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Applied learning helps one student find her path in STEM
As Durham College recognizes International Day for Women and Girls in Science on February 11, it celebrates students like Alyssa Miniotas who are building careers in STEM. Her journey from childhood curiosity to chemical engineering student reflects the power of applied learning and supportive communities in helping women succeed in science.
For Miniotas, a student in Durham College’s (DC) Chemical Engineering Technology program, an interest in science began early. From crystal-growing kits to hands-on labs in high school, she was drawn to experiences that allowed her to apply theory in practical ways. “I always learned the most and enjoyed my learning whenever I had a science class,” she says. Seeing concepts move from the page into real-world results helped confirm that science was the right path for her.
Her interest deepened in elementary school at an engineering camp for young girls. The experience allowed her to explore engineering in an environment where she felt encouraged and represented, and it helped her envision a future for herself in the field. Since then, she’s pursued a career in science where she could find her place in the industry and contribute to positive change.
When choosing a postsecondary program, Durham College stood out for its strong reputation in engineering and its focus on applied learning. She felt the program structure aligned well with her learning style and lifestyle. “The professors are really passionate about what they teach,” she says. “Being in a positive learning environment is so important.”
Through labs, classes and close collaboration with faculty and lab technologists, Miniotas has developed a stronger understanding of chemistry and engineering while building confidence in her abilities. She credits the willingness of faculty and lab staff to provide guidance and encouragement, particularly when coursework becomes more challenging. “They will help anywhere they can,” she says. “That reassurance makes a big difference.”
This year has tested that resilience in unexpected ways. Just before her final year began, Miniotas’s mother was diagnosed with cancer and began treatment. Balancing coursework, work and family responsibilities became part of her daily reality. Through it all, her mother remained her biggest cheerleader. “No matter how hard a day she was having, she was always encouraging me to study more and push my limits,” she says. “I could not be more grateful for the unconditional support I’ve received.”
Throughout her time at DC, Miniotas has sought out connections with other women in chemical engineering and across science and engineering programs. Building that community of support has been important to her. Learning alongside classmates from different backgrounds and cultures has expanded her perspective and reinforced the importance of diversity and inclusion in STEM fields.
As she prepares for graduation, Miniotas feels well positioned for the workforce. Opportunities to connect with graduates, hear from alumni and explore employment options have helped her better understand potential career pathways. After graduation, she hopes to work in the pharmaceutical industry, combining her interests in science and the medical field. “Even if people won’t know my name,” she says, “I know I’ll be making a difference.”
For women and girls who are curious about science but unsure about pursuing it, her advice is straightforward. “Take the first step,” she says. “Get out of your comfort zone and try something new. There are so many opportunities within science that you can find your own path and run with it.”
Miniotas’s story highlights how applied learning, supportive faculty and inclusive communities help women pursue and succeed in STEM careers, even in the face of life’s most difficult challenges.
