the first of its kind.
As a doctoral student, Raju uses biomarkers like eye-tracking and electrodermal activity to understand how students go about solving problems in engineering. He was named Graduate Student Engineer of the Month by the College of Engineering and Applied Science.
Why did you choose UC?
Gibin Raju is a doctoral student in engineering education at UC. Photo/Provided
Choosing UC for my master's in aerospace engineering was influenced by a blend of things. Initially, the university's reputation for fostering engineering excellence caught my attention. Engaging conversations with current graduate students in the program provided me with invaluable insights into the supportive academic environment at CEAS. Their shared experiences highlighted the university's commitment to student success in the engineering field, making it an appealing choice.
While finishing my aerospace engineering degree, my career aspirations shifted towards integrating my engineering expertise with my passion for education. This led me to join UC's College of Education, Criminal Justice and Human Services as an adjunct faculty and start pursuing another master's degree in educational studies. UC's graduate program in engineering education presented a unique opportunity to venture into an emerging field that aligned perfectly with my interests and CEAS being among the first to offer such a program solidified my decision. This confluence of academic excellence, a supportive community, and innovative programs made the University of Cincinnati the ideal choice for my higher education journey.
Why did you choose your field of study?
My journey into the field of engineering education is a testament to my passion for teaching and a curiosity that transcends boundaries. From tutoring my peers in middle school to navigating the rich tapestry of teaching as an international student at UC, my academic voyage has been extraordinary. The transition from an undergraduate degree in India to advanced studies in the U.S. illuminated the stark differences in educational approaches.
The field of engineering education, with its noble aim of arming higher education faculty with innovative teaching tools, resonated with my belief in the transformative power of education. Engineering, a field where early careers are often research-heavy, traditionally leaves little room for pedagogical refinement. This realization propelled me into the heart of engineering education, driven by a mission to elevate teaching methodologies. Immersing myself in courses about learning theories, teaching strategies for engineering, and curriculum design for diverse student bodies has been exhilarating.
As engineering education continues to evolve, I am thrilled by the prospect of discovering and implementing cutting-edge teaching techniques on optimal learning practices. My commitment to enhancing engineering education is not just a career choice — it's a lifelong journey fueled by passion, curiosity, and the desire to make a lasting impact.
Describe your research work. What motivates you?
Gibin Raju researches the connection between spatial visualization and engineering design skills of students. Photo/provided
At the heart of my research lies a commitment to fostering diversity, equity, and inclusion in engineering. My dissertation delves into the connection between spatial visualization and engineering design skills of undergraduate students. My work aims to illuminate the relationship between these occurrences through a cognitive lens. This is done by employing advanced biomarkers like eye-tracking and electrodermal activity to understand how students solve problems, and if they were stressed during the solving process. The objective is to enhance students' spatial abilities during their formative years of undergraduate education to equip them with necessary design skills.
Driven by a desire to expand opportunities for underrepresented and neurodiverse students in STEM, my efforts extend to developing innovative methodologies that amplify their engagement and access to resources. Recently, I have explored the impact of summer bridge programs and experiential learning opportunities on these students, showcasing the power of early exposure to STEM.
I am dedicated to education and am passionate in the belief that no student should face learning barriers due to miscommunication with instructors. This conviction led me to focus on enhancing the teaching pedagogies of students, ensuring a better educational journey for all. Through my work, I aspire to dismantle obstacles and pave the way for a more diverse, skilled generation of engineers, ready to tackle the challenges of tomorrow.
What are some of the most impactful experiences during your time at UC?
I had the privilege of collaborating with some of the most esteemed researchers in my domain. This experience equipped me with insights and skills that have become the cornerstone of my professional identity. Additionally, my involvement in community outreach initiatives to foster STEM interest among underrepresented groups was equally enriching. These endeavors not only enhanced my educational journey but deepened my understanding of engineers' critical role in society and the importance of making education accessible to all.
What are a few of your accomplishments of which you are most proud?
My graduate journey at UC has been full of leadership, advocacy, and community building. The most transformative experience was during my tenure as President of the Graduate Student Government. In this role, I championed the academic and professional aspirations of our student community, achieving milestones that have a lasting mark on campus.
Under my leadership, we achieved a very significant increase in research fellowship funding and the conference travel award budget. This expansion ensured our graduate students could showcase their research and enhance their professional development on a global stage.
I successfully advocated for comprehensive health insurance for part-time students, which led to the funding of 50 applicants for the academic year. This initiative was representative of our commitment to ensuring the well-being and academic success of our students. We were also able to add resources and events tailored to supporting the mental health needs of graduate students.
I founded the Graduate Student Association for the Department of Engineering and Computing Education and established the UC chapter of the American Society for Engineering Education. These organizations are dedicated to fostering a supportive and inclusive academic environment for students pursuing careers in STEM.
Our group initiates mentorship programs for high school, undergraduate, and graduate students, aiming to pave the way for future leaders in academia. We are also committed to raising awareness about critical issues such as mental health, accessibility, and diversity in engineering. I extend a heartfelt invitation to students passionate about these causes to join us in our mission to create a supportive community for all.
When do you expect to graduate? What are your plans after earning your degree?
I'm thrilled to share that I will be donning my graduation cap in the spring of 2024! After receiving my degree, I'm excited to embark on my journey into academia as either a postdoctoral fellow or an assistant professor on the tenure track. This next chapter will enable me to dive deeper into my research interests, contributing groundbreaking insights to my field. The path ahead is brimming with potential, and I'm eager to explore the vast horizons of knowledge and innovation.
Do you have any other hobbies, experiences, or involvements you want to share?
Outside of my academic and research pursuits, I enjoy photography, cooking, traveling, and volunteering at local schools. Being part of the university's administrative committee of UC has also been a highlight, allowing me to engage with leaders who help to advocate the needs of graduate students at UC. I also serve on the national chapter of the American Society for Engineering Education as a delegate working towards developing welcoming environments for all engineers to thrive.
Interested in engineering graduate programs?
See what the College of Engineering and Applied Science has to offer.
Featured image at top: Gibin Raju uses eye-tracking equipment to gather data on how students solve engineering problems. Photo/Provided
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