Lloyd George was back in the gym just two weeks after completing 2,002 muscle-ups in 24 hours in July of 2025, which broke the world record. He immediately started training for an even more challenging feat—the world record for the most muscle-ups done on a gymnastic ring in 8, 12, and 24 hours.
On Sunday, April 12, 2026, he surpassed all three, completing 900 ring muscle-ups in 8 hours, 1,100 in 12 hours, and 1,320 in 24 hours. (The records are unofficial until they can be reviewed by Guinness World Records.)
“I’ve sort of got a recipe for these world records now,” says Lloyd George, who used the challenge to raise money for the Wounded Veterans Relief Fund, a charity that helps veterans receive dental care.
Since the summer of 2025, he steadily increased his training volume, pushing past 17,000 total ring muscle-ups, and completing longer sessions, including a six-hour effort of 722 ring muscle-ups.
Ring muscle-ups are a more demanding variant of the standard bar muscle-up. The sway of the rings introduces instability and makes muscles work harder when the ropes move. The grip is also different.
“You wrap your wrists around the rings almost like you’re trying to arm wrestle them,” Lloyd George says. Put in physics terms—a field he knows well as a doctoral student at Duke University researching trapped ions for quantum computing—the rings introduce four more degrees of freedom.
His decision to attempt three world records came down to simple math. The current 8-hour record is 843, while the 24-hour record is 1,308. No formal record exists for the 12-hour category.
“I realized that if I do two ring muscle-ups every minute, at that pace I’d get to 960 in 8 hours. There isn’t a 12-hour record, and there are for other calisthenic records, so I thought I could set that one, too,” he says.
When he broke the bar muscle-up record in 2025, he didn’t know how challenging the final hours would be. The last 50 reps were grueling, and with the support of his friends and family who cheered him on, he pushed past his limits. Knowing what the challenge will feel like changes his mental preparation this time around.
“I think you have to play with the mental game and really ask yourself, ‘Why am I doing this?’ especially on those difficult training days. For those, I think about the charity I’m trying to raise money for that I believe in, and that this is one more opportunity to challenge myself.”
Georgia Tech researchers are making AI easier to understand through their work on Transformer Explainer. The free, online tool shows non-experts how ChatGPT, Claude, and other large language models (LLMs) process language.
Transformer Explainer is easy to use and runs on any web browser. It quickly went viral after its debut, reaching 150,000 users in its first three months. More than 563,000 people worldwide have used the tool so far.
Global interest in Transformer Explainer continues when the team presents the tool at the 2026 Conference on Human Factors in Computing Systems (CHI 2026). CHI, the world’s most prestigious conference on human-computer interaction, will take place in Barcelona, April 13-17.
“There are moments when LLMs can seem almost like a person with their own will and personality, and that misperception has real consequences. For example, there have been cases where teenagers have made poor decisions based on conversations with LLMs,” said Ph.D. student Aeree Cho.
“Understanding that an LLM is fundamentally a model that predicts the probability distribution of the next token helps users avoid taking its outputs as absolute. What you put in shapes what comes out, and that understanding helps people engage with AI more carefully and critically.”
A transformer is a neural network architecture that changes data input sequence into an output. Text, audio, and images are forms of processed data, which is why transformers are common in generative AI models. They do this by learning context and tracking mathematical relationships between sequence components.
Transformer Explainer demystifies how transformers work. The platform uses visualization and interaction to show, step by step, how text flows through a model and produces predictions.
Using this approach, Transformer Explainer impacts the AI landscape in four main ways:
“When I first learned about transformers, I felt overwhelmed. A transformer model has many parts, each with its own complex math. Existing resources typically present all this information at once, making it difficult to see how everything fits together,” said Grace Kim, a dual B.S./M.S. computer science student.
“By leveraging interactive visualization, we use levels of abstraction to first show the big picture of the entire model. Then users click into individual parts to reveal the underlying details and math. This way, Transformer Explainer makes learning far less intimidating.”
Many users don’t know what transformers are or how they work. The Georgia Tech team found that people often misunderstand AI. Some label AI with human-like characteristics, such as creativity. Others even describe it as working like magic.
Furthermore, barriers make it hard for students interested in transformers to start learning. Tutorials tend to be too technical and overwhelm beginners with math and code. While visualization tools exist, these often target more advanced AI experts.
Transformer Explainer overcomes these obstacles through its interactive, user-focused platform. It runs a familiar GPT model directly in any web browser, requiring no installation or special hardware.
Users can enter their own text and watch the model predict the next word in real time. Sankey-style diagrams show how information moves through embeddings, attention heads, and transformer blocks.
The platform also lets users switch between high-level concepts and detailed math. By adjusting temperature settings, users can see how randomness affects predictions. This reveals how probabilities drive AI outputs, rather than creativity.
“Millions of people around the world interact with transformer-driven AI. We believe that it is crucial to bridge the gap between day-to-day user experience and the models' technical reality, ensuring these tools are not misinterpreted as human-like or seen as sentient,” said Ph.D. student Alex Karpekov.
“Explaining the architecture helps users recognize that language generated by models is a product of computation, leading to a more grounded engagement with the technology.”
Cho, Karpekov, and Kim led the development of Transformer Explainer. Ph.D. students Alec Helbling, Seongmin Lee, Ben Hoover, and alumni Zijie (Jay) Wang (Ph.D. ML-CSE 2024) and Minsuk Kahng (Ph.D. CS-CSE 2019) assisted on the project.
Professor Polo Chau supervised the group and their work. His lab focuses on data science, human-centered AI, and visualization for social good.
Acceptance at CHI 2026 stems from the team winning the best poster award at the 2024 IEEE Visualization Conference. This recognition from one of the top venues in visualization research highlights Transformer Explainer’s effectiveness in teaching how transformers work.
“Transformer Explainer has reached over half a million learners worldwide,” said Chau, a faculty member in the School of Computational Science and Engineering.
“I'm thrilled to see it extend Georgia Tech's mission of expanding access to higher education, now to anyone with a web browser.”
]]>“There is incredible power in alumni stories,” says Susan Lozier, dean of the College of Sciences and Betsy Middleton and John Clark Sutherland Chair. “It’s inspiring for students to speak with alumni in the workforce, hear how they landed their first jobs, and learn from their successes — and their setbacks.”
Claire Haskell (Mathematics 2025) recently obtained her first job with Deloitte and attended the dinner to offer perspective to current students.
“I want to reassure students still in school that, even in today’s uncertain times, getting a job is still really doable and not as out of reach as it seems. Meeting Tech alumni is a great first step.”
College of Sciences Career Educator Program Manager James Stringfellow and Director of Alumni Relations Leslie Roberts organized the annual signature career event.
“We put on events like this because we want all of our students ready for their next opportunity,” says Stringfellow.
Second-year psychology major Aleena Sange attended the event for the first time, and says she will be back next year. “The alumni were really helpful and reassuring,” says Sange. “I learned what employers look for in a resume and even received advice about contract negotiations and retirement.”
First-year astrophysics student Shannon Callahan agrees. “What struck me the most was hearing how well Georgia Tech prepares you for the workforce. It gave me a lot of confidence to hear that Tech alumni hit the ground running because they’re used to learning quickly.”
The evening included casual and more structured networking, with students rotating between tables on topics such as “Using AI in the Workplace,” “Handling Conflict,” and “How to Get Hired in the Real World.”
Janessa Rowland (Earth and Atmospheric Sciences 2014) works as an operations program manager for the Georgia Department of Natural Resources. She encouraged students to think beyond their major
“Sometimes an internship or class outside your major can open up the door for what you can do after Georgia Tech.”
Morgan Foreman (Psychology 2017), a technical product manager at IBM, offered encouraging insight: “People often tell you college is the best years of your life. Georgia Tech also sets you up for your dream life after college.”
During the festivities, Stringfellow announced Boehringer Ingelheim as the Internship Employer of the Year. The award honors a company that provides a high-quality learning environment for student interns.
Arya Akbarshahi, a biochemistry major who spent a semester doing a co-op job at the company, presented the award, thanking the biopharmaceutical company active in both human and animal health for the learning experience provided.
“Co-oping at Boehringer Ingelheim was one of the most formative experiences in my training. From day one, I was trusted as a scientist, which allowed me to formulate hypotheses and execute experiments with direct implications for drug development strategy and decisions,” says Akbarshahi.
After presenting the award to Boehringer Ingelheim Senior Scientist Marc Sprouse, Akbarshahi also presented a surprise mentorship award to Sprouse.
“Marc was an exceptional mentor,” says Akbarshahi. “He challenged me to think critically about the biology, not just the assay, and consistently created space for me to take ownership and operate at a higher level.”
Sprouse accepted both awards and spoke of the benefits of working while still in school: “Getting real-world work experience while in school sets students up for success. I encourage all College of Science students to check out our website and apply for future co-ops and internships."
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“We certainly didn’t think of ourselves as pioneers,” says Whatley. “We were just trying to get through.”
Today, Whatley is no longer a hidden figure as she is now recognized for her trailblazing role. She has been honored by the Institute’s Pathway of Progress art installation, Women of Distinction Award, and scholarship endowment established by the Georgia Tech Black Alumni Organization.
As Georgia Tech celebrates Women’s History Month, Whatley’s barrier-breaking legacy is a reminder of how women in STEM expand what’s possible, not only for themselves, but for those who follow.
Following the math path
Whatley grew up in Chubbtown, a self-sufficient Black community established pre-Civil War in Cave Spring, Georgia. The first Black valedictorian of Cave Spring High School after desegregation, she loved math from an early age. Whatley often tagged along with her father who was always building or fixing something — inspiring her to use numbers to solve problems.
She majored in math at Clark (now Clark Atlanta University), graduating magna cum laude. Encouraged to attend a predominantly white institution for graduate school by Joseph James Dennis, head of Clark’s Mathematics department, Whatley and Hammonds applied to Georgia Tech and Emory University. Tech responded first with an unexpected bonus: a teaching assistantship.
“Earning money to teach math and help pay for school appealed to me,” she shares.
Finding her footing at Tech
Entering the Institute as one of the few Black women on campus came with challenges. Whatley enrolled only nine years after Georgia Tech became the first university in the Deep South to admit African American students without a court order.
“I’m not sure they wanted us there,” she admits. “But I wasn’t nervous. I was excited to learn more math — and teach it as well.”
As a graduate teaching assistant, Whatley taught undergraduate calculus, algebra, and trigonometry. Students were often surprised to see her at the front of the classroom, as most instructors were white males. She remembers professors who encouraged her, particularly her advisor Professor Emeritus Robert Kasriel.
“He believed in me, especially my knowledge of math,” Whatley says. “He encouraged me to speak up with confidence.”
Another professor pushed her to contest a grade he felt was unfair. She chose instead to stay focused on completing her degree. Despite the obstacles, Whatley remembers her time at Tech fondly. “I really enjoyed the classroom interaction with the undergraduates and teaching subjects I loved.”
She appreciates the toughness of the education she received. “Georgia Tech rewards tenacity. If you can make it through here, you can make it through just about anything — and that problem‑solving confidence stays with you.”
Choosing to serve
After graduation, Whatley joined BellSouth as a junior engineer, working on depreciation studies and writing early computer programs in Basic and Fortran.
“I took a class at Morehouse to learn programming. We used ticker tape, punch cards, and computers that took up an entire room,” remembers Whatley.
She spent 22 years at BellSouth, earning frequent promotions. Her career shifted into a new direction when she heard a radio request for tutors at Marietta Junior High School. She volunteered and began working with several students, including a middle school girl who still counted on her fingers. Whatley guided her toward more confident problem-solving. “All she needed was someone to take the time to work with her.”s.
Tutoring became a catalyst for change. Motivated by the difference she could make, she left corporate America.
Expanding her impact
After obtaining certification from Mercer University, she became a high school math teacher. Whatley planned to teach for just three years but stayed for four after her advisement class of ninth graders begged her to stay until they graduated.
Committed to expanding her impact, Whatley earned an educational specialist degree from the University of West Georgia and a Ph.D. in Educational Studies from Emory University. While at Emory, she began an educational consulting career, launching Educational Dynamix, a nonprofit firm focused on learning and development for children and educators. Her consulting work also explored the connections between music and mathematics — helping educators and parents use both to strengthen student learning.
“Teaching math was satisfying,” says Whatley. “I enjoyed going into a class where students — or their teachers — didn’t believe in their ability to do math and showing them that they could do it.”
Whatley smiles and clarifies: “When I went into education, whether I was working with students, training teachers, or helping make changes in organizational structures, I found my passion. Looking back, hopefully, I made some lives better overall.”
Sharing family history
Whatley’s influences are felt beyond the classroom. She is the author of several books, including The Chubbs: A Free Black Family’s Journey From the Antebellum Era to the Mid-1900s, which grew out of her family’s history. Whatley began this research while assisting with media features on her cousin, University of Georgia football star Nick Chubb.
Researching her family’s story led to a surprising discovery: a crumpled bill of sale for an enslaved girl that her son tucked into her grandmother’s old trunk. That document — and the stories surrounding it — propelled her to write the book and preserve Chubbtown’s history for future generations.
Reflecting on a legacy
Whatley says faith and family are the most important things in her life. She has been married to her husband, Melvin, for 55 years. Her daughter, son, and several relatives also attended Georgia Tech, with her daughter running track and cross country and her son playing football. “We’re a Yellow Jacket family with one Bulldog granddaughter,” she says with a smile.
Today, Whatley is honored to have the recognition that came years after graduation. “What I went through wasn’t in vain. It feels good to know that I opened some doors and helped others along the way.”
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Georgia Tech’s College of Engineering remained among the nation’s elite, ranking No. 4 overall in Best Engineering Schools and maintaining its position among the top institutions nationwide.
Several engineering disciplines continued to rank among the nation’s best, with multiple programs placing in the top five. The College’s consistent performance reflects its leadership in research, innovation, and graduate training that closely aligns with industry and global challenges.
Top engineering rankings include:
Georgia Tech continued to demonstrate national strength in computing, ranking No. 7 overall among Best Computer Science Schools in the 2026 rankings.
Notable computing rankings include:
These rankings reflect Georgia Tech’s leadership in emerging and foundational computing technologies, as well as its role in applying computation across disciplines to address real‑world challenges and strengthen industries.
Graduate programs at the Jimmy and Rosalynn Carter School of Public Policy earned strong national placements in the 2026 rankings, highlighting the school’s growing visibility at the intersection of technology, policy, and governance.
Highlights include:
The Scheller College of Business continued its momentum in the 2026 rankings, earning a No. 9 national ranking in Best Part-Time MBA Programs, rising from No. 10 last year.
Scheller also received recognition across a range of graduate business disciplines, with several programs newly ranked in 2026.
Notable Scheller rankings include:
Georgia Tech’s graduate programs in the physical sciences earned continued national recognition, reflecting strength in foundational research areas that support advances in engineering, computing, sustainability, and health.
Science program rankings include:
*Please note that this summary includes the latest rankings issued by U.S. News & World Report for 2026. Not all Georgia Tech Colleges, Schools, and subjects are ranked every year by this organization.
]]>Now a senior professional working at the intersection of business automation and AI integration, Lane balances a high-tech career with a people-first leadership style as the head of the College’s Computing Alumni Network. In this role, she promotes mentorship, global outreach, and the "non-linear" paths that shape a successful career.
In the following Q&A, Lane shares insights from her journey from a computer science student to an AI automation expert, discusses the "human" side of technology, and outlines her vision for growing our alumni community well beyond Atlanta.
What drew you to get involved with the Computing Alumni Network?
Honestly, it started for personal reasons. I wanted to expand my network and find my people. But what kept me engaged was something deeper. I reconnected with the College about ten years ago, and I quickly realized how much I'd missed by not being involved sooner.
There's an energy you get from staying close to a place that shaped you, and I wanted to help provide that for others the way I wished it had been for me.
Can you share a moment or initiative with the Network that you’re especially proud of?
We've had some wonderful events over the years — some that really stand out, others that were quieter but no less meaningful. Reflecting on it, what I'm most proud of is how the Network has endured the turbulence of the last few years.
Navigating the pandemic, adapting to significant changes in our supporting staff, and still showing up for students and each other — that resilience is something I don't take for granted.
How has the alumni community changed since you graduated?
I can't speak to the full arc. I got involved with the Computing Network in 2019, so my perspective is more recent. What I can say is that our focus has become more centered on the students, how we can give back, and how we can include our global alumni network.
Why do you think staying connected to the College matters, even years after graduation?
I'm living proof that it's never too late and that getting involved is more than worthwhile. The relationships you build here, the sense of shared identity with people who went through something hard and came out the other side — that doesn't expire. And the further you go in your career, the more you realize how rare it is to find a community with that kind of foundation.
You’re now working in AI automation—what excites you most about your work today?
What gets me out of bed every morning is the chance to make work more human again. There's a pattern I see everywhere right now where people are being used as the connective tissue between disconnected systems — doing repetitive, manual work that drains the meaning out of their days. It's deflating in a way that's hard to overstate. I believe automation, when done right, can give people back the time and energy. If I can add some genuine meaning back to someone's workday, that's a win I'll take every time.
How did your experience as a CS student prepare you for a career in tech and business?
Georgia Tech taught me how to adapt — and more importantly, that I could. It gave me the discipline to teach myself new things, the humility to ask for help when I needed it, and the confidence to know I can do hard things. That combination has been the through-line of my entire career. The specific technical skills matter, but it's that mindset that's carried me through every pivot and challenge since.
What advice would you give to current students who hope to follow a similar path?
Find a mentor, and don't wait until you feel like you need one. The relationships you build now — with professors, with older students, with alumni — will compound in ways you can't predict.
Also, stay curious beyond your major. The most interesting problems I've worked on sit at the intersection of technology and human behavior, and I never would have found my way there if I'd kept my head down in purely technical work or kept doing only what I already knew.
How can alumni best support students and recent graduates right now?
Mentoring is the highest-leverage thing you can do, especially for students graduating into such unpredictable times. It doesn’t have to be formal or structured mentoring. Sometimes it's just about being genuinely available, replying to an email, scheduling a coffee chat, or sharing an honest picture of what your career actually looked like, not the polished version. Students need to see that the path isn't always linear, and that people who have navigated uncertainty are willing to help them do the same.
What’s next for the Network—any upcoming priorities or initiatives you’re excited about?
Our big focus right now is growth — expanding the College of Computing alumni in Atlanta and beyond. There's a lot of Georgia Tech computing talent spread across the country and the world, and we want those people to feel that this community is for them, too, not just those of us who stayed local.
Making that geographic reach feel real, not just theoretical, is something we're actively working toward.
]]>Georgia Tech College of Computing
albert.snedeker@cc.gatech.edu
]]>“The first time I worked on a computer there and wrote my first program, I was hooked,” he said.
“There is something uniquely satisfying about seeing the immediate results of your work. I also appreciated how objective coding is. It either works or it does not.”
Musaev’s journey in CS continued at Kyrgyz-Russian Slavic University, where a chance discovery set the stage for his academic path abroad. After spotting a leaflet for a presidential scholarship, he applied and was among the ten winners out of roughly 1,500 applicants.
“As part of the scholarship, the organizers selected an American university for me, Georgia Institute of Technology, which I had not heard of at the time,” he said.
At Tech, Musaev earned his bachelor’s in CS. He later continued his studies as a graduate research assistant and earned his master’s in CS.
That early fascination with problem-solving and clarity continues to shape Musaev’s approach to teaching today. As a lecturer in the School of Computing Instruction (SCI), he teaches CS 2316 Data Input and Manipulation and his favorite course, CS 1331 Introduction to Object-Oriented Programming.
“From the moment I started teaching it, something just felt natural,” he said. “I enjoy coding live in class, watching students grasp new ideas, and explaining not only how things work, but why they were designed that way.”
Although Musaev is now rooted in academia, his career has included significant time in industry. After completing his degrees, he worked at Siebel Systems, where he developed customer relationship management software and helped transition a flagship product from desktop to the web. He then returned to Kyrgyzstan to found and manage a successful software company before returning to the United States to earn his Ph.D.
He believes those experiences provide perspective that cannot be learned in a classroom alone.
“My advice may be nontraditional,” he said. “Spend time in industry. Seeing how the concepts you teach are applied in practice provides an invaluable perspective. This is something you simply cannot gain from textbooks alone.”
Since joining SCI in January 2020, Musaev has found a strong sense of community.
“I am very happy to be part of this team,” he said. “Everyone is supportive and willing to help. It truly feels like a collaborative environment.”
For Musaev, the most meaningful moments come from students, often unexpectedly.
“Recently, I was walking with a head TA discussing course-related topics when a student suddenly stepped in front of us and interrupted our conversation. He told me I was the best professor he had ever had. Moments like that are difficult to put into words, but they mean everything to us as instructors,” he said.
He said he hopes students find value in his classes and leave each lecture having learned something new.
“I also want them to genuinely enjoy CS. It is an incredible field, and I cannot imagine doing anything else.”
]]>“The first time I worked on a computer there and wrote my first program, I was hooked,” he said.
]]>“I’m thrilled to see Professor Sherrill tackle this role for the coming 5 years. He understands the rapidly evolving opportunities to apply AI and data science approaches to the diversity of research conducted by Georgia Tech faculty and students, and has a strong agenda to help our researchers make the most of this explosive change in the research landscape.” Said V.P. of Interdisciplinary Research, Julia Kubanek. “He also has deep experience with team building and management which will position IDEaS favorably.”
As executive director, Sherrill will guide IDEaS’ current initiatives, which include the Microsoft CloudHub program that supports innovative applications in Generative Artificial Intelligence, and provide oversight and support for the joint College of Computing / IDEaS Center for Artificial Intelligence in Science and Engineering (ARTISAN), which provides Georgia Tech faculty and research engineers expert support staff, needed cyberinfrastructure, software resources, and advice to assist faculty with projects using large data sets or using AI and machine learning to drive discovery.
Sherrill will also the lead the launch of a new strategic vision, emphasizing the Georgia Tech research community’s expertise in the development of AI and ML techniques and their application to problems in science and engineering, high performance computing, and academic software. Sherrill will focus on internal and external partnerships at IDEaS, creating new collaborative efforts in areas such as economics, policy, and the arts and humanities. He will also work to strengthen current connections across Georgia Tech’s Colleges, Interdisciplinary Research Institutes (IRIs), and the Georgia Tech Research Institute (GTRI).
“It’s a great honor to be named the next executive director of IDEaS,” said Sherrill. “Georgia Tech has world-class faculty and students, and an unparalleled spirit of collaboration. By bringing together faculty from across campus and working together with some of the amazing student groups, we can leverage the power of AI to accelerate our research and maximize our impact. IDEaS will continue to run upskilling workshops to help our campus keep pace with the rapid changes in AI.”
Sherrill is an active promoter of education in computational quantum chemistry, as well as a strong voice for the benefits of open-source software for research acceleration. He was named Outreach Volunteer of the Year by the Georgia Section of the American Chemical Society in 2017, and he is the lead principal investigator of the Psi open-source quantum chemistry program.
Sherrill earned a B.S. in chemistry from MIT in 1992 and a Ph.D. in chemistry from the University of Georgia in 1996. From 1996-1999 Sherril was an NSF Postdoctoral Fellow at the University of California, Berkeley.
Sherrill is Fellow of the American Association for the Advancement of Science (AAAS), the American Chemical Society, and the American Physical Society, and he has been Associate Editor of the Journal of Chemical Physics since 2009. Sherrill has received a Camille and Henry Dreyfus New Faculty Award, the International Journal of Quantum Chemistry Young Investigator Award, an NSF CAREER Award, and Georgia Tech's W. Howard Ector Outstanding Teacher Award. In 2023, he received the Herty Medal from the Georgia Section of the American Chemical Society, and in 2024, he was elected to the International Academy of Quantum Molecular Science.
- Christa M. Ernst
]]>"Throughout my life, my basic philosophy has been to help the people around me to have more enjoyable, successful, productive, and happier lives,” says Templeton. “My 60 years at Georgia Tech allowed me to do this — influencing the lives of thousands of students and helping them to optimize their human potential. For me, this is the essence of The Spirit of Georgia Tech."
To read more about Templeton and the other alumni recognized, visit: 2026 Honorees and Event Recording.
“It was the era of look left and look right, and one of you will not be here at graduation,” Craig said.
Craig worked hard and graduated with his computer science (CS) bachelor’s degree in 2000, just as the dot-com bubble burst. He returned to Georgia Tech about a year later and has been here ever since.
Craig is the enterprise cybersecurity architect in the Office of Information Technology and has spent nearly three decades at Tech as a student, employee, and instructor.
Along the way, he has earned three degrees from the Institute and helped shape how Georgia Tech approaches cybersecurity in an increasingly complex digital landscape.
Craig began his career at Tech supporting student registration and other core IT systems. He moved fully into cybersecurity about 15 years ago. His technical background was strong, but he saw a gap in his experience.
“I had a lot of technical background and work experience, but not much policy experience,” he said.
Craig enrolled in Georgia Tech’s Master of Science in Information Security to fill in this gap. He said his decision to enroll in the policy track was intentional.
“If you’ve been doing the technical work for 10 years, a technical master’s helps some,” Craig said. “But it is much more useful to study the areas you do not already know well.”
Craig moved into management as his GT career progressed. This path led him once again to the classroom. This time, he pursued an MBA from Georgia Tech’s Scheller College of Business.
Craig believes the combination of cybersecurity and business education is increasingly important for leaders and others.
“There is a big gap in the industry,” he said. “You need people who understand cybersecurity and the business side, and people in business leadership who understand cybersecurity risk.”
Craig is an instructor in the online Master of Science in Cybersecurity program. He teaches incident response and often sees this gap among his students.
“Many business professionals do not know how to respond to a cybersecurity incident,” Craig said. “They are not trained in it. At the same time, many cybersecurity professionals are learning business impacts on the job.”
Craig said business knowledge is essential for aspiring chief information security officers.
“At that level, understanding how cybersecurity supports business goals is more important than deep technical detail,” he said. “You still need the basics, but you also need to talk to the CFO.”
At Georgia Tech, Craig focuses on cybersecurity architecture. His work centers on the design and protection of enterprise systems.
“For example, student information systems have a design,” he said. “We look at how firewalls and other controls fit into that design to protect the data.”
His role continues to evolve as the Institute’s cybersecurity needs change. That evolution mirrors the field itself, especially with the rise of artificial intelligence (AI).
“AI has impacted cybersecurity for longer than people want to admit,” Craig said. “Understanding what is unusual is a big part of security, and AI can be very good at that. It can also be very good at avoiding detection.”
Craig said AI introduces new architectural risks, particularly around data privacy. Tools that analyze student or employee data must be carefully designed to prevent sensitive information from leaking through training or outputs.
“You have to understand the inputs and outputs,” he said. “Otherwise, you can accidentally release data you really care about.”
Privacy has been a recurring theme throughout Craig’s career. He credits courses such as the privacy policy class taught by Professor Peter Swire, the J.Z. Liang Chair in the School of Cybersecurity and Privacy, with shaping his thinking.
“So much of security is about personal data,” Craig said. “Understanding what actually makes data anonymous or not is critical.”
Craig believes that privacy protection depends on training and system design within an institution as large and decentralized as Georgia Tech.
“Training can only get you so far,” Craig said. “People make mistakes. Strong processes limit exposure even when human error happens.”
Looking back, Craig describes his time at Georgia Tech as one of constant growth.
“The industry has massively changed,” he said. “What you learn becomes outdated quickly. You have to keep growing.”
From undergraduate student to cybersecurity leader, Craig’s career reflects both the evolution of Georgia Tech and the fast-changing world of cybersecurity. For him, the learning never stops.
]]>The new initiative was sparked by ongoing research at Georgia Tech — and a Yellow Jacket connection: when Postdoctoral Research Fellow Hannah Youngblood’s work on exfoliation glaucoma (XFG) was featured by the BrightFocus Foundation, it caught the attention of Jennifer Rucker, an Alabama resident who was diagnosed with XFG several years ago.
Excited that the research could change outcomes for people like her — and proud that it’s happening at her husband Philip Rucker’s, EE 72, alma mater — Jennifer Rucker reached out to Youngblood and her advisor, School of Chemistry and Biochemistry Professor and Kelly Sepcic Pfeil, Ph.D. Chair Raquel Lieberman.
“As the wife of a Georgia Tech graduate and an individual with pseudoexfoliation glaucoma, I was inspired to support the scientists whose efforts may help me and others,” Jennifer Rucker says. What followed was a meaningful dialogue and a shared sense of purpose — and the creation of the Georgia Tech Glaucoma Research Fund (Wreck Glaucoma! Fund).
“It meant so much that Jennifer took the initiative to reach out to learn more about our research,” says Lieberman. “Moments like this remind me how deeply meaningful it is to connect with people in the broader community who are navigating glaucoma. Opportunities for such personal connections are rare, but they inspire and further motivate us to achieve our lab’s mission to improve the lives of individuals suffering from blindness diseases.”
Youngblood’s interest in glaucoma research also stems from a personal connection: her father was diagnosed with glaucoma as a young adult. Now, Youngblood studies the genetic and molecular factors behind XFG in the Lieberman research lab.
“XFG is an aggressive form of the disease with no known cure,” Youngblood says. While scientists know that XFG is the result of abnormal accumulation of proteins in the eye, current treatments only address symptoms rather than treating the root cause of the disease.
“We know XFG is driven by protein buildup, but we still don’t know why it happens,” she explains. “My work studying specific genetic variants aims to uncover this.”
In particular, Youngblood is researching the role of LOXL1, a protein that plays a role in soft tissue throughout the body, including the eyes.
“Research has shown that people with variants in the genes responsible for this protein are more likely to have XFG,” she says. “That made me curious to see if the variants might be impacting the structure of the LOXL1 protein itself and how those variants might lead to disease.”
Youngblood is currently testing her theory in the lab. “My hope is that new insight into proteins like LOXL1 will bring us closer to treatments that address XFG at its source,” she says. “The new Georgia Tech Glaucoma Research Fund is a tremendous step forward in making that hope a reality.”
Please visit the Glaucoma Research Fund support page to give to this specific program. To discuss additional philanthropic opportunities, please contact the College of Sciences Development Team: development@cos.gatech.edu
Your investment ensures that these scholars and researchers have world-class resources, facilities, and mentors to excel in this critical work. Thank you for helping us shape the future.
]]>“Our Advisory Boards enter 2026 with a refreshed and energized membership, bringing renewed focus, broader perspectives, and strengthened commitment to advancing our strategic priorities,” says Leslie Roberts, director of Alumni Relations for the College of Sciences.
The board is composed of alumni who obtained an undergraduate degree from the College within the past two decades or a master’s or Ph.D. degree within the past decade. In addition to participating in regular meetings, members are expected to contribute annually to the Dean’s Excellence Fund, which provides direct support to where it is most needed across the College's six schools.
In 2025, the inaugural CoSYAB members engaged directly with students at numerous College of Sciences events. They shared industry insights and professional guidance during the College’s students-alumni leadership dinner, career education panel discussions, and “Making Science Accessible” event, which was organized by the Center for Programs to Increase Engagement in the Sciences. At the latter, board members provided feedback to graduate students testing new ways of presenting their research to general audiences.
In the new year, CoSYAB will continue to build on these efforts to “support students, faculty, and programs in meaningful and impactful ways,” adds Roberts.
The 2026 board brings together alumni with a broad range of academic backgrounds and professional perspectives, united by a shared commitment to supporting the College of Sciences and strengthening student-alumni connections.
Riana Burney (Biochemistry 2015) is excited to continue in the role of board chair and work alongside members who are equally committed to mentorship, engagement, and service.
“Collaborating with passionate College of Sciences alumni to build a foundation that directly supports student engagement and strengthens alumni connections reaffirmed how meaningful it is to stay involved with the College beyond graduation,” she says.
Returning member Kristel Topping (Ph.D. Applied Physiology 2021) expresses similar enthusiasm for continuing the board’s efforts to build meaningful connections and partnerships across Atlanta and Georgia.
“I am thrilled to return as a board member because of its impactful initiatives and tremendous potential to benefit the broader community,” she shares.
Jalen Borne (Chemistry 2022, M.S. Materials Science and Engineering 2024) is among the nine new board members bringing fresh ideas and a commitment to serving the College of Sciences community. As a member, Borne is most looking forward to supporting professional development and mentorship initiatives for both current students and young alumni.
“I'm excited to join CoSYAB because some of my greatest experiences came from the College of Sciences, and I want to use what I've learned to benefit as many future scientists as possible,” he says.
Likewise, Edward Freeman (Biology 2021), who also joins the board this year, views his involvement in student and alumni programming as an opportunity to give back.
“The College of Sciences gave me the foundation and skills that made my transition into graduate school and the biotech industry possible,” he explains. “I want to pay that forward by sharing what I've learned with the next generation.”
Sathya “Sat” Balachander, Ph.D.
Ph.D. Biology 2018
Jalen Borne*
B.S. Chemistry 2022; M.S. Materials Science and Engineering 2024
Katherine Bridges*
B.S. Mathematics 2025
Riana Burney
B.S. Biochemistry 2015
Asheley Chapman, Ph.D.*
Ph.D. Biochemistry 2021
Stephen Crooke, Ph.D.
Ph.D. Chemistry 2018
Ralph Cullen
B.S. Psychology 2008; M.S. Psychology 2011
Morgan Foreman, Ph.D.*
B.S. Psychology 2017
Edward Freeman*
B.S. Biology 2021
Alison Graab
B.S. Earth and Atmospheric Sciences 2008
Claire Haskell*
B.S. Mathematics 2025
Austin Hope
B.S. Psychology 2014
Evelyn Ligon, Ph.D.*
Ph.D. Chemistry 2019
Hannah Liu
M.S. Bioinformatics 2017
Anita Mohammad
B.S. Psychology 2012
Piper Rackley
B.S. Biology 2022; M.S. Biology 2023
Anne Marie Sweeney-Jones, Ph.D.
Ph.D. Chemistry 2020
Kristel Topping, Ph.D.
Ph.D. Applied Physiology 2021
Yusuf Uddin, Ph.D.
B.S. Biology 2012; Ph.D. Biology 2018
Chiamaka Ukachukwu*
B.S. Biochemistry 2013
Megen Wittling
B.S. Biology 2018
Ashley Zuniga
B.S. Biochemistry 2014
*new member
]]>For their leadership across various industries and positive contributions to their communities, 12 Georgia Tech alumni are among Georgia Trend’s 100 Most Influential Georgians for 2026.
Guided by his BluePrint to 2033, Blake recently announced that 16 of the plan’s 20 initiatives are underway, including work on the new Panther Quad and Campus Greenway expansion on the Atlanta campus. Georgia State recently received an $80 million donation from the Robert W. Woodruff Foundation — the largest in the university’s history.
Under Cabrera’s leadership, Georgia Tech has become the state's largest university. With record enrollment, campaign fundraising, and research expenditures, Tech is delivering on the president’s Big Bets strategy. A $100 million bequest from alumnus John Durstine in September 2025 is the largest in Tech history and will transform the George W. Woodruff School of Mechanical Engineering.
First elected in 2020, the second-term chair of the Cobb County Board of Commissioners declared her “unwavering commitment to forward motion” in a 2025 address that highlighted economic growth, improving equity, and the expansion of critical resources in Cobb County.
Reelected to a second term as Atlanta’s mayor, Dickens has led the city since 2021, establishing positive working relationships with state leadership, reducing violent crime rates, and building affordable housing. Under his leadership, the city achieved an AAA bond rating, the highest in the city’s history.
McLean is the vice president of Lockheed Martin’s Air Mobility and Maritime Missions division and site general manager of the company’s 5,000-employee Marietta facility. The C-130J Super Hercules aircraft, built at the facility, was named the winner of the Georgia Chamber of Commerce’s inaugural Coolest Thing Made in Georgia competition.
Since 2023, Miller has led the Georgia Regional Transportation Authority, the Atlanta-Region Transit Link Authority, and the State Road and Tollway Authority. Her team continues to work toward easing congestion around metro Atlanta, including 16 miles of planned express lanes on GA 400, expected to be completed in 2031.
Rice has led the Morehouse School of Medicine since 2014, and under her leadership, the number of Morehouse's M.D. candidates has doubled. She has also worked to expand access to education with regional medical campuses in Albany and Columbus. In 2025, Rice was elected to the Georgia Power board of directors.
As the CEO of metro Atlanta’s largest private employer, Bastian was named the 2025 Tony Jannus Award recipient by the Tony Jannus Distinguished Aviation Society. The award is given annually to individuals who have made major and lasting contributions to the commercial aviation industry.
As president and CEO of the Federal Reserve Bank of Atlanta since 2017, Bostic has beenresponsible for overseeing monetary policy, bank supervision, and payment services. He will retire at the end of his term in February. He also serves on the Federal Open Market Committee, the monetary policymaking body of the Federal Reserve System.
After serving as Coca-Cola’s CEO since 2017, Quincey announced his intention to step down in December. He will remain with the beverage giant as its executive chairman after reshaping the company’s strategy and adding more than 10 billion-dollar brands during his tenure as CEO.
In 2025, Tomé began leading the company through what she called the “most significant strategic shift in the company’s history,” while helping customers navigate the most“profound shift in trade policy in a century.”
Womack leads the energy provider that serves over 9 million customers. In 2025, he was awarded the title of Georgia Trustee by the Georgia Historical Society — the highest honor the state can confer.
Though decorated with awards and appearances in leading journals, Zhang will achieve his greatest accomplishment tonight at McCamish Pavilion. He will join the Class of 2025 in walking across the stage, receiving diplomas, and graduating from Georgia Tech.
Before he “gets out” of Georgia Tech, we interviewed Zhang to learn more about his Ph.D. journey and where his degree will take him next.
Graduate: Ziqi Zhang
Research Interests: Machine learning, foundational models, cellular mechanisms, single-cell gene sequencing, gene regulatory networks
Education: Ph.D. in Computational Science and Engineering
Faculty Advisor: School of CSE J.Z. Liang Early-Career Associate Professor Xiuwei Zhang
What persuaded you to study at Georgia Tech?
I chose Georgia Tech because it is one of the top engineering institutions in the United States, known for its strength in machine learning and data science. The university offers exceptional research resources and the opportunity to work with leading scholars in my field. Georgia Tech also has very good research infrastructure. The Coda Building is one of the most well-designed and productive research environments I have experienced. Having access to such a space has been a genuine privilege.
How has working on your CSE degree helped you so far in your career?
Working toward my CSE degree has been instrumental in my career development. As an interdisciplinary program, CSE has equipped me with strong computational skills while also deepening my understanding of key application domains. This breadth of training has opened more opportunities during my job and internship searches. In addition, CSE community events, such as HotCSE, the weekly coffee hour, and faculty recruiting activities, have helped me strengthen my scientific communication skills, which are essential for my long-term career growth.
What research project from Georgia Tech are you most proud of?
My favorite research project was scMoMaT, a matrix tri-factorization algorithm for single-cell data integration. I invested a significant amount of time and effort into this work, iterating on the model many times. I’m very proud that it ultimately evolved into a clean, robust, and elegant algorithm.
What advice would you give someone interested in graduate school?
It is important to find an advisor who is supportive and genuinely invested in your career development. A Ph.D. is not an easy journey, and you will inevitably encounter challenges along the way. Having an advisor who can provide thoughtful guidance and dedicated mentorship is one of the most crucial factors in helping you navigate those difficulties.
What is your most favorite memory from Georgia Tech?
CSE’s new student campus visit day every year was one of my favorite times of the year. It was always fun to meet new people, have good food, and enjoy the beautiful view from the Coda rooftop.
What are your plans after graduation?
I plan to keep working in academia after graduation. I’m on the job hunt, currently applying for positions and preparing for interviews.
]]>Though decorated with awards and appearances in leading journals, Zhang will achieve his greatest accomplishment tonight at McCamish Pavilion. He will join the Class of 2025 in walking across the stage, receiving diplomas, and graduating from Georgia Tech.
Before he “gets out” of Georgia Tech, we interviewed Zhang to learn more about his Ph.D. journey and where his degree will take him next.
]]>Her own financial challenges as a student inspired her to establish a needs-based scholarship supporting first-generation and underrepresented students in the College of Computing.
Banks shares her story and why she wants to expand opportunity and help future technologists build their own paths forward in the following Q&A.
How did your time at Georgia Tech influence the trajectory that brought you to your current role with CNN?
Imagine millions of people rushing to CNN.com and CNN apps the moment breaking news happens, all while your teams are deploying a major platform update! That is my world. My B.S. in computer science taught me to think in systems and logic, not just write software code.
Today, I lead an organization of 80+ engineers and technical leaders building CNN's news publishing platforms and frameworks. As a VP of Software Engineering, I balance system design, crisis response, organization strategy, and diverse problem-solving all at scale.
It sounds like your team hires many early-career software engineers. What skills or qualities do you look for in new talent, and how do Georgia Tech students stand out?
Academic achievements matter because they demonstrate your technical intellect and prove you can master complex concepts. Georgia Tech students naturally excel in pushing through intellectual challenges and rigorous curricula. What stands out beyond your GPA are curiosity, willingness to learn, ability to collaborate, and resilience. Can you go from abstract ideas to tactical software directions? Can you debug your own thinking? Do you ask great questions to understand risks and uncertainties? How well do you work on project teams? The best technologists I have hired have strong technical fundamentals, the ability to collaborate, and the humility to learn. This self-awareness is invaluable.
You're helping expand internship—and potentially co-op—pipelines in Atlanta, New York, and Ottawa. What opportunities do you hope these pathways will create for students?
During my undergraduate years at Georgia Tech, I worked as an intern and co-op at IBM. Transitioning to full-time at IBM after graduating was significantly easier with this real-world work experience. I was already experienced with shipping "real" code, understanding production systems, and learning how corporate organizations operate. I hope to create the same real impact through new hiring pathways, where early experience across different industries equips students with sufficient real-world experience and career jump-starts.
As a HOPE Scholar who faced challenges with living expenses, how did those experiences shape your perspective on access and affordability in higher education?
I'm incredibly grateful to have been a HOPE Scholar during my undergraduate years at Georgia Tech. The program had just started 2 years prior to my entry, so I knew my tuition, fees, and books were covered for 4+ years as long as I maintained a 3.0 GPA or higher. However, I did not qualify for need-based aid because I came from a middle-class family. I did not have the resources to cover my room and board to live on campus. This taught me the lesson that "access" requires far more than admission. I was fortunate to have supportive parents and income from my internships and co-op experiences. But I can only imagine how much more difficult it is for brilliant students to fill financial gaps each semester. Financial stress doesn't just limit opportunities. It steals focus from learning and creates a "ceiling" for how far you can go academically.
Your existing scholarship fund supports first-generation and underrepresented students. Why is this focus especially meaningful to you?
Underrepresented students often carry what I call an "invisible" weight: how to navigate environments without a clear roadmap on what/who/why/when/how, all while trying to build their own future. During my undergraduate years, I was frequently the only, or one of a few, women and/or people of color in my computer science classes. This same pattern has continued throughout my 25+ year career, especially as I have climbed higher on the tech leadership career ladder. As a VP, I have personally met only 10 or so other black female VPs in technology (ever). I established my scholarship fund at Georgia Tech to help change this narrative for future generations. I want to support underrepresented students in pursuing their dream degree at one of the best schools in this country!
You've made a new commitment—$100K over five years—that will qualify your scholarship for the Invest in the Best match. What inspired you to expand your support at this moment?
I am very grateful that the Invest in the Best Match will help my scholarship fund reach a level where a significant financial impact can be achieved every academic year. I am at a stage in my career where I can accelerate what I wish had existed for me. I am personal proof that only one semester of financial security can change a student's entire trajectory. This commitment is also a huge stepping stone toward my ultimate goal of my scholarship fund reaching the $1 million level in future years, creating sustainable support that outlasts my own contributions and my lifetime.
When you think about the long-term impact of a $200K need-based endowed scholarship, what outcomes or student stories do you hope to see?
I hope scholarship recipients will graduate and then find rewarding careers or seek entrepreneurship that changes their lives. This is how my personal journey has progressed: I continue to seek life-fulfilling challenges, overcome any hurdles, and fulfill my life's purpose by helping others. I hope they reach a point in their life where they look back with gratitude and choose to pay it forward. I am looking forward to reading their alumni newsletter feature one day, where they announce their new self-named scholarship fund and tell the next generation of students, "Someone invested in me. Now I am investing in you."
Many alumni want to give back but aren't sure where to start. What advice would you offer to donors who want their philanthropy to be meaningful and aligned with their values?
I had the idea of starting a scholarship fund at Georgia Tech for over 10 years. I feared making the financial commitment and kept deferring the decision for years. Finally, in 2021, I decided to reach out and request information on the starting steps. There is flexibility in how to meet the initial commitment, including funding sources and the timeframe. Start with this, then focus on scaling the fund later.
The bigger picture is that you are helping future students with their financial needs and letting them know that a Georgia Tech alum believes in them. This profound impact is far greater than any fears over starting a fund.
Looking ahead, how do you envision partnerships between industry leaders like CNN and academic institutions like Georgia Tech shaping the next generation of computing talent?
The best partnerships treat students as colleagues, not just pipelines of talent. We need stronger two-way connections between academia and industry, where theoretical boundaries merge with real-world opportunities. Take streaming video delivery as a concrete example: millions of simultaneous viewers need to watch a live presidential debate or a live March Madness game on their iPhones. How do you maintain quality when network bandwidth drops during a debate? How do you scale real-time infrastructure when traffic spikes from 10 million viewers to 20 million viewers at one time? How do you personalize video delivery by various factors without introducing latency? The next generation of technologists will greatly benefit from learning to solve these problems while actively earning their degrees.
]]>Georgia Tech College of Computing
albert.snedeker@cc.gatech.edu
]]>The Yellow Jacket community swarmed campus for the final time of the fall semester to celebrate Commencement ceremonies held Dec. 11 to 13. Graduates from the School of Computational Science and Engineering (CSE) were among the 7,177 new alumni “getting out” of Tech.
“We are immensely proud of School of CSE and CSE programs graduates in the Class of 2025,” said Haesun Park, Regents’ Professor and Chair of the School of CSE.
“Our collaborative approach to CSE education has prepared these graduates to attain roles in academia, national labs, industry, government, and beyond, where they will lead the next generation of interdisciplinary research.”
Along with administering its flagship CSE Ph.D. and M.S. CSE programs, the School of CSE offers doctoral degrees in computer science and machine learning. Ph.D. graduates who received their diplomas and doctoral hoods on Dec. 11 at McCamish Pavilion included:
Seven CSE Ph.D. students completed M.S. degrees this fall and will continue their studies at Georgia Tech. They are:
Georgia Tech’s CSE graduate program includes 12 schools and departments participating as home units. These home units represent the colleges of Computing, Engineering, and Sciences. This approach facilitates an immersive, interdisciplinary experience in which students study computational approaches within domain fields.
Georgia Tech jointly celebrated master’s graduates at a ceremony on Dec. 13 at Bobby Dodd Stadium. After the Institute celebration, graduates were recognized during ceremonies held by their respective colleges.
Mawutor Kofi Amanfu (M.S. CSE 2025)
Sunyoung An (M.S. CSE 2025)
Nischal Bandi (M.S. CSE 2025)
Elijah Bellamy (M.S. CSE 2025)
Meiwen Bi (M.S. CSE 2025)
Hao-Cheng Chang (M.S. CSE 2025)
Tianyu Chen (M.S. CSE 2025)
Yilong Chen (M.S. CSE 2025)
Zhiyu Chen (M.S. CSE 2025)
Seung Eun Choi (M.S. CSE 2025)
Vinodhini Comandur (M.S. CSE 2025)
Zhiyi Dai (M.S. CSE 2025)
Alejandro Danies-Lopez (M.S. CSE 2025)
Zixing Fan (M.S. CSE 2025)
Stefan Faulkner (M.S. CSE 2025)
Mihiri Fernando (M.S. CSE 2025)
Alexandra Freeman (M.S. CSE 2025)
Yuhan Fu (M.S. CSE 2025)
Jack Ganem (M.S. CSE 2025)
Omar Atef Garib (M.S. CSE 2025)
Martin Graffigna (M.S. CSE 2025)
Bochun Guo (M.S. CSE 2025)
Moyi Guo (M.S. CSE 2025)
Xinyu Guo (M.S. CSE 2025)
Yuqi Han (M.S. CSE 2025)
Tianyang Hu (M.S. CSE 2025)
Mingzheng Huang (M.S. CSE 2025)
Po-Han Huang (M.S. CSE 2025)
Wentao Jiang (M.S. CSE 2025)
Boxiao Jin (M.S. CSE 2025)
William-Michael Johnson (M.S. CSE 2025)
Garyoung Lee (M.S. CSE 2025)
Tzu Jung Lee (M.S. CSE 2025)
Congyan Li (M.S. CSE 2025)
Peiru Li (M.S. CSE 2025)
Yuhan Li (M.S. CSE 2025)
Zhiyun Liang (M.S. CSE 2025)
Yuexi Liao (M.S. CSE 2025)
Chenyu Liu (M.S. CSE 2025)
Honglin Liu (M.S. CSE 2025)
Shuojiang Liu (M.S. CSE 2025)
Xuanzhang Liu (M.S. CSE 2025)
Yue Lu (M.S. CSE 2025)
Fang Lunt (M.S. CSE 2025)
Jinrui Ma (M.S. CSE 2025)
Yu Miao (M.S. CSE 2025)
Hui-Chun Mo (M.S. CSE 2025)
Prajwal Kumar (M.S. CSE 2025)
Kavya Krishnan (M.S. CSE 2025)
Felicity Nielson (M.S. CSE 2025)
Jonathan Perng (M.S. CSE 2025)
Yinzhu Quan (M.S. CSE 2025)
Devanshi Shah (M.S. CSE 2025)
Yuxuan Shen (M.S. CSE 2025)
Steven Stewart (M.S. CSE 2025)
Linjun Su (M.S. CSE 2025)
Jingyun Sun (M.S. CSE 2025)
Abdul Rehman Tariq (M.S. CSE 2025)
Yu Chu Tsai (M.S. CSE 2025)
Xunzhi Wen (M.S. CSE 2025)
Jinghua Weng (M.S. CSE 2025)
Andi Xia (M.S. CSE 2025)
Zihao Xiao (M.S. CSE 2025)
Yunxiang Yan (M.S. CSE 2025)
Ziyuan Ye (M.S. CSE 2025)
Linyuan Yu (M.S. CSE 2025)
Bingqing Zhang (M.S. CSE 2025)
Tiankuo Zhang (M.S. CSE 2025)
Yu Zheng (M.S. CSE 2025)
Boye Zhou (M.S. CSE 2025)
Xinjie Zhu (M.S. CSE 2025)
Zilu Zhu (M.S. CSE 2025)
]]>The Yellow Jacket community swarmed campus for the final time of the fall semester to celebrate Commencement ceremonies held Dec. 11 to 13. Graduates from the School of Computational Science and Engineering (CSE) were among the 7,177 new alumni “getting out” of Tech.
]]>Led by School of Computing Instruction faculty member and Georgia Tech alumna Jennifer Whitlow, the course gives students a founder’s perspective on building technology that meets real user needs.
Unlike the traditional CS Junior Design course where teams work with sponsors, students in the entrepreneurial track act as their own clients. They begin the semester with no predetermined problem and follow a structured process, which is anchored by deliverables that reflect professional expectations.
“Students come in with nothing,” Whitlow said. “They identify a problem, conduct customer discovery, realize which assumptions were wrong, refine their direction, figure out what to build and then build it. And they own it 100 percent.”
Customer-discovery interviews ensure every idea is grounded in real user needs, and the semester culminates in a fully functioning prototype paired with a written justification of the decisions behind it. This combination of development and reflection gives students a framework that mirrors startup practices.
To further simulate a startup environment, Whitlow recruited alumni coaches with startup or executive experience. Coaches were paired with teams based on their areas of expertise, advising anywhere from one to four groups. The roster includes a former chief technology officer and longtime startup advisor, along with alumni startup founders.
Students also incorporate AI tools into development, accelerating early prototype work while still making critical decisions themselves.
“AI can accelerate the early stages,” Whitlow said. “But students have to understand their design well enough to guide it. AI doesn’t replace their decision-making.”
Sixteen teams completed the entrepreneurial capstone this fall.
The top two scoring projects earned automatic acceptance into CREATE-X Launch, Georgia Tech’s startup accelerator:
These teams showcase the program’s ability to quickly bring student ideas to a level that’s ready for real-world startup incubation.
One team that exemplifies how the capstone’s structure supports innovation is LunchBox. Created by computational media major Abigail Rhea and her teammates, LunchBox helps parents and caregivers of neurodivergent children navigate limited safe-food options.
The idea evolved after early customer discovery revealed that the original concept had too much competition, so the team narrowed its focus.
“During research, one of our teammates came across a testimonial from the mother of an autistic child,” Rhea said. “It spoke to all of us and helped us shift toward a truly underserved demographic.”
The team conducted more than 20 interviews with caregivers and special education teachers, reshaping its approach. “We realized families didn’t need another daily task,” Rhea said. “They needed personalized guidance that runs in the background. Everything we built came directly from those conversations.”
The team's biggest technical challenge was engineering a dynamic, emotionally supportive roadmap for food-exposure therapy. While AI accelerated development of SwiftUI code, all core decisions remained human-driven.
At the Capstone Expo, attendees connected strongly with the project. “So many people told us how applicable LunchBox is to their lives,” Rhea said. “Most joined the waitlist. We couldn’t be more excited for what’s next.”
Whitlow sees the pilot already fulfilling its purpose: giving students the tools and confidence to turn ideas into real ventures. Teams can continue work by applying to CREATE-X programs or building on their prototypes after the semester.
“This course shows students they can create something real,” Whitlow said. “That’s the goal: empowering them to innovate.”
Led by School of Computing Instruction faculty member and Georgia Tech alumna Jennifer Whitlow, the course gives students a founder’s perspective on building technology that meets real user needs.
To help people answer these types of questions, researchers at the Georgia Tech Research Institute (GTRI) have developed SatisfAI, a serious tabletop and digital card game that encourages players to consider how much agency they are willing to share with AI-based systems to solve real-world problems.
SatisfAI uses a player-judge mechanic to promote both introspection and consideration of the preferences of others, indexing real-world objectives against Max Neef’s model of fundamental human needs, and asks players to indicate their preferred level of autonomy, from choices such as “No AI,” “Assistant,” and “Surrogate.”
“We wanted to create a tool to better understand how people prefer to interact with AI,” said Moon Kim, a GTRI senior research associate and project co-lead. “We focused on two key questions: Would you use AI for a particular task? And if so, how much automation would you prefer? Our motivation was to elicit insights that could inform the design and alignment of AI systems to human needs.”
Originally supported by GTRI’s Independent Research and Development (IRAD) program between 2021 and 2023, the game has since been played by approximately 270 K-12 teachers and education professionals across Georgia. It has received enthusiastic feedback from educators, who value the meaningful conversations it sparks during and after gameplay.
One teacher shared the following: “What SatisfAI gives teachers is a humanizing experience of talking with each other about AI based on their values, a conversation that was likely often skipped over when ChatGPT was released upon the world.”
Another said: “SatisfAI causes you to think about what using AI really means and how it impacts you.”
For classroom use, SatisfAI is currently being customized to help students explore the tradeoffs of AI, fostering critical thinking and encouraging intentional decision-making about their learner agency. Through gameplay and guided discussions, GTRI aims to equip teachers and students with valuable insights as part of preparing for an AI-driven future in education.
In each round of the game, which is playable in person and online, one player acts as the judge. The judge player is given a real-world objective and is asked to decide whether AI should solve this objective, and how much agency they prefer to retain.
For example, a scenario might state the objective of taking care of a sick family member, asking the judge to imagine what different solutions might exist for various levels of AI automation — from a robotic assistant, an intelligent medication dispenser, a medical information advisor, or possibly no AI at all — then decide which level they prefer. Other players then try to predict the judge’s choice, earning points when they match the judge, with the highest score winning.
“Ultimately, SatisfAI is not based on the assumption that more AI is naturally better,” said Ethan Trewhitt, a GTRI senior research engineer and project co-lead. “Instead, it investigates how much automation people want and where they want AI involved in their life.”Looking ahead, the researchers plan to expand the game’s reach to more K-12 partners across the state and beyond, with future considerations to extend the game to industry partners and government sponsors to further explore the tradeoffs and broader implications of AI adoption and its impact on human agency.
If you are interested in learning more about SatisfAI, please contact Moon Kim at moon.kim@gtri.gatech.edu or Ethan Trewhitt at ethan.trewhitt@gtri.gatech.edu.
Writer: Anna Akins
Photos: Sean McNeil
GTRI Communications
Georgia Tech Research Institute
Atlanta, Georgia USA
For more information, please contact gtri.media@gtri.gatech.edu.
To learn more about GTRI, visit: Georgia Tech Research Institute | GTRI
]]>Writer: Anna Akins (anna.akins@gtri.gatech.edu).
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