W.I.S.E. Wednesday: Introducing Dr. Rachel Childers, an Associate Professor of Practice in BME at OSU

Dr. Rachel Childers is an Associate Professor of Practice in the Biomedical Engineering department at The Ohio State University. Dr. Rachel Childers shares her experiences throughout her undergraduate, PhD, and professional environments. Additionally, she deep dives into her inspiration for S.T.E.M, the challenges she has faced, highlights what keeps her motivated, and shares some advice to students who aspire to pursue a S.T.E.M path.

Interview Transcript:

Question #1: Can you please introduce yourself and your professional and academic journey as well?

Hi, my name is Dr. Rachel Childers. I am currently an Associate Professor of Practice in Biomedical Engineering, which means I am a full-time faculty member with a focus on teaching. I also serve as the Director of Undergraduate Education for the Biomedical Engineering Department. In this role, I manage curriculum updates, coordinate staff, and take in student feedback regarding classes, among other responsibilities.

I earned my Ph.D. in Biomedical Engineering from Ohio State University. After completing my Ph.D., I became a professor at the University of Oklahoma, where I started a brand new undergraduate biomedical engineering program. Before that, I completed my undergraduate degree in Biological Engineering at the University of Georgia.

Question #2: What's the difference between Biomedical Engineering and Biological Engineering?

Biomedical Engineering (BME) is actually a subset of Biological Engineering. BME focuses specifically on human health, while Biological Engineering covers a broader range of topics. Biological Engineering can include human health but also veterinary care and microbial engineering, like using fungus or bacteria to break down plastics. So, Biological Engineering has a wider range of fields.

Question #3: What inspired you to pursue your path in STEM as well as teaching?

I’ve always been really fascinated by the human body. It’s complicated and mysterious, but I didn’t want to become a doctor. I also really enjoyed problem solving from a young age, even small problems—for example, I once 3D printed a cover for a drain to allow a hose to fit in. Biomedical Engineering combined both aspects.

I loved school from a young age. So with my passion for problem solving, medicine, and school I wanted to do something that tied both disciplines together. In college I was still confused on what aspect of Biological Engineering I wanted to achieve: whether it be research or industry. I didn’t initially know I wanted to teach until I had a TA position during my master’s program. I enjoyed  seeing students have their “aha” moments. It’s inspiring to see students be so curious and to live vicariously through them. My experience teaching as a TA during my masters program motivated me to switch from a master’s to a Ph.D. so I could teach at the university level. That experience motivated me to switch from a master’s to a Ph.D. so I could teach at the university level.

Question #4: What do you enjoy most about what you do?

My biggest motivation was that I loved how I was taught, and I wanted to recreate that experience but make it better.. I like to make learning fun, so I play games with my students and try to make learning as interactive as possible. For example, I have created anatomy puzzle boxes for my students in BIOMEDE 2800 and escape rooms in different courses I teach. I want to create a better learning environment where students are more engaged.

I love seeing students work together to solve challenges using the knowledge they gained from the course. Adding a fun twist to problem-solving keeps the process exciting for everyone.

Question #5: Throughout your academic and professional journey, have you faced any challenges? How did you overcome them?

One challenge during my Ph.D. was thinking outside the box. There were times where assignments were very theoretical and it forced me to think beyond the scope of the course. Also there were no regular deadlines like I had in college or highschool, so I had to learn how to manage my time efficiently. Time management became a huge part of my success; I’d say it accounts for almost 40% of it.

Question #6: Have you ever felt excluded or underrepresented in your field? How did you navigate that?

There have been a few times where I felt slightly underrepresented as a woman in STEM. During my school years. I sometimes was the only female in my engineering classes and didn’t have any women engineering professors to look up to. That sometimes created pressure being a woman in engineering for example I felt like I had the pressure of answering a question correctly. Fortunately by the time I was in grad school, I had more women around me. What really helped was connecting with women outside my classes and finding mentors who could support me along the way.

Question #7: How do you stay inspired or motivated in your work?

One thing that helped me stay inspired or motivated during my PhD was taking breaks. Taking breaks were super important because it helped avoid burnout. During grad school, I had two friends also pursuing Phds in Biomedical Engineering. We created a ritual of working out together weekly at the RPAC and then going out for dinner afterward. That was something I looked forward to every week. Sometimes school and work stresses one out so instead of letting the stress consume me, I try to focus on using my stress in a productive manner such as hanging out with friends or going to the gym.

Question #8: Was there anything you would have done differently? Whether it be academic or professional pursuits?

I believe I wouldn’t have done anything differently, especially because every mistake is a learning curve. Mistakes or regrets are part of being human. Yes, there might be easier ways to do some things, and it would be nice to know those beforehand. But the reason we don’t know is so we can grow and learn from our mistakes. There have been many mistakes I have seen students make such as not applying for internships sooner or reaching out for help on an assignment sooner rather than later. But I believe those situations can help build someone, especially because no one is perfect and everyone makes mistakes. I believe it is important to see change in those mistakes.

Question #9: What is one piece of advice you would tell someone who lacks the confidence to pursue a career similar to yours?

One piece of advice I would tell someone who lacks the confidence to pursue a career similar to mine is set the right expectations. I tell my students that the first time you do something, you shouldn’t expect to be good at it. Sometimes students who are naturally gifted in academia have unrealistic expectations and feel like they need to be perfect immediately. But not being good at something the first time doesn’t mean you’re not good at it at all. Additionally, don’t be scared of failing or making mistakes because that’s how we learn. It’s important to have the courage and drive to push forward.