Over the past four years, these grants have supported the transformation of more than 100 courses reaching thousands of Tech students across six colleges and 26 schools. These awards advance the Institute’s commitment to transformative teaching and learning, preparing students to be globally engaged leaders who improve the human condition.
“Beyond all the transformations in individual classrooms, the program has developed a community of scholars who are thinking deeply about how to make sustainability education relevant and valuable for every Tech student,” said Marc Weissburg, upcoming chair of the Sustainability Education and Curriculum Committee. “The range of innovative ideas and the cleverness and thoughtfulness with which they are deployed says a lot about Tech faculty.”
Names: Pamela Pollet and Eric Shen
Department: School of Chemistry and Biochemistry
Project: Organic and Sustainable Chemistry: An Open-Source Textbook
Discover the full list of 2026-27 Undergraduate Sustainability Education Innovation Grant Recipients.
Scientists have captured the most detailed structural images to date of a specific type of protein’s DNA repair process. The research could reveal ways to inhibit the effects of the BRCA1 and BRCA2 gene mutations that heighten the risk for breast, ovarian, and other cancers.
“This work lets us see, step by step, one mechanism by which cancer cells could manage to repair their DNA when BRCA genes mutate and fail,” says study co-author Vicki Wysocki, who is chair of the Georgia Tech School of Chemistry and Biochemistry. “By capturing this process in detail, this study opens the door to understanding how those cancerous cells survive and how treatments might disrupt that mechanism.”
Designated as a Breakthrough Article, the study Mechanism of single-strand annealing from native mass spectrometry and cryo-EM structures of RAD52 homolog Mgm101 was recently published in Nucleic Acids Research.
In addition to Wysocki, who is a professor in the School of Chemistry and Biochemistry and a professor emerita at Ohio State University, the Georgia Tech research team included co-first author Zihao Qi, a Ph.D. candidate in the Wysocki Lab.
They were joined by Ohio State researchers co-first author Carter Wheat and senior author Charles Bell, who is a professor of biological chemistry and pharmacology in the College of Medicine. Additional authors include Metro High School student Miqdad Hussain and CAS researcher Katerina Zakharova.
Normally, BRCA genes help prevent cancer by acting as tumor suppressors — producing proteins that help repair broken DNA. When cancer cells lack the tumor-suppression function of normal BRCA genes, research has shown that a protein called RAD52 performs DNA repair.
Since RAD52 allows cancer cells to survive and replicate without tumor suppression, researchers have wondered if blocking it would kill the cancerous cells. Blocking RAD52, however, requires fully understanding its repair activities, which have been difficult to capture with even the most sophisticated techniques.
DNA strands break every day in cells, which is why proteins exist to fix the breaks and keep cellular processes running smoothly, the team says. But because repairs must happen quickly and human proteins are often more complex than their ancestral counterparts, even the most advanced imaging equipment can’t capture every step in the process.
In order to understand RAD52 better, the research team turned to its ancestral protein, Mgm101, to observe several key steps in its DNA repair process.
The team decided to leverage multiple types of imaging. Wysocki’s lab at Georgia Tech conducted native mass spectrometry and mass photometry, using light to measure masses of protein-DNA complexes. The results showed that the ancestral protein Mgm101 assembled from a single copy of itself into a large multi-unit ring composed of 19 copies of the protein.
“This ring is essentially a template,” Wysocki explains. “The first strand of DNA can come down, and then the second strand comes on and starts being annealed to the first strand.” Annealing occurs when two single strands of DNA come together to form the characteristic double helix structure.
The findings were supported by what Bell’s lab determined using cryogenic electron microscopy, observing structures floating in solution and frozen in a thin layer of ice.
“RAD52 high-resolution structures have been determined with single-stranded DNA, but not with the two DNAs that it’s trying to anneal,” Bell says. “Its job is to bind single-stranded DNA and anneal it to its complement sequence. It’s been captured structurally, but only in a few states relevant to the reaction.”
“Here, we have more of the states along the full pathway from substrate, to intermediate and product. And the duplex intermediate is a conformation that’s never been seen before.”
Previously, researchers were unsure if this DNA repair process used one protein ring or two rings working together, the team says. Their findings show that just one ring is used — and that this is likely consistent across different species.
Next, the team plans to try capturing the same phases of the DNA repair process with RAD52 from humans. A clearer understanding of how this family of proteins binds to DNA strands and coaxes them back together after a break provides insights for drug targets that could halt the process in cancer cells empowered by mutated BRCA genes, they say.
“It’s still a proposed mechanism: Just because we see these snapshots of the process doesn’t mean we know all the details, but we do have the best snapshots for any protein that does this single-strand annealing,” says Bell. “This focuses our strategies for drug development.”
DOI: https://doi.org/10.1093/nar/gkag320
Funding: This work was supported by the U.S. National Science Foundation and the National Institutes of Health. The cryo-EM data were collected at Ohio State’s Center for Electron Microscopy and Analysis and processed using the Ohio Supercomputer Center.
]]>Research Writer / Editor
Georgia Tech College of Sciences
]]>Georgia Tech’s competitive programming team placed seventh at the International Collegiate Programming Contest (ICPC) North America Championship (NAC), earning a bronze medal and further cementing its standing among the continent’s elite collegiate teams.
The NAC is the highest level of regional competition in the ICPC.
For the team, the achievement was the product of months of deliberate preparation and a carefully balanced roster.
“We’ve been practicing consistently since September,” said Kevin Shan, a third-year computer science (CS) student and three-year team member. “As a result, we’ve developed pretty strong team chemistry as well as a good understanding of what each person’s strengths are.”
That chemistry proved critical in a contest format that demands technical mastery and coordination under pressure. ICPC competitions require teams to collaboratively solve complex algorithmic problems within a fixed time limit, often forcing quick decisions about strategy, debugging, and division of labor.
The team reflects a blend of experience across multiple levels of competitive programming. Shan earned his second NAC medal this year, while first-year CS student Zachary Chao entered with adistinguished background, including a bronze medal at the International Olympiad in Informatics (IOI) representing Taiwan. Zejia Chen, a PhD student, added further depth as a former ICPC World Finals competitor.
Despite differences in format, Chao said the transition from individual to team competition was natural.
“Although IOI and ICPC have very different contest formats, the skills required to excel in both competitions are very similar,” he said. “I had to adapt to the team environment, but in terms of problem solving, my experience definitely translated.”
He also emphasized that success in competitive programming is less about seniority and more about skill and practice.
“I feel like grade level isn’t too relevant to ICPC,” he said. “As long as a contestant is able to compete at a certain level, it doesn’t really matter what grade they are.”
For Shan, competing at multiple levels over three years has sharpened his understanding of how each stage differs. “The contests at different levels—regionals, NAC, and World Finals—all have unique characteristics,” he said. “It’s important not only to practice on different sets for these contests but also to approach them differently.”
The emotional turning point came at the very end of the competition. After struggling to debug the final solution, the team members were unsure of how they had performed. “We were all pretty bummed,” Shan said. “So the best part was definitely finding out at the award ceremony that we were awarded a medal.”
Beyond the results, Georgia Tech’s reputation was evident throughout the competition. According to School of Computing Instruction faculty member and ICPC advisor Abrahim Ladha, competitors from other universities recognized the team.
“Walking around with them, they were treated like celebrities. Competitors from other schools knew of them, the way people talk about Haynes King or something,” Ladha said.
“Getting a bronze at NAC is a huge deal, and they all will have jobs lined up because of this.”
Chen, who has competed internationally, noted that the NAC stands out not just for its difficulty but also for the broader experience it offers. Compared to the competitions he attended during his undergraduate years, he described NAC as “much richer and more engaging,” with opportunities to connect with peers, attend talks, and explore career pathways alongside the contest.
At the same time, the team remains focused on continued growth. “Winning a bronze medal gives us encouragement,” Chen said, noting that the experience will help guide their preparation for future competitions.
Georgia Tech’s competitive programming team placed seventh at the International Collegiate Programming Contest (ICPC) North America Championship (NAC), earning a bronze medal and further cementing its standing among the continent’s elite collegiate teams.
]]>The highly competitive Laboratory Placement program is a paid opportunity offered through the U.S. Department of Energy’s Science Undergraduate Laboratory Internships. It provides students from a wide range of disciplines an opportunity to contribute to cutting-edge research at leading facilities, including Argonne National Laboratory, Ames National Laboratory, Lawrence Berkeley National Laboratory, National Laboratory of the Rockies, Oak Ridge National Laboratory, Princeton Plasma Physics Laboratory, and Savannah River National Laboratory.
The program’s 2026 cohort includes 16 Georgia Tech students from disciplines such as artificial intelligence, materials science, aerospace engineering, nuclear engineering, chemical engineering, mechanical engineering, and physics. Their research placements reflect the interdisciplinary nature of today’s scientific challenges, with projects covering bioinformatics, high-energy and condensed matter physics, accelerator science, environmental management, and advanced materials.
Many of the internships are closely aligned with national energy priorities, with students working in research areas including nuclear energy, hydrogen and chemical systems, materials for energy applications, plasma and fusion sciences, and complex engineered systems.
“Georgia Tech’s deep engagement with the national laboratory system creates unparalleled opportunities for our students to contribute to the future of energy,” said Yuanzhi Tang, executive director of the Strategic Energy Institute. “By connecting interdisciplinary talent with world-class research environments, we are not only advancing discovery but also shaping the next generation of leaders who will drive secure, sustainable, and resilient energy systems.”
Working alongside national lab scientists, students will not only gain access to world-class facilities but benefit from mentorship and professional networks, while contributing to research critical to national security, economic competitiveness, and a more sustainable energy future.
“These internships demonstrate the strength of Georgia Tech’s relationships across the federal research ecosystem,” said Robert Knotts, executive director of Federal Relations in the Office of Institute Relations. “They provide a direct pathway for students to engage in public service through mission-driven research at national laboratories — while strengthening connections that are vital to advancing national priorities in energy, security, and innovation.”
]]>The highly competitive Laboratory Placement program is a paid opportunity offered through the U.S. Department of Energy’s Science Undergraduate Laboratory Internships. It provides students from a wide range of disciplines an opportunity to contribute to cutting-edge research at leading facilities, including Argonne National Laboratory, Ames National Laboratory, Lawrence Berkeley National Laboratory, National Laboratory of the Rockies, Oak Ridge National Laboratory, Princeton Plasma Physics Laboratory, and Savannah River National Laboratory.
]]>Omar Garcia Urdiales, CREATE‑X’s associate director of Learn, brings a global entrepreneurial experience to Georgia Tech: founder and CEO of a startup operating in the AWS Accelerator Loft, longtime startup coach in Europe’s major innovation hubs, lecturer across multiple universities, and an external doctoral researcher in entrepreneurship and digitalization. He brings this background to his teaching of Startup Lab’s latest iteration – a significant redesign developed by VentureLab’s Director Keith McGreggor. McGreggor created the course and has evolved it over many years, building on its initial success.
“This new iteration of Startup Lab allows us to meet students exactly where they are,” said McGreggor. “By doing this, we give them the strongest foundation possible, providing them with the tools to grapple with uncertainty and build their confidence.”
Startup Lab has long anchored the Institute’s entrepreneurial pathway with clearer structure, a unified language, and a deeper focus on reflective growth, so more Georgia Tech students can discover (and trust) their own entrepreneurial judgment.
Startup Lab is expanding responsibly, with six sections in Atlanta and additional global sections in France and Asia-Pacific taught by faculty trained in the curriculum. Students here benefit from a program that’s learning across borders and bringing that learning back to campus.
“Startup Lab is not about becoming an entrepreneur, but about engaging in the unknown and adopting entrepreneurial behavior, which can be applied to all career paths,” Urdiales said. “Students become better equipped to identify problem spaces and solve them through evidence-based building.”
Urdiales emphasized that Startup Lab is built for students who are still exploring, uncertain, or are simply curious.
“Many students tell us they’re curious about entrepreneurship but feel not ready,” he said. “They worry they’re too introverted for customer interviews or assume Startup Lab is only for people with fully formed ideas. In fact, those are the most common misconceptions.”
The course’s first few weeks focus on training students to see struggles and patterns in the world. Then, they apply those skills on a team, exploring, designing, and testing a concept with real people. The nonnegotiable outcome isn’t the best idea; it’s a more confident, evidence-driven version of you.
“Startup Lab is strengthening that self-awareness. All of us who are entrepreneurs, we don’t grow linearly. We have various iterations of how we see things,” Urdiales said. “This ability to see patterns or to see problems with customer discovery, it’s a learning process and a growth process.”
Urdiales said that students won’t have a passive experience in the lab.
“To become an entrepreneur, you need to do it. You need to engage with customers. You need to get out of the building,” he said. “It gives you the ability to incorporate theoretical frameworks into practical solutions and then understand these more practical outcomes.”
Aligning with CREATE-X’s culture of continuous iteration, Startup Lab is tightening the hands-on core of the course around four simple, repeatable tools so that entrepreneurial thinking becomes muscle memory, not a one-off assignment. The new iteration of the curriculum, developed by McGreggor, helps students learn to:
“What we have is a frontier model in entrepreneurial education,” said McGreggor. “The result is a course that teaches sound decision making and builds entrepreneurial confidence that rewards authentic discovery and iteration over performative polish. It creates a more solid foundation for entrepreneurial thinking and sets students up to engage more deeply with everything that follows in their CREATE-X pathway.”
As a part of Startup Lab, instructors integrate reflection throughout the semester, which helps students notice patterns of work, make small experiments, and adjust based on what’s learned. Students often worry they’re not the founder type or that their introversion will hold them back; Startup Lab reframes those worries as raw material for growth, including communication skill building and one-on-one interactions you won’t always get in higher-level courses.
Startup Lab integrates HaradaLite — McGreggor's adaptation of the Japanese Harada Method — as a weekly reflection practice in which students keep a reflection log, helping them notice patterns of work, run small experiments, and adjust based on what's learned. With this approach, educators are able to measure the growth of entrepreneurial confidence by self-report, leading to a more quantitative approach to teaching.
There’s no mandated order for CREATE-X courses. Startup Lab simply makes the next steps clearer by providing a shared language and milestone structure across sections and instructors, so whatever comes next (I2P, Capstone, Launch, or an internship), you can carry forward a coherent, evidence- aware story of your work.
“All CREATE‑X Learn sections will work with the same milestone objectives,” Urdiales said. “Students trained in Startup Lab are already trained in the muscles of entrepreneurship. They’re more equipped to go into Make and Launch or be a leader within their industry.”
Startup Lab is about becoming the kind of person who can see opportunities, reason from evidence, and make better decisions when the path isn’t obvious.
“Startup Lab helps students see the world’s problems and fill the gaps with fresh ideas, teaching them to see and understand the important difference between evidence and inference,” said McGreggor. “This lays the foundation that leads to good founders, and builds the entrepreneurial confidence needed to succeed.”
Students in Startup Lab can expect a workshop-heavy, conversation-rich semester with weekly artifacts, scenario-based decision prompts, startup reports, and quizzes that keep you honest about what you’re learning. You’ll assemble a Continuity Pack near the end: a compact bundle of your best discovery evidence, decisions, MVEs, economics, and final story slides so your future self (or your I2P/Launch application) can pick up right where you left off.
The course also sets norms for modern tool use. AI is welcomed as a coach and organizer, after your own baseline thinking and research, and as an enhancement of the real conversations you have. That matters because Startup Lab’s promise is that you build solid judgment under the test of uncertainty, critical to the world of today and the future that is being built.
You don’t have to have it all figured out. If you’re a first-year student still exploring, a junior craving real-world projects, or a senior looking to stand out in interviews, Startup Lab is for you.
Seats fill quickly across all sections — and for good reason.
This course gives you the clearest, most supportive on‑ramp into CREATE‑X, with a global methodology, a unified curriculum, and instructors who believe deeply in your potential to grow. Learn how to think entrepreneurially. See the world differently. Build the confidence that will follow you long after the semester ends.
Register for Startup Lab for Fall 2026.
Marketing Strategist
]]>Jain is one of 15 scientists selected this year for “their promise to change their fields by solving nature’s puzzles in a broad range of fields and develop next-generation technologies that can reveal biological function,” according to a Searle Scholars Program press release.
“We are honored to be part of the Searle Scholars Program,” Jain says. “For a young lab with ambitious goals, this kind of recognition means everything. It gives us the confidence and resources to pursue high-risk, high-reward questions that could one day make a real difference for people affected by neurodevelopmental disorders.”
Jain received his Ph.D. in molecular and cellular biology from the University of Arizona and completed his postdoctoral work at the University of California, Los Angeles. He joined Georgia Tech in 2024.
]]>From AI-powered tools that support dementia care to platforms that translate natural language into data insights, computing students showcased a wide range of software solutions at the Spring 2026 College of Computing Capstone Expo.
Held on April 27 in the Exhibition Hall, the event highlighted the technical skills and creativity of third- and fourth-year students in the School of Computing Instruction (SCI).
The Expo marks the culmination of a semester-long course in which computer science and computational media majors design products that address real-world needs. In the program, students either collaborate with external clients to deliver real-world solutions or develop startup-driven prototypes under the mentorship of industry professionals.
Volunteers from industry and the campus community judge teams on functionality, aesthetics, and presentation.
Winning Teams:
TimeSlips AI Integrated Mobile App
This project is a mobile app with questions and image prompts to support facilitators in meaningfully engaging people with dementia. AI integration transcribes sessions and lets facilitators review them, get feedback, and develop them into stories.
DataChat: Natural Language Analytics for Non-Technical Teams
This project is a ChatGPT-like app where users can upload CSV files (usually sports-related). The app will analyze the CSV file and provide detailed results, including why the results turned out the way they did.
Healthy Actions
This project focuses on preventing weight gain. The web app allows users to assess their health and behaviors at the beginning, midpoint, and end of a 12-week program to track progress and support healthier outcomes.
Georgia Tech alumna Christine Ling (BS Industrial Engineering 2025) mentored two of the winning teams, TimeSlips and Healthy Actions.
“These teams have been a joy to work with from start to finish. They consistently approached their project with thoughtfulness, realism, and a clear sense of purpose,” Ling said.
“What stood out most was their motivation and collaborative spirit. They were proactive in seeking clarification, eager to refine their ideas, and genuinely invested in producing a polished, high‑quality final product. Their steady work ethic and willingness to iterate made them an absolute pleasure to support.”
Entrepreneurial Capstone Winning Teams:
Optimis
This project attributes cloud billing changes to specific runtime behaviors in a developer’s Integrated Development Environment (IDE) and Continuous Integration (CI) pipeline, helping teams avoid unexpected billing surprises.
PulseAPI
This project converts real application programming interface (API) traffic into an OpenAPI contract and detects deviations from it, helping teams catch breaking changes before they affect production systems.
More photos from the expo are available here.
From AI-powered tools that support dementia care to platforms that translate natural language into data insights, computing students showcased a wide range of software solutions at the Spring 2026 College of Computing Capstone Expo.
]]>For Kathy Tran, choosing to major in computer science (CS) at Georgia Tech was never about narrowing her interests. Drawn to both computing and film, she sought flexibility to explore technical problem-solving alongside creative storytelling.
Through her work as a teaching assistant (TA), a software engineering internship, and independent film projects, Tran learned that her interests didn’t have to fit neatly into a single role. Instead, she built a path that lets both sides grow, sometimes together, sometimes separately.
What drew you to computer science and Georgia Tech?
I’ve always been the type of person who wants to do a million things, so it was difficult for me to decide on one subject to study in college. I was drawn to CS because it is extremely versatile, and I enjoyed Advanced Placement Computer Science A (AP CSA) at Woodland High School in Stockbridge. I could go the practical route and work at a big tech company, or I could take a more creative route and pursue game development or animation. Since computers are ubiquitous in all industries, the possibilities seem endless.
However, another subject I really wanted to study in college is film, as it is my first love. I had to find a school that would give me a balance between an amazing CS education and a film education. I ended up choosing Georgia Tech because not only do we have a top-ranked CS program, but we’re also in the heart of Atlanta, where there are countless film opportunities. This semester, I’ll be graduating with a bachelor’s in computer science with a minor in film and media studies.
How has your experience as a teaching assistant shaped you?
I have been a TA for CS 1332: Data Structures and Algorithms for seven semesters. At first, I just wanted to have an on-campus job and retain fundamental information about CS. However, over the semesters, I ended up really loving the TA community.
Being surrounded by a highly motivated group of people forces you to try to be the best version of yourself. I’ve met people who achieve great things. Seeing them achieve their goals makes it seem like mine aren’t out of reach and only makes me work harder to achieve them.
How have you approached your interests in tech and media?
When I first entered college, I assumed that I needed to perfectly combine the two fields, which led me to restrict myself to the role of a tech artist. I worked as a tech artist for clubs like VGDev and Animation Club, creating 3D models and rigs that can be animated. I also did a VIP in Art and AI, where I created a stop-motion film using 3D models and generative AI.
However, I feel like I thrived when I allowed myself to explore these fields separately. On the technical side, I worked as a software engineering intern at AWS and enjoyed applying my technical design knowledge and problem-solving skills to complete my project. On the media side, I have directed two short films, with In Universe 907 winning an award at Georgia Tech’s Literature, Media, and Communications (LMC) Film Festival.
While these two paths don’t perfectly combine tech and media 50/50, they require both technical and creative skills that satisfy my need to combine my passions.
What are your plans after graduation?
After graduation, I’ll be working as a software engineer at Amazon Web Services and will be moving to Santa Clara, California.
Who has influenced your journey at Georgia Tech?
I have to thank Mary Hudachek-Buswell and Frederic Faulkner for allowing me to serve as their TA for the past three years and for giving me and the other TAs many opportunities to grow both academically and professionally.
What advice would you give to students interested in combining technical and creative fields?
To any student interested in combining technical and creative fields, keep your options open and don’t pigeonhole yourself into one role or industry. Innovations in both fields are constantly being created, and new roles can emerge in the blink of an eye.
Allow yourself to explore all forms of technical and creative fields, and your calling will come about naturally.
Jack Hayley’s path through Georgia Tech’s computational media program centers on exploring how sound and software work together across film, games, and interactive media.
Before arriving in Atlanta, Hayley attended Yew Chung International School in Chongqing, China, where he completed the Cambridge IGCSE (International General Certificate of Secondary Education) program, before returning to the United States to earn an International Baccalaureate (IB) diploma from the Utica Academy for International Studies.
With longstanding interests in computer science (CS) and digital music, he sought a program that would allow him to develop both simultaneously.
“I wanted a program that had a strong technical foundation but with creative applications in music,” he said.
Georgia Tech’s computational media program stood out for its connection between the College of Computing and the School of Music. By choosing threads in Intelligence and music technology, Hayley explored the intersection of the two disciplines.
Creating Through Code and Sound
At Tech, Hayley explored computing and creativity through programs such as the Robotic Musicianship VIP. He credits Center for Music Technology Professor Gil Weinberg and Ph.D. student Amit Rogel with pushing him to do his best work and for strengthening his confidence in blending technical and artistic approaches.
That blend of mentorship and experimentation carried into his broader creative practice. As technical director of Baja Badlands Productions, a film and multimedia studio he co-founded, he composes music, designs sound, and manages technical production, including the studio’s website.
One of the studio’s recent short films, Myopia, was showcased at several film festivals and received recognition for its original score and cinematography.
He has also collaborated with Georgia Tech’s student organization VGDev and indie developers to create audio for video games.
“I find this to be a great avenue for my combined interests, as creative control of audio often requires software implementation to achieve immersive sound,” he said.
Among his favorite projects is Sleighers, a game he co-led. The project integrated networking systems, 3D modeling, level design, and immersive audio, and was later exhibited at DreamHack Atlanta, where the team gathered feedback from players and developers.
Learning and Leadership
Beyond creative production, Hayley developed technical and leadership skills as a teaching assistant for CS 1332: Data Structures & Algorithms, eventually becoming a head TA.
The role challenged him to communicate complex ideas, support students one-on-one, and coordinate with large instructional teams, thereby deepening his understanding of core CS principles.
“Being a TA reinforced my understanding of CS concepts as I designed assignments and explained material clearly,” he said.
He also contributed to course development by helping design assignments and synchronous assessments that emphasized application-based learning. His work was recognized by Georgia Tech’s Center for Teaching and Learning with the Online TA of the Year award.
He credits faculty mentors, including School of Computing Instruction (SCI) faculty member Frederic Faulkner and Interim Chair Mary Hudachek-Buswell, for shaping his growth as an educator.
“They’ve both been instrumental in my development as a leader, and I admire their determination to strengthen the quality of CS undergraduate education at Tech,” he said.
Looking Ahead
During his time at Tech, Hayley interned as a software development engineer at Amazon Web Services (AWS) in Atlanta, where he worked on an infrastructure-based solution. The experience reinforced the importance of adaptability in the field.
“What I’ve found from this experience is that software development is not a skill that is solidified once; instead, it necessitates continual lifelong learning,” he said.
After graduation, Hayley will return to AWS as a full-time software development engineer while continuing his creative work in film and game development.
He encourages other students to take full advantage of interdisciplinary opportunities.
“Take advantage of the opportunities Tech has to offer with respect to technology and creativity,” he said.
“I found tailoring these components towards a blend of CS and music allowed me to get the most out of my time here.”
Jack Hayley’s path through Georgia Tech’s computational media program centers on exploring how sound and software work together across film, games, and interactive media.
]]>“I’m honored to receive the 2026 Odum Award,” says Weigel, who is a senior academic professional in the School of Biological Sciences. “Georgia Tech is widely recognized for its research excellence, but teaching is mission-critical to the ways we serve the public good. This award reflects the incredible work happening in our classes and communities that drives science, and science education, forward.”
Weigel is among 10 individuals selected nationwide for annual ESA awards. “This year’s award recipients have each contributed something important to ecology, often in very different ways,” says ESA President Peter Groffman. “These are ecologists whose efforts have shaped the field, supported colleagues and created opportunities for others. I’m glad to see that kind of work acknowledged.”
Weigel’s work focuses on improving biology education by examining how student backgrounds, values, and instructional practices shape learning outcomes. Her impact spans K–12 students, undergraduates, graduates, and members of the Atlanta community.
Known for her teaching innovations, she has pioneered new courses in biology, ecology, and statistics, and is also a leader in the Vertically Integrated Projects program at Georgia Tech.
From studying the dynamics of flu, to using drone aerial footage to monitor Georgia Tech’s changing landscape, to a long-term project monitoring the trees of the Campus Arboretum, Weigel shares that “students thrive when they develop skills through real-world experiences."
Weigel has also creatively infused the traditional “nature” topics and fieldwork found in ecology curricula with modern technology and programming skills used in research. “Effectively introducing professional skills, like programming in the language R, is innovative nationally,” she says. By making R, an open-source programming language, more accessible, “we’re preparing undergraduates for success in graduate school and their careers, and empowering them to learn other programming languages in the future.”
In addition to teaching, Weigel plays a central role in mentoring and supporting students across the Institute. She serves as the undergraduate academic advisor for around one-sixth of Georgia Tech’s Biology majors, mentors graduate and undergraduate teaching assistants, and is an instructor for the “Tech to Teaching” capstone course in the Center for Teaching and Learning.
]]>Selena Langner
College of Sciences
Georgia Institute of Technology
But powering devices is only part of the challenge. Enabling those same systems to communicate at modern data rates is a much harder. That’s the leap the team is now making. The same lens-based approach is being used to unlock high-speed communication once considered out of reach for ultra-low-power systems.
In a study published in Nature Communications, researchers in Professor Manos (Emmanouil) Tentzeris’ Agile Technologies for High-performance Electromagnetic Novel Applications (ATHENA) lab demonstrated a first-of-its-kind lens-enabled backscatter system capable of multi-gigabit data rates, reaching up to 4 gigabits per second (Gbps). At the same time, it operates using only a fraction of the power required by conventional wireless devices — bringing high-speed connectivity to systems that were never meant to support it.
For years, backscatter has been treated as a tradeoff: extremely low power, but extremely limited performance. Rather than generating its own radio signal, a backscatter device modulates and reflects existing wireless transmissions to communicate, allowing it to operate with minimal energy.
As a result, backscatter has typically been used only to send small amounts of data, most often in simple identification and sensing systems.
“What we’ve shown is that backscatter doesn’t have to be slow,” said Marvin Joshi, the research lead and Ph.D. candidate in the School of Electrical and Computer Engineering. “With the right architecture, it can operate at gigabit‑per‑second speeds while remaining ultra‑low power.”
The Georgia Tech team’s dielectric lens — similar in spirit to an optical lens — focuses incoming millimeter-wave energy onto an array of tiny antenna elements, enabling both wireless energy capture and high‑speed backscatter communication within the same system.
The system reshapes and reflects existing wireless signals, with each element modulating the reflected signal to enable high-speed data transmission without requiring a traditional transmitter.
At millimeter-wave frequencies, used by 5G and future 6G systems, there is plenty of available bandwidth, but signals at these frequencies are highly directional and sensitive to alignment.
In practice, that means even small misalignment can break the link. This has been a major limitation for real-world deployment. The lens overcomes that constraint by enabling high gain and wide angular coverage simultaneously, without the need for active beam steering.
“Think of it like a camera lens for wireless signals,” Tentzeris said, who is a Ed and Pat Joy Chair Professor in ECE. “It captures energy coming from many different directions and focuses it efficiently onto the device.”
The result is a system that can communicate over a ±55-degree field of view, maintaining strong performance even when the device and the reader are not perfectly aligned.
In controlled experiments, the researchers achieved data rates of up to four Gbps, with sustained gigabit communication at distances of up to 20 meters, using high-order modulation schemes like those used in modern cellular networks.
For a system that doesn’t generate its own signal, those numbers are unexpectedly efficient. The system operates at just 0.08 picojoules per bit — approaching million-fold improvements compared to conventional wireless radios.
“To put that in perspective,” Tentzeris said, “a typical wireless transmitter burns milliwatts of power. This system operates at essentially near-zero power while pushing the data rates 1,000 times higher than what traditional backscatter could do.”
Taken together, the results point to a fundamentally different class of wireless system, according to Tentzeris, one that combines high data rates with ultra-low power in a way that hasn’t been demonstrated before.
Based on standard wireless modeling, the team estimates the technology could support Gbps communication over distances of kilometers when paired with existing 5G millimeter-wave infrastructure, extending high-speed, ultra-low-power links far beyond what has been achievable with backscatter systems.
“That combination is exactly what future wireless networks are moving toward. This capability aligns naturally with next‑generation 6G systems,” said Tentzeris, pointing to the growing importance of Integrated Sensing and Communication (ISAC) and Joint Communication and Sensing (JCAS) frameworks that require simultaneous communication, sensing, and localization.
But speed and efficiency are only part of the story. Because the devices are low-cost, lightweight, and printable, they could be deployed at massive scale on buildings, roads, vehicles, drones, or wearable systems.
In a smart city, thousands of these tags could continuously exchange information about traffic, air quality, or structural health without ever needing batteries. That means dense, always-on sensing and communication without worrying about power or upkeep.
In disaster zones, temporary high-speed networks could be set up almost instantly, without cables or power infrastructure.
“Imagine an ambulance transmitting high-resolution medical images in real time, or first responders building a live digital map of a disaster area,” Joshi said. “You get fiber-like performance, but completely wireless and energy-efficient.”
The architecture also lends itself to intelligent optimization, where AI-based control can be enabled to dynamically enhance signal capture and system efficiency, further expanding performance in large-scale deployments.
“This is really about adding intelligence to anything, anywhere,” Tentzeris said. “When communication becomes this fast, efficient, and scalable, entirely new applications become possible.”
With the core architecture now demonstrated, the ATHENA Lab team is shifting focus from proof‑of‑concept to deployment. That means moving out of the lab and into real-world environments. The next phase includes testing the system outdoors, integrating it onto drones and mobile platforms, and exploring flatter, more compact lens designs that could be easier to mount on real-world infrastructure.
“We’re thinking about how this fits into the broader wireless ecosystem,” Joshi said. “We’ve shown what’s possible. Now the question is how far we can push it in the real world."
Professor Emmanouil “Manos” Tentzeris and Ph.D. student Marvin Joshi hold a lens‑enabled backscatter system that could support battery‑free wireless communication across future smart city infrastructure.
That interdisciplinary focus has earned Huang statewide recognition. He has been selected as Georgia Tech’s 2026 representative for the University System of Georgia’s (USG) Academic Recognition Day, an honor awarded annually to one undergraduate from each USG institution for outstanding scholastic achievement. Georgia Tech’s representative is chosen by the academic associate deans from each of the Institute’s six colleges, in collaboration with the Office of the Vice Provost for Undergraduate Education and Student Success.
This honor encourages Huang to keep pursuing the kind of research he believes can make a real difference.
It’s a form of external validation that the work I’m doing is meaningful, not just to me, but to others,” he said. “It confirms that choosing a less conventional path, one guided by impact instead of convenience, is worthwhile.
Huang has also received the 2026 Provost’s Academic Excellence Award. He will graduate in May with bachelor’s degrees in computer science and psychology, along with minors in computation and cognition, health and medical sciences, and the science of mental health and well-being.
He currently leads two projects investigating cognition in neural systems, supported by the President’s Undergraduate Research Award and the Petit-Lanier Research Scholarship. One project uses tobacco hawkmoths as a reduced-complexity model system to identify fundamental principles of neural computation. The other examines human learning and decision-making using a custom sensorimotor paradigm and computational modeling.
Huang has presented his findings at venues such as the Society for Integrative and Comparative Biology Annual Meeting and the Southeastern Medical Scientist Symposium, and he is preparing first-author manuscripts for submission later this spring.
According to Professor Simon Sponberg, who has advised Huang in the Agile Systems Lab, it’s Huang’s approach to his work that sets him apart.
“Elliot’s excellence goes beyond easily quantified metrics of academics,” Sponberg said. “He is exceptionally self-motivated and is constantly in pursuit of his goals. Combined with his effectiveness, ambition, and demonstrated responsibility he has already realized outstanding success, and I’m excited to see what he achieves next!”
That same confidence in Huang’s future is shared by Associate Professor Robert Wilson, Huang’s mentor and principle investigator in the Neuroscience of Reinforcement Learning and Decision-Making Lab.
“Elliot stands out as a truly brilliant scholar — a hard worker, deep thinker and all-around wonderful person to have in the lab,” Wilson said. “His research asks deep questions about the role of physical movement in human cognition that has the potential to revolutionize how we think about human learning and psychiatric disorders.”
Huang traces his interest in psychology to deeply personal experiences that reshaped how he viewed the intersection of technology, medicine, and well-being. While he was initially drawn to Tech’s computer science program, his academic focus evolved as he became more involved in mentorship and campus ministry, and as mental health challenges affected those close to him.
Those experiences ultimately solidified his goal of becoming a physician-scientist working at the intersection of computational modeling and psychiatry. Huang hopes to reframe psychiatric disorders not simply as collections of symptoms, but as variations in underlying cognitive processes. He hopes this approach will one day support more precise, mechanistic mental health care.
Huang has also invested significant time in mentoring peers and building his campus community. He leads Bible studies through Navigators Campus Ministry, previously served as director of operations for the Georgia Tech Medical Robotics Club, and has performed with the Institute’s Tenor Bass Choir.
After graduation, Huang plans to spend a year working as a full-time researcher while applying to MD/Ph.D. programs. Wherever that next step takes him, Huang leaves Georgia Tech with a foundation built on academic rigor and a commitment to improving human well-being.
]]>View luncheon photos on Flickr, and see recipients from all colleges here.
The School of Earth and Atmospheric Sciences Quarter Century Award
Sophia Buettner (ENVS), Daniel Lamprea (AOS), Rowan Ray (ENVS), Claire Riggs (ENVS)
The School of Chemistry and Biochemistry Arduengo Award
Arya Akbarshahi (BCHM), Ryan Wiebold (CHEM)
The School of Psychology Moll Davenport Award
Kate Cole (PSYCH)
Metha Phingbodhipakkiya Memorial Scholarship
Nick Elidor (NEUR)
A. Joyce Nickelson and John C. Sutherland Prize
Carlos Marcio De Oliveira E Silva Filho (MATH & PHYS)
Roger M. Wartell and Stephen E. Brossette Award
Sara Dixon (BCHM), Nikhita Subramaniarao (PHYS)
Robert A. Pierotti Memorial Scholarship
Zachary Beddingfield (BIO & BCHM), Kate Cole (PSYCH), Kathleen “Katie” Griffin (BIO & ENVS)
Georgia Tech Women’s Club Scholarships
From College of Sciences:
Isabel O’Connell (ENVS), Clear Holley (PHYS)
The University System of Georgia (USG) Academic Recognition Award
From College of Sciences:
Elliot Huang (PSYCH & CS)
Provost’s Academic Excellence Award
From College of Sciences:
Elliot Huang (PSYCH & CS)
Love Family Foundation Award
From College of Sciences:
Marielle Frooman (BCHM)
Virginia C. and Herschel V. Clanton Jr. Scholarship
Chloe Zhang (BCHM), Maryam Aamir (NEUR)
Recipients
From College of Sciences:
Matthew Rohan (CHEM), Austin C. Wang (NEUR)
One the oldest existing biological societies in the world, the Linnean Society of London is renowned as the venue where, in July 1858, Charles Darwin and Alfred Russel Wallace first publicly announced the theory of evolution by natural selection — more than a year before Darwin published On the Origin of Species. The annual Bicentenary Medal is considered one of the most prestigious awards for researchers studying natural history.
“This honor is profoundly meaningful to me — both as an evolutionary biologist and a Londoner,” says Stroud. “To be recognized here, at the very heart of evolutionary biology’s history, is deeply personal, incredibly exciting, and very special.”
Stroud is one of 10 exemplary researchers to be recognized by the Linnean Society this year with a medal or award.
“We are thrilled to celebrate the 2026 Linnean Society medal and award recipients, whose work advances our vision of a world where nature is understood, valued and protected,” says Mark Watson, who serves as president of the Linnean Society. “At a time when the importance of biodiversity and conservation has never been clearer, their achievements show the power of curiosity, dedication and scientific endeavor.”
At Georgia Tech, Stroud investigates the ecological and evolutionary processes of lizards in order to understand patterns of biological diversity at a larger scale. “Studying lizards in their natural habitats allows us to directly investigate how species adapt and evolve in real time,” he explains, “and this helps us understand how ecological and evolutionary processes shape life on Earth."
For over 10 years, he has run one of the longest-running evolutionary studies of its kind: catching, documenting, and releasing each of the 1,000 lizards who reside on “Lizard Island,” Stroud’s living lab in Florida.
In 2025, he was awarded a Packard Fellowship to further develop the project by equipping each lizard with a tiny sensor backpack to document their behaviors and movements in real time — with the goal of creating evolution’s first high-definition map.
In 2014, Stroud also founded a community science project called “Lizards on the Loose” to introduce middle school students to ecological science. A collaboration with Fairchild Tropical Botanic Garden, the program now reaches students from over 100 schools across South Florida.
]]>This is the third time the class has been offered, but the first to include an extended community-based learning experience.
“The students were able to see firsthand how concepts discussed in the classroom translated into real infrastructure decisions shaping vulnerable coastal communities,” says Robel, an associate professor in the School of Earth and Atmospheric Sciences.
In previous years, the course relied on guest speakers, often remote, to provide real-world insights. Robel and Macedo, an associate professor in the School of Civil and Environmental Engineering, advocated for this year’s field trip to give students direct exposure to how the concepts taught in class are used in coastal communities.
“Places like Savannah, Tybee Island, and Charleston aren’t planning for a distant future; they’re making real infrastructure decisions right now,” explains Robel.
On Tybee Island, city leaders and U.S. Army Corps of Engineers staff discussed with students how to balance tourism, environmental protection, and shoreline preservation. Site visits highlighted tide gates and living shorelines as flood mitigation strategies.
Then, in Savannah, students met with city staff to explore challenges facing historic, low-lying cities and visited the Pin Point Heritage Museum where Gullah-Geechee community leaders spoke about the cultural, environmental, and equity dimensions of flood planning.
The trip concluded in Charleston with discussions led by the city’s chief resilience officer and tours of the Low Battery Seawall and a neighborhood pump station, illustrating how flood infrastructure can serve both functional and public-facing roles. Students also visited JMT, the engineering firm behind several of the projects studied, where engineers discussed design trade-offs and career paths in coastal and municipal infrastructure.
“The regional context is especially important because Georgia Tech graduates are heavily concentrated in the Southeast, and many go on to careers designing, managing, or approving infrastructure projects in coastal communities,” says Robel. “With a more concentrated vulnerability to sea-level rise in the Southeast than any other part of the United States, the most potential flooding is likely to occur here in the Atlantic Southeast and Gulf Coast.”
He adds that “if we’re educating the scientists, engineers, and decision-makers who will be working in these communities, they must understand the practicalities of flood resilience and how to make informed decisions based on the best current science.”
Although the idea for the field experience had been years in the making, it became feasible only recently with support from an internal grant on sustainability education and community-based learning administered by the Center for Sustainable Communities Research and Education. Robel also emphasized the importance of long-standing relationships with coastal communities and governments in making the trip a success.
“We reached a point where we had both the resources and the relationships to make the experience meaningful,” he shares.
The students met professionals from a wide range of career paths, including federal and local government agencies, private engineering firms, and municipal stormwater departments.
“A major goal of the trip was giving students the chance to see what career paths in coastal resilience really look like,” says Robel. “Those conversations helped students understand not just the technical work, but also the financing, politics, and community concerns that shape infrastructure decisions — parts of the job that are harder to capture in the classroom.”
Students enjoyed the opportunity to get real-world context:
“This trip made me reconsider my post-graduation plans. I used to think the geology industry was just oil and gas, but this trip showed me different ways I can apply my skills to help the environment as well as local communities in their efforts to adapt to sea-level rise concerns,” says Mandala Pham, a Ph.D. student studying geophysics.
“The most valuable part of the experience was observing sea-level rise mitigation infrastructure in-person, and the trip was a great experience overall to make new friends and gain valuable experiences,” adds Alexander Brison, a fourth-year environmental engineering major.
By grounding classroom concepts in real places and real decisions, the Spring Break field experience reinforced the course’s goal: preparing students to engage thoughtfully with the challenges coastal communities are already facing.
]]>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.”
]]>View luncheon photos on Flickr, and see recipients from all colleges here.
Best Faculty Paper Award
Jiang Zhigang
Professor
School of Physics
Outstanding Achievement in Research Enterprise Enhancement
Anna Österholm
Research Faculty
School of Chemistry and Biochemistry
Outstanding Achievement in Research Program Development Award
Human Space Exploration Team
Thomas Orlando — Team Leader
Regents’ Professor
School of Chemistry and Biochemistry
School of Physics
Phillip First
Professor
School of Physics
Brant Jones
Senior Research Scientist
School of Chemistry and Biochemistry
Frances Rivera-Hernandez
Assistant Professor
School of Earth and Atmospheric Sciences
Jiang Zhigang
Professor
School of Physics
Human Space Exploration Team co-recipients from the College of Engineering:
Masatoshi Hirabayashi
Associate Professor
Julie Linsey
Professor
Peter Loutzenhiser
Associate Professor
Alvaro Romero-Calvo
Assistant Professor
Meisha Shofner
Professor
Lettie Pate Whitehead Evans Gender Equity Award
Susan Lozier
College of Sciences Dean
Betsy Middleton and John Clark Sutherland Chair
Professor, School of Earth and Atmospheric Sciences
Outstanding Undergraduate Academic Advisor – Faculty Advisor
Haley Steele
Academic Professional
School of Biological Sciences
Curriculum Innovation Award
Mary Peek
Principal Academic Professional
School of Chemistry and Biochemistry
Undergraduate Educator Award
Tiffiny Hughes-Troutman
Professor of the Practice
School of Psychology
Junior Faculty Outstanding Undergraduate Research Mentor Award
Farzaneh Najafi
Assistant Professor
School of Biological Sciences
Class of 1940 W. Howard Ector Outstanding Teacher Award
Pamela Pollet
Principal Academic Professional
School of Chemistry and Biochemistry
This semester, 31 faculty members from across the Institute, including six from the College of Sciences, were awarded tenure. Tenure recognizes a faculty member’s contributions to Georgia Tech through research, teaching, and community. We are honored to celebrate this defining moment in our faculty members' careers.
The College recognized outstanding achievements across faculty, staff, and students during the 35th Annual College of Computing Awards celebration, held on April 20 in the Klaus Atrium. Hosted by Dean Vivek Sarkar, the luncheon highlighted significant contributions to the College community, with several honorees from the School of Computing Instruction (SCI).
Undergraduate awards were presented by Associate Dean for Undergraduate Education Olufisayo Omojokun, recognizing excellence in leadership, teaching, and research.
Undergraduate Awards:
Faculty Awards:
The celebration underscored SCI’s impact within the College, highlighting the breadth of excellence within its community.
The College recognized outstanding achievements across faculty, staff, and students during the 35th Annual College of Computing Awards celebration. Hosted by Dean Vivek Sarkar, the luncheon highlighted significant contributions to the College community, with several honorees from the School of Computing Instruction (SCI).
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For many Georgia Tech students, a ride in the Ramblin’ Wreck is a bucket-list item before graduation.
Tech’s mechanical mascot, a 1930 Ford Model A Sports Coupe, has been a fixture on campus and in the hearts of Yellow Jackets alike since 1961, and with the Ramblin’ Reck Club’s Ride Out in Style program, more students will have an opportunity to cruise through campus in the iconic car before Commencement.
The club, which is charged with maintaining the vehicle and sharing its history with the Tech community, will facilitate the program. Through a Sign-Up Genius form, graduating students get an exclusive chance to ride through campus, cruising from the Reck Garage to the Campus Recreation Center before swinging by another staple of campus, Tech Tower.
Sof Zambrano Molina, the current student driver, is behind the wheel wearing a silver heart-shaped locket with a photo of the vehicle inside. She relishes her role in turning a student’s wish into reality.
“It’s always been said by drivers that the Wreck is owned by the student body, and we’re just the ones who get the car from point A to point B,” Molina said. “Since the Wreck is a symbol of Georgia Tech, students deserve the chance to be able to interact with it in that way.”
In addition to Ride Out in Style, this semester also saw the launch of the new Bucket List Ride program. Before Ride Out in Style begins toward the semester’s end, bucket list rides are open to all students, staff, and faculty members — along with up to two of their friends — and give the community a chance to take a ride and learn more about the car.
“I think interacting with the Wreck should be a formative part of every Tech student's journey,” Molina said. “From my experience — from watching people inside the car and seeing how happy they are, or even just seeing how happy students are whenever you drive past them — it's like the car inherently spreads joy.”
For some, seeing the car on campus is the memory they hold onto, Molina says, but for others, it’s a sound they’ll never forget.
“I had someone ask me today, ‘Hey, can I blow the horn?’ and she was so excited. And that’s the part a lot of people recognize,” she said.
As Commencement nears, for any students who find a Wreck-shaped hole in their heart, don’t miss your chance to cross this ride off your Georgia Tech bucket list.
The Center for Teaching and Learning and the Office of Academic Effectiveness have announced the 2025 Georgia Tech CIOS Award winners.
The Student Recognition of Excellence in Teaching: Annual CIOS Award is open to full-time Georgia Tech employees who teach credit courses and who administer the Course Instructor Opinion Survey (CIOS). Each year, 40 to 50 winners are selected and announced for courses taught during the previous calendar year.
“The CIOS is one way that students can share feedback about their learning experiences in a course,” said Carol Subiño Sullivan, associate director for the Center. “Winners of the CIOS Award have been recognized by their students as creating a learning environment that is interesting, engaging, and respectful. Congratulations!”
“What a privilege it was to have a professor as caring and passionate as you,” wrote one student to Kate McCann, a 2025 award recipient. “Thank you for consistently prioritizing our well-being and making [the course] so engaging. I was always excited to wake up and go to your class! Thank you for your thoughtfulness and for challenging us to grow as neuroscientists and people. Reflecting on your class, I learned so much and will carry many of the people-focused concepts with me as I continue through healthcare. I hope you know how loved and respected you are among students.”
The generous gifts in the Jack and Frances Mundy and Class of 1940 W. Roane Beard endowments provide funding for a $1,000 stipend awarded to winners.
The 2025 CIOS Award recipients from the College of Sciences are:
Consult the full list of 2025 CIOS Award recipients.
In 2017, faculty conversations began circulating about a new kind of capstone experience, one driven by student discovery and entrepreneurial thinking rather than predetermined client requirements. The idea intrigued Omojokun.
“I remember thinking, this is really different from anything I’ve ever taught,” he said.
In his previous courses, Omojokun took pride in providing the structured, rigorous framework students needed to master complex concepts. While those interactions were dynamic, the curriculum required a specific, focused trajectory. CREATE-X offered a different kind of challenge: the "X" of the program, representing undefined, endless potential.
“CREATE-X is full of unknowns. You don’t know what industry the students are diving into, what roadblocks they’ll run into and navigate out of, or what small- to large-scale successes they’ll achieve throughout the semester. It really had my blood pumping,” he said. As someone who loves the challenge of academia, it was an invigorating way to help the next generation apply what they’ve learned in a new context.
Omojokun co-taught the first CREATE-X Capstone section with College of Computing students in fall 2018 alongside Craig Forest, associate director of the Invention Studio. While the initial computer science cohort was small, the experience was immediately powerful.
“It was humble beginnings but deeply eye-opening,” he said.
In this new environment, students weren't just solving problems; they were seeking them and sometimes pivoting. Traditional client-driven capstones offer students invaluable experiences in delivering high-quality products, responding to clients’ often evolving needs, and adhering to professional standards. CREATE-X added a layer of venture-validation, requiring students to identify a gap in the market and build something with commercial viability.
As the semesters continued, CREATE-X grew from a program with an interesting capstone course Omojokun enthusiastically co-taught to a professional inflection point for him. He found himself talking about it frequently, with colleagues, with students, even with prospective undergraduates who may not see a capstone for years.
He began encouraging prospective and incoming students to take CREATE-X pathways.
“I would tell students, down to first-year students, when you get that opportunity to engage with CREATE-X, take it. You don’t even have to wait until capstone, as there are multiple pathways; in fact, Startup Lab has no prerequisites. Whatever path you take, you’ll remember it for years to come. Whether you officially take a problem solution to market or not, the entrepreneurial confidence gained is priceless.”
By 2020, when the first Jim Pope Faculty Fellowship cohort opened, applying felt natural. He had already become an unofficial ambassador for CREATE-X, helping students navigate options, promoting programs in classes, and rallying colleagues to engage.
“It was an opportunity to become more connected to this thing that I felt was changing the game on campus,” he said. “It cemented my affiliation with CREATE-X.”
The fellowship gave name and weight to the work he was already doing, while also expanding what was possible.
The Jim Pope Faculty Fellowship provides faculty with $15,000 in discretionary funding, which can support a one-semester break from teaching, along with structured training in evidence‑based entrepreneurship, dedicated mentorship, and the opportunity to work closely with students launching startups.
The fellowship also equips faculty to become entrepreneurial instructors and mentors through the CREATE‑X ecosystem, giving them tools to integrate entrepreneurship into their coursework and curricula. Each cohort of fellows is trained to embed entrepreneurial methods, develop new innovation‑focused assignments, and serve as advisors within programs like Startup Lab, Idea‑to‑Prototype, and Startup Launch.
For faculty across Georgia Tech, the fellowship offers something rare: institutional backing, resources, and formal recognition for bringing entrepreneurship into their teaching and shaping how students learn to become problem‑solvers.
Omojokun said he sees CREATE-X as the apex of applying technical fundamentals.
As part of the fellowship, Omojokun brought the program’s ethos into his courses, even a foundational course like CS 1331: Introduction to Object Oriented Programming, where he created a CREATE-X–branded final project. Students built a “problem database” application as their final homework assignment, cataloging real issues they encountered in daily life, assessing their skills to solve them, evaluating markets and metrics, and then deciding potential pathways forward.
“It’s an innovation diary,” he said. “A tool that can get them closer to thinking like a founder.”
The response from students, including many non-computing majors who take his section each semester, has been overwhelmingly positive. While the project is challenging, the open-ended nature and real-world relevance motivate deeper engagement.
“When students believe their work will solve a meaningful problem for a meaningful population, they bring passion to it,” he said. “They start observing the world differently.”
The more Omojokun saw, the deeper his enthusiasm grew.
Even as he stepped into the role of inaugural chair of the School of Computing Instruction in 2022, CREATE-X remained at the forefront of Omojokun’s conversations. Interest in the program continued to grow significantly. Students stopped him in the hallways to talk about their ideas. Faculty reached out to ask about mentorship opportunities. And he continued championing the program in the many settings he entered.
“It turns out that the most engaged group of students in CREATE-X is computing undergraduates,” Omojokun said. “I wanted to make sure that high involvement continued, no matter what size we are,” he said.
Over time, Omojokun strengthened the partnership between the College of Computing and CREATE-X, weaving entrepreneurship deeper into the College's curricular fabric.
Last January, Omojokun was appointed as the associate dean for Undergraduate Education in the College of Computing. One of his priorities was highlighting CREATE-X’s curricular impact. In coordination with key stakeholders — including Kelly Ann Fitzpatrick (computing), Craig Forest (mechanical engineering), and Raul Saxena (CREATE-X) — he nominated the program for the ABET Innovation Award. The award honors programs that challenge the status quo in technical education and demonstrate a measurable impact on student learning in ABET-accredited disciplines, such as natural sciences, computing, engineering, and engineering technology. CREATE-X won.
When faculty are considering something like the Jim Pope Fellowship, Omojokun said the biggest barrier he hears about from them is time. With courses that can enroll 300 students per section and extensive responsibilities beyond the classroom, time is a scarce resource.
He could relate.
“There are always lots of things on my physical and virtual desktop. I always warn people before they enter my office,” he said.
However, Omojokun argued that participating in the fellowship program was time well spent because it helps them rediscover the most exciting parts of teaching.
“It’s worth the time. One of the goals of teaching is to see students passionate about what they’re learning, and CREATE-X makes that happen consistently,” he said.
As AI reshapes industries, Omojokun believes that CREATE-X equips students to navigate the unknown and forge new paths as existing ones shift, providing a versatile skill set that transfers to employment, potentially self-employment, and beyond.
“There’s a lot of uncertainty with AI in the workspace, but CREATE-X gives students the confidence and skills to succeed at whatever comes,” he said. “We are putting students through this process of finding a problem that’s meaningful and matters to the world; mastering that allows them to lead in any environment.”
The 2026 Jim Pope Faculty Fellowship is now accepting applications. For faculty who want to explore integrating entrepreneurship into their teaching, mentoring student founders, and helping shape a culture of innovation across campus, this fellowship offers resources and a supported pathway to begin. Faculty from all disciplines are encouraged to apply to the Jim Pope Fellowship. Priority deadline: July 1; final deadline: Aug. 11.
]]>“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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Though this scholarship is typically given to 50 exceptional incoming first-year students, a select few second- and third-year students are chosen to receive the honor for exemplifying the program’s pillars of scholarship, leadership, progress, and service.
“Annie and Madeline are exemplary campus leaders and will be able to build on their progress and service with the support of the Stamps Program. We are thrilled for the contributions they bring to the environmental science community,” says Linda Green, principal academic professional and interim director of the Environmental Sciences (ENVS) program.
Lin is a second-year ENVS major conducting undergraduate research on methane and natural gas in the Glass Research Group. Previous research highlights include quantifying microplastics in Georgia’s coastal water and working with a student group to publish the first publicly available data on microplastics pollution in the Chattahoochee River.
“I hope to build a career in environmental policy and justice — developing and implementing scientific, holistic, and equitable solutions to environmental issues and bridging the gaps between research, policy, and communities,” says Lin.
She is a student coordinator for Georgia Tech’s Center for Sustainable Communities Research and Education and the Georgia Tech student engagement and network coordinator for the United Nations Regional Centre of Expertise Greater Atlanta.
“I was born and raised in Atlanta and grew up close to the Chattahoochee River,” explains Lin. “In high school, I was very involved with Chattahoochee Riverkeeper, including an 11-mile, eight-hour paddling cleanup; field and lab work to track bacterial contamination caused by sewage spills; and speaking to state legislators about environmental bills. These experiences taught me the importance of helping make the necessary systemic changes to address environmental issues.”
Weller is a second-year ENVS major working in the Tang Research Group, characterizing rare earth elements from Georgia kaolinite clay minerals for renewable energy applications. She also works on the Georgia Tech Methane Vertically Integrated Project to pioneer local methane measurements and in Georgia Tech’s Office of Sustainability to further sustainability efforts and outreach with Solar Stewards.
“Through experiences with Solar Stewards, I saw firsthand how community and rooftop solar can impact people, reducing their energy burden…,” says Weller. "Being at Georgia Tech has provided me with the resources and courage to act on my passion for achieving sustainability through energy equity, ensuring everybody has access to reliable and affordable electricity."
Outside of research, she is a member of Energy Club @ GT; Sigma Gamma Epsilon, the national honor society for the Earth Sciences; Association of Environmental Engineers and Scientists; Photography @ GT; and Runnin’ Wreck.
“I chose environmental science because I was inspired to use my science skills to help find a solution to environmental issues, including climate change,” she explains. “Improving environmental conditions is not just important for biodiversity and ecosystems, but essential for human health and the longevity of future generations.”
]]>As during previous editions, this year’s conference featured more than two dozen scientists, engineers, policy experts, and thought leaders from Georgia Tech and beyond, illustrating how collaboration across fields – from science and engineering to public policy and international affairs – helps to advance strategic research priorities.
“Frontiers is about discovery and connections across disciplines and generations,” says Susan Lozier, dean of the College of Sciences and Betsy Middleton and John Clark Sutherland Chair. “This edition provided an inspiring glimpse into the future of space exploration and the many ways Georgia Tech is contributing to research and missions seeking answers to what lies beyond our planet.”
Commitment to Space
Space research is a key institutional priority at Georgia Tech, which is home to numerous academic and research programs in planetary sciences, robotics, mission design, space policy, and other areas.
The recently established Space Research Institute (SRI) serves as the central hub connecting the broad range of space-related research across campus. Led by Jud Ready, who also serves as principal research engineer at the Georgia Tech Research Institute, SRI has expanded support for space research and commercialization through initiatives such as the CreationsVC Space Fellows Program and Centers, Programs, and Initiatives seed grant program.
SRI’s efforts are in line with Georgia Tech’s long-standing contribution to space exploration. Hundreds of Yellow Jacket alumni work in the space sector, including several graduates who are playing key roles in the Artemis program. To date, more than a dozen Georgia Tech alumni have traveled to space.
Exploring the Final Frontier
The conference featured a series of panels and discussions led by faculty and researchers from the Colleges of Sciences and Engineering as well as the Ivan Allen College of Liberal Arts.
Sessions explored how researchers are studying the processes and conditions that support planetary habitability, seeking to answer one of humanity’s greatest questions: Does life exist beyond Earth? Speakers also examined how analog fieldwork in Earth’s extreme environments can inform space exploration, and how space research, in turn, can deepen our understanding of our own world.
Additional conversations centered on building better space missions through improved understanding of team and individual resilience, data collection, navigation, and the development of advanced technologies like the robots developed through the NASA LASSIE Project.
Frontiers also highlighted Georgia Tech’s commitment to preparing the next generation of space scientists, engineers, and leaders. Student training and engagement were recurring themes throughout the day, with speakers emphasizing opportunities for student-led and student-run missions and research. A panel of Georgia Tech alumni shared their own STEM career journeys, challenging the idea of “one right path” to success — and acknowledging the resources and opportunities available at the Institute.
A highlight of the conference was a fireside chat with Atlanta-native, retired U.S. Army Colonel and NASA Astronaut R. Shane Kimbrough (M.S. Operations Research 1998). Kimbrough, who spent a total of 388 days in space and performed nine spacewalks across three missions, reflected on his career and the evolution of spaceflight. He emphasized the expanding role of public-private and international partnerships in advancing ambitious goals, such as creating a permanent human outpost on the Moon.
Policy and Public
The conference also explored how policy influences space discovery and innovation, with discussions touching on such issues as space security, access, governance, sustainability — and the influence of technology and science fiction on public perception and policy.
Panelists described current policy frameworks governing outer space as struggling to keep pace with rapidly advancing technologies and expanding activities. According to these experts, increasing tensions among commercial, research, and recreational uses of space call for greater coordination among private and government entities to balance competing priorities while maximizing opportunities for innovation and exploration.
The conference was punctuated by a networking lunch connecting attendees with Atlanta’s public astronomy community – including partners at several universities and the Georgia Tech Astronomy Club, which set up telescopes for attendees to safely observe the sun. Later that evening, the Georgia Tech Observatory hosted its Public Night, welcoming the broader Atlanta community to campus for telescope views of Jupiter, the Orion Nebula, and other celestial bodies.
The Observatory Night was a fitting conclusion to a full day focused on Georgia Tech’s commitment and contributions to inspiring future generations of space explorers through research, education, and outreach.
Experience the Frontiers conference in pictures on the College of Sciences’ Flickr account.
]]>“Attending the 75th Lindau Nobel Laureate Meeting is both an honor and a responsibility: a chance to represent my academic community which focuses on the study of elusive particles called neutrinos while learning from those who have shaped the field,” says Papadopoulou, who will join Georgia Tech as a School of Physics assistant professor in August 2026. “I hope to come away with a deeper understanding of how transformative ideas emerge and how to cultivate the kind of leadership and vision needed to guide future large-scale scientific efforts that will unravel some of the mysteries of the universe.”
Papadopoulou obtained her Ph.D. in experimental physics from the Massachusetts Institute of Technology. As part of her research, she analyzed neutrino data collected by the MicroBooNE detector at Fermi National Accelerator Laboratory in Illinois and electron scattering data from the Jefferson Lab in Virginia.
In 2022, she joined Argonne National Laboratory as a Maria Goeppert Mayer Fellow, continuing her research as a member of the MicroBooNE, Short-Baseline Near Detector, Deep Underground Neutrino Experiment, and Jefferson Lab’s Electrons-For-Neutrinos collaborations. Her work focuses on testing the performance of simulation predictions against existing and new neutrino and electron data sets.
Papadopoulou currently serves as a J. Robert Oppenheimer Fellow at Los Alamos National Laboratory where she is working to better understand neutrino interactions.
]]>Published today in the journal Nature Communications, the paper “Trivalent Titanium in High-Titanium Lunar Ilmenite” confirms titanium in a reduced, trivalent state in a black, metal-rich lunar mineral called ilmenite. It’s a state only possible in low-oxygen environments, conditions researchers refer to as “reducing.”
“Models have suggested that these reducing conditions may have varied at different locations and times across the surface of the Moon,” says lead author Advik Vira, a graduate student in the School of Physics who recently earned his doctoral degree. “We hope our microscopy technique can be a valuable step in mapping and understanding the Moon’s 4.5-billion-year history.”
The team anticipates that their technique could be used on many of the lunar samples collected more than 50 years ago by the Apollo missions in addition to the Apollo Next Generation Samples — a group of lunar samples that have been stored under pristine conditions — and new samples from the planned Artemis missions, with Artemis II slated for launch this spring. The technique might also be applicable to samples collected from the far side of the Moon and returned in 2024 by the Chang’e-6 mission.
“The Moon holds clues not only to its own past, but also to the earliest eras of Earth’s evolution — history that has long since been erased from our planet,” Vira says. “This study is a step toward understanding the history of both and a reminder that there is still so much left to learn from the lunar rocks we’ve brought back to Earth.”
The School of Physics research team included corresponding authors Vira and Professor Phillip First; in addition to graduate student Roshan Trivedi; undergraduate students Gabriella Dotson, Keyes Eames, Dean Kim, and Emma Livernois; and Professor Zhigang Jiang, along with Institute for Matter and Systems Materials Characterization Facility Senior Research Scientist Mengkun Tian; School of Chemistry and Biochemistry Senior Research Scientist Brant Jones and Thom Orlando, Regents' Professor in the School of Chemistry and Biochemistry with a joint appointment in the School of Physics.
The Georgia Tech team was joined by Addis Energy Senior Geochemist Katherine Burgess; Macalester College Assistant Professor of Geology Emily First; along with Lawrence Berkeley National Laboratory Research Scientist Harrison Lisabeth, Senior Scientist Nobumichi Tamura, and Postdoctoral Fellow Tyler Farr, who recently earned a Ph.D. from Georgia Tech’s George W. Woodruff School of Mechanical Engineering.
The investigation began with a dark gray rock called a lunar basalt. Formed when ancient magma erupted on the Moon’s surface, minerals crystallized as it cooled — preserving key information in their structures. Billions of years later, the rock was brought to Earth by the 1972 Apollo 17 mission, where a small piece is now stored at Georgia Tech’s Center for Lunar Environment and Volatile Exploration Research (CLEVER), a NASA Solar System Exploration Research Virtual Institute (SSERVI) center led by Orlando.
As a NASA virtual institute, CLEVER supports researchers exploring lunar conditions and developing tools for the upcoming crewed Artemis missions, and provided the lunar samples for this research. The SSERVI also plays a critical role in training the next generation of planetary researchers: both Vira and Farr earned their Ph.D.s while on the CLEVER team.
“At CLEVER, we are very interested in understanding the impacts of space weathering,” Vira says. “We implemented modern sample preparation and advanced microscopy techniques to image samples at the atomic level, and were curious to apply it more broadly to the collection of Apollo rocks in the Orlando Lab. This sample caught our attention.”
“When we imaged an ilmenite crystal from the lunar basalt, what struck us first was how uniform and perfect the crystal structure was,” he recalls. “We found no defects from space weathering and instead saw an undamaged, pristine crystal — undisturbed for 3.8 billion years.”
To investigate further, the team analyzed small chips of the rock with Burgess, a member of the RISE2 SSERVI team and then a geologist at the U.S. Naval Research Laboratory. Using state-of-the-art electron microscopy and spectroscopy techniques, Vira determined the oxidation state of the elements in the ilmenite present.
In spectroscopy measurements, each element leaves a distinct ‘signature,’ Vira explains. “When we brought our results back to Georgia Tech’s Materials Characterization Facility, Mengkun (Tian) noticed something unusual: the signature showed titanium might be present in the trivalent state.”
The presence of trivalent titanium had long been suspected in this lunar mineral. The team was intrigued.
With funding from Georgia Tech’s Center for Space Technology and Research (CSTAR), Vira returned to the U.S. Naval Research Laboratory to analyze additional samples. The results confirmed that more titanium was present than the mineral’s formula (FeTiO₃) predicts — indicating a portion of the titanium present was trivalent.
“That led me to place our measurements in terms of the broader geological context,” Vira shares. Working with First, Vira explored how ilmenite with trivalent titanium could help reconstruct the nature of ancient magmas from the Moon, especially the chemical availability of oxygen.
“Because its location on the Moon was noted during the Apollo mission, we know exactly where this rock is from, and we can determine how old the rock is,” he explains. “When coupled with our trivalent titanium measurements, we can use that information to estimate the reducing conditions for this specific region at the specific time our rock formed.”
If the upcoming Artemis missions return samples suitable for the team’s technique, these rocks could provide a new window into ancient lunar geology. The research also highlights that many lunar samples already on Earth could be reexamined to look for trivalent titanium.
“There is still so much to learn from the lunar samples we have already brought to Earth,” Vira says. “It’s a testament to the long-term value of each sample return mission. As technology continues to advance, this type of work will continue to give us critical insights into our planet and our place in the universe for years to come.”
DOI: 10.1038/s41467-026-69770-w
Funding: This work was directly supported by the NASA SSERVI under CLEVER. Researchers were also supported by the NASA RISE2 SSERVI and the Heising-Simons Foundation. Funding for collaborations between the U.S. Naval Research Laboratory and Georgia Tech for the investigation of lunar minerals was provided by the Georgia Tech Center for Space Technology and Research. Sample preparation was performed at the Georgia Tech Institute for Matter and Systems, which is supported by the National Science Foundation. This work utilized the resources of the Advanced Light Source, a user facility supported by the U.S. Department of Energy, Office of Science, Office of Basic Energy Sciences, and was supported in part by previous breakthroughs obtained through the Laboratory Direct.
]]>Selena Langner
College of Sciences
Georgia Institute of Technology
“I was placing an order from a food truck outside the College building when a student approached and asked if I remembered him,” Briana Lampert said. “It was Hoc! It took me a few moments to realize.”
Years earlier, Lampert taught Hoc Nguyen and Cardin Ho in fourth-grade language arts and reading at Hambrick Elementary School in Stone Mountain, Georgia. Today, both are computer science (CS) majors at Georgia Tech.
Nguyen first recognized Lampert’s name while searching for his academic advisor during registration. “I thought her name was familiar, but only when I met her in person did I recall she was my teacher,” he said.
Although he doesn’t remember many details from elementary school, Lampert left a lasting impression. “I remember that she was a very kind teacher and that the class liked her because of how nice she was,” he said.
After their initial meeting, Nguyen shared that Ho was also a Georgia Tech student. Lampert later ran into both students on campus while attending an event, and the three spent nearly an hour catching up.
“They were both lovely and full of personality, just as they are now. I remember how sweet and intelligent they were,” Lampert said.
“They were very close, even then, and part of a crew that included a group of smart and talented kids. I knew they would go on to do great things, but I had no idea that any of us would end up at Tech.”
Ho also remembers Lampert’s approach in the classroom. “I remember Ms. Lampert had lots of patience,” he said. “Our class, me included, really tested her every day, yet she always maintained it to keep us on track.”
After teaching for five years, Lampert transitioned into academic advising. She started at Georgia State University in 2017 and moved to Georgia Tech in 2022. She said the move allowed her to focus on the part of education she enjoyed most.
“The part of the job that I loved the most was one-on-one interactions with students,” Lampert said. “With advising, I can provide the targeted support to students that I enjoy, but on a broad scale.”
In her current role, Lampert works closely with students as they navigate their academic journeys, while focusing on empathy and connection. She is especially passionate about supporting underrepresented student groups and helping students access campus resources.
Her experience as a teacher continues to shape her approach.
“It is important when working in higher education to remember that while Tech students are academically gifted, K-12 education does not teach a person how to ‘be a college student,’” she said. “Those skills are not inherent.”
For Nguyen, having a former teacher as an advisor has made a difference. He also enjoys reflecting on other classmates and teachers he keeps in touch with, who were part of his early academic journey.
“Having Ms. Lampert as an advisor is honestly quite nice,” he said. “It makes talking about your goals and classes a lot easier if your advisor is someone you knew from your childhood.”
Now studying CS, Nguyen discovered his interest in STEM in middle school, when he had more hands-on opportunities in science and technology.
For students considering the field, he recommends starting with personal interests.
“CS is such a broad field that there can be some parts you don’t find interesting and others you do,” he said. “By just starting with something you like, you can enjoy the learning process more and get the skills needed.”
For Lampert, the experience highlighted the lasting impact of education across different stages of students’ journeys.
“Hoc reminded me that, all things considered, there is a short span of time between elementary school and college,” she said. “He reaffirmed that educators are crucial at every stage of a student’s life.”
]]>Years earlier, Lampert taught Hoc Nguyen and Cardin Ho in fourth-grade language arts and reading at Hambrick Elementary School in Stone Mountain, Georgia. Today, both are computer science (CS) majors at Georgia Tech.
]]>Amino acids also play a critical role commercially where they are manufactured and added to pharmaceuticals, dietary supplements, cosmetics, animal feeds, and industrial chemicals — an energy-intensive process leading to greenhouse gas emissions, resource consumption, and pollution.
A landmark new system developed at Georgia Tech could lead to an alternative: a commercially scalable, environmentally sustainable method for amino acid production that is carbon negative, using more carbon than it emits.
The breakthrough builds on a method that the team pioneered in 2024 and solves a key issue – increasing efficiency to an unprecedented 97% and reducing the bioprocess cost by over 40%. It’s the highest reported conversion of CO2 equivalents into amino acids using any synthetic biology system to date.
Published in the journal ACS Synthetic Biology, the study, “Cell-Free-Based Thermophilic Biocatalyst for the Synthesis of Amino Acids From One-Carbon Feedstocks,” was led by Bioengineering Ph.D. student Ray Westenberg and Professor Pamela Peralta-Yahya, who holds joint appointments in the School of Chemistry and Biochemistry and School of Chemical and Biomolecular Engineering. The team also included Shaafique Chowdhury (Ph.D. ChBE 25) and Kimberly Wennerholm (ChBE 23); alongside University of Washington collaborators Ryan Cardiff, then a Ph.D. student and now a Chain Reaction Innovations Fellow at Argonne National Laboratory, and Charles W. H. Matthaei Endowed Professor in Chemical Engineering James M. Carothers; in addition to Pacific Northwest National Laboratory Synthetic Biology Team Leader Alexander S. Beliaev.
"This work shifts the narrative from simply reducing carbon emissions to actually consuming them to create value,” says Peralta-Yahya. “We are taking low-cost carbon sources and building essential ingredients in a truly carbon-negative process that is efficient, effective, and scalable.”
The work builds on the cell-free technology the team used in their earlier study. “Previously, we discovered that a system that uses the machinery of cells, without using actual living cells, could be used to create amino acids from carbon dioxide,” Peralta-Yahya explains. “But to create a commercially viable system, we needed to increase the system’s efficiency and reduce the cost.”
The team discovered that bits of leftover cells were consuming starting materials, and — like a machine with unnecessary gears or parts — this limited the system’s efficiency. To optimize their “machine,” the team would need to remove the extra background machinery.
"Leftover cell parts were using key resources without helping produce the amino acids we were looking for,” says Peralta-Yahya. “We knew that heating the system could be one way to purify it because heat can denature these components.”
The challenge was in how to protect the essential system components from the high temperatures, she adds. “We wondered if introducing enzymes produced by a heat-loving bacterium, Moorella thermoacetica, might protect our system, while still allowing us to denature and remove that inefficient background machinery.”
The results were astounding: after introducing the enzymes, heating and “cleaning” the system, and letting it cool to room temperature, synthesis of the amino acids serine and glycine leaped to 97% yield — nearly three times that of the team’s previous system.
To make the system viable for large-scale use, the team also needed to reduce costs. “One of the most costly components in this system is the cofactor tetrahydrofolate (THF),” Peralta-Yahya shares. “Reducing the amount of THF needed to start the process was one way to make the system more inexpensive and ultimately more commercially viable.”
By linking reaction steps so waste from one step fueled the next, the team devised a method to recycle THF within the system that reduces the amount of THF needed by five-fold — lowering bioprocessing costs by 42%.
“This decrease in cost and increase in yield is a critical step forward in creating a method with real potential for use in industry and manufacturing,” Peralta-Yahya says. “This system could pave the way for moving this carbon-negative technology out of the lab and onto the continuous, industrial scale."
Funding: The Advanced Research Project Agency-Energy (ARPA-E); U.S. Department of Energy; and the U.S. Department of Energy, Office of Science, Biological and Environmental Research Program.
DOI: https://doi.org/10.1021/acssynbio.5c00352
]]>Selena Langner
College of Sciences
Georgia Institute of Technology
The event began with a luncheon for College of Sciences’ faculty and staff where representatives from GTRI provided an overview of its mission and research areas.
“The better our faculty and staff understand GTRI, the better we can support students interested in pursuing careers there,” says James Stringfellow, career education program manager at the College of Sciences, who organized the event.
Stringfellow welcomed attendees and thanked GTRI for creating meaningful opportunities for students. He also emphasized the value of the growing pipeline between the College and GTRI.
Following the luncheon, GTRI recruiters met one‑on‑one with students to discuss available positions and the best methods to find and apply for GTRI research roles.
The event concluded with a GTRI panel featuring Jeremy Brown, director of education and outreach; Eric Klein, senior research associate; and Thomas Martin, (EE 91), chief scientist. The panelists highlighted its broad range of positions and encouraged students to consider internships, co-ops, and long‑term career paths at GTRI.
“We hire around 500 students a year, and many earn security clearances,” explains Brown. “We want students to get connected to GTRI early and understand our mission. Talk to us about your research projects and how you want to contribute.”
Students who attended said the panel’s conversational format helped them better understand how their academic work can translate into research careers.
“The atmosphere was great — more of a conversation than a lecture. I liked that it was tailored for students who are interested in research,” says Txaber Treviño, a first‑year aerospace engineering major.
“I came because I was interested in careers where I can apply a science degree,” shares Aryan Bhakta, a first‑year biology major. “GTRI is a great example of a place where researchers can make a difference.”
Panelists emphasized the GTRI’s mission‑driven work and the importance of curiosity, persistence, and hands‑on experience.
“The work done at GTRI is important,” says Martin. “As a university-affiliated research center, we work on emerging technologies that serve a higher purpose. It’s an exciting and fulfilling place to work.”
Klein encouraged students to explore opportunities early in their academic careers. “Use your co-ops, internships, or research jobs on campus to prepare for a future aligned with what you are passionate about,” he says. “And if you have trouble finding a research position in your area of interest, go to a professor or volunteer. That really stands out on a résumé.”
GTRI Day is part of the College of Sciences Career Education event series. The Students and Alumni Leadership Dinner on Wednesday, April 8th, will close out the semester's events.
]]>The event kicked off with a keynote address from Alex Fitzsimmons, acting undersecretary of the Office of Cybersecurity, Energy Security, and Emergency Response (CESER) at the U.S. Department of Energy. He shared insights into the administration’s work at the intersection of cybersecurity and the rapidly evolving U.S. energy sector. The first panel of the day, “Energy Innovation,” explored leaders’ perspectives on organizational innovation within the industry. With Tech undergraduate Neil Ghosh moderating the panel, Roderick Jackson, Jamie Barber, and Mark Tozzi discussed emerging energy technologies and their potential impact on the industry.
Later, the Industry Showcase featured representatives from energy companies such as GE Vernova, Cherry Street Energy, Orion, GTA, Kimley Horn, and E4E Solutions, providing valuable networking and career development opportunities for students and professionals. A panel on “Overcoming Growing Pains” followed, with Josh Stallings, vice president of Power Delivery Strategy and Support at Georgia Power; Daniel Molzahn, associate professor in the School of Electrical and Computer Engineering (ECE); and Lisa Berry, GE Vernova’s technical director for Decarbonization and Data Centers for the Americas region. The discussion was moderated by Radhika Sharma, co-president of the Energy Club and a graduate student in ECE, and focused on current challenges facing the rapidly growing energy industry.
One of the standout moments of the conference was the Student Symposium, where 16 student researchers presented their work while competing for $1,000 in prize money sponsored by Cobb EMC. Projects ranged from residential demand management optimization studies to the challenges and viability of hydrogen combustion engines. Erik Barbosa earned first place for his research on a multiscale approach to thermochemical energy storage within buildings. Daksh Adhikari received second place for examining the mitigation of flow boiling instabilities with active flow control, and William Schertzer placed third for work using machine learning and neural networks to model anion exchange membrane degradation.
The final event of the day, “Scaling Emergent Energy Technologies,” focused on growing the newest energy technologies within the industry. Moderated by Georgia Tech undergraduate James Lovely, the panel included Luke Bockewitz, director of business development at Kinetics; Nian Liu, associate professor and Robert G. Miller Faculty Fellow in the School of Chemical and Biomolecular Engineering; and Thomas Cuthbert, chief technology officer at Emrgy. The conference closed with a keynote speech from James Marlow, president and CEO of Southface Institute, who provided a framework for thinking through innovation and tactical advice for aspiring energy innovators and leaders.
"The level of organization and vision demonstrated by the students was outstanding,” Molzahn said. “By focusing on the evolving energy landscape and inviting experts from across the field, they created an event that sparked important conversations for our campus.”
“It was an honor to serve as the Energy Club’s 2026 conference chair and work alongside the strong energy community at Georgia Tech,” said Jonathan Acree. “Meaningful innovation in energy depends on collaboration, and it was truly encouraging to see such an interdisciplinary group of talented students, researchers, and industry leaders come together around the shared goal of advancing our energy future.”
The conference also highlighted Georgia Tech’s role as a hub for forward-thinking dialogue on global energy challenges — and the importance of collaboration and innovation in shaping the evolving energy landscape and fostering the next generation of leaders in the field.
Written by Georgia Tech students: Braden Queen, Orit Endalk, Eli Acree, Radhika Sharma
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