Even on a campus like the 91̽��’s — home to particle accelerators, wave tanks and countless other bespoke pieces of equipment — the machinery in the stands out. Take the dilution fridge, a large, white, cylindrical device that can cool a small chamber to one hundredth of a kelvin above absolute zero — the coldest possible temperature in the universe.��

“This is the coldest fridge money can buy,” said , a 91̽��assistant professor of electrical and computer engineering and the former director of the lab, which goes by the nickname QT3. “When it’s running, the chamber inside this device is about 100 times colder than outer space. At that temperature, it’s much easier to study and manipulate a material’s quantum properties.”

The lab also houses a photon qubit tabletop lab: a nondescript set of boxes, lasers and lenses that can demonstrate the “spooky” — a term scientists actually use — phenomenon known as quantum entanglement, where two particles appear to communicate instantaneously with each other despite being physically apart.

Or there’s the lab’s latest acquisition, the scanning tunneling microscope, which can image individual atoms within a solid material, allowing researchers to study the structure of materials at the smallest scales.

An interdisciplinary group of researchers has been marshalling resources and expertise to create QT3 for three years, and now, the lab is opening its doors as a unique one-stop shop resource for quantum researchers and educators at the UW.

“The idea of this lab is to improve access to quantum hardware,” Parsons said. “It’s rather hard to acquire equipment like this. And there are a lot of researchers that may have good ideas that they want to test, but don’t have the resources yet for their own equipment. So we’re inviting researchers, initially from across campus, but also from other universities and from industry, to come in and test their ideas. This can be a hub for quantum experts to share their ideas and collaborate.”

The lab also boasts hardware that can demonstrate known quantum principles and techniques, making it useful for students in quantum fields. In addition to the entanglement device, Parsons’ students developed a machine that can suspend charged particles — in this case, tiny grains of pollen — in midair using electric fields. Researchers use the same technique to trap single atoms and manipulate their quantum properties, making the lab’s ion-trapping machine good practice for more complex work.

Some students even work at the lab through an undergraduate staffing program, and have helped install instrumentation, write code to power equipment and build parts for custom microscopes. The program provides yet another avenue for students to get hands-on experience with unusual machinery and techniques.��

“Quantum mechanics is inherently counterintuitive, and that makes it a powerful teaching tool,” Parsons said. “In the QT3 lab, students will encounter systems where their everyday intuition breaks down, and they must rely on careful reasoning and experimentation instead. They learn how to debug when results don’t match expectations, how to test simple cases and how to build understanding about hardware step by step.”

The cosmically cold dilution fridge remains something of a centerpiece, even as the lab fills up with specialized equipment. The extreme environment within the device strips heat, light and other stray energy away from materials, allowing researchers to observe the peculiar quantum properties that remain. One such property is superposition, or the ability of a particle like an electron to maintain multiple mutually exclusive properties at the same time. Scientists use superposition to create a powerful, tiny piece of technology: a quantum bit, or qubit.��

“Traditional computers use bits, which can only be one or zero. A qubit, on the other hand, we can make one plus zero,” Parsons said. “It’s both at the same time, and only when we measure it do we find out which one it is. We can use this unusual property to build a new class of computers that excel at tasks like communications and encryption.”

QT3 is part of a collaborative effort to solidify 91̽��as a leader in quantum research and applications. Most of the lab hardware was funded by a congressional earmark championed by Senator Maria Cantwell’s office. Departmental funding from across the College of Engineering and the College of Arts and Sciences helped rehab the lab space. The National Science Foundation provided seed funding for the instructional lab equipment.

The 91̽��has also spent the past decade investing heavily in faculty with quantum expertise.

“Very few places have expertise across the full quantum stack, from materials up to algorithms,” said , a 91̽��professor of physics and founder of QT3. “The 91̽��has quantum faculty in electrical and mechanical engineering, physics, computer science, materials science and chemistry. Our faculty work on superconducting qubits, spin defects, photons, trapped ions, neutral atoms and topological qubits. Our advantage is the breadth of our investment.”

The lab is now available to researchers and students across the UW, and private companies are encouraged to reach out about partnering. Parsons has already used the lab to teach a graduate-level class in electrical and computer engineering for students who included employees from Boeing, Microsoft and quantum computing company IonQ. The lab is hiring for a full-time manager to maintain the equipment and help users make the most of the facility.��

“Here in academia, we can improve the building blocks for applied technologies like quantum computing, and then transfer those learnings to industry for further scaling,” Parsons said.

For more information, contact Parsons at mfpars@uw.edu.

Yiyue Luo’s at the 91̽�� is full of machinery that’s oddly cozy. Here, soft and pliable sensors are sewn, knit and glued directly into clothing to give everyday garments new capabilities.��

One of the lab’s newest curiosities is a nondescript gray work glove embedded with sensors that enable it to “feel” on its own. An array of small wires hidden inside the glove report the location and degree of pressure anywhere along its surface. When in use, the signals from the glove inform a realtime “heat map” of pressure that could one day help physical therapy patients track their progress, teach robots to grasp objects, and more.

The project, as it’s officially known, is led by 91̽��electrical and computer engineering doctoral student as part of a collaboration with the and at MIT. 91̽��News caught up with Murphy to learn more about the glove and its potential uses.

What inspired you to create this glove?

Devin Murphy: Our hands are arguably our greatest tools as humans. We interact with the world through our hands in so many different ways. But the nature of how we grasp and manipulate things in our environment is super nuanced and complex, and it’s hard to capture. We have very mature electronics that record sight and sound — think of the cameras and microphones in your smartphone. But there aren’t many electronic devices that record our other senses — like touch. That’s what I’ve been working to remedy with the OpenTouch Glove.

How does the glove work? What are its capabilities?

DM: There are two flexible circuit boards inside each glove that form a grid of wires across the gripping surface of the glove. We can measure pressure at any point in that mesh where two wires meet. The circuit boards connect to a little box of electronics at the user’s wrist, which processes the signals and sends them wirelessly to a laptop.

We can then generate a “heat map” image showing where force is being applied on the hand, where the hand is applying force to different objects and how much force the hand is applying.��

This kind of data gives us extra nuance that a camera can’t capture. For example, if your hand is in a bag or behind an object while it’s grasping things, a camera wouldn’t be able to tell what your hand is doing, whereas this glove can follow along.

What are some potential applications for the glove?

DM: I’m particularly excited about how this technology might help patients recovering from an injury. Physical therapists have patients perform a variety of tasks to regain mobility in their hands — if we can measure how much force people apply during this process, we can provide them with concrete feedback. The patient and therapist can both track progress by monitoring grip strength of the patient over time.��

We’re also seeing lots of new companies invest in physical intelligence for robotics — basically recording how robots interact with the physical world. If we can record human hand grip signals, we might be able to teach robotic hands how to mimic human behavior.��

One other interesting application is in augmented reality or virtual reality. If we replaced traditional controllers with these gloves, it could give users a more natural way to interact with virtual objects and scenery — though we’d need some additional technology for users to feel pressure when gripping virtual things.

How can other researchers access this technology?

DM: It’s really important to us that the glove is accessible to other researchers and anyone else who might want to use it for their own applications. You can order all of the components of the glove directly from commercial manufacturers, and we have released all of the manufacturing files and instructions for putting the glove together yourself.��

We’ve also shown some demos of the glove “in the wild” to showcase the different kinds of data it can collect, and we’re planning to release an open source data set collected with the glove in partnership with researchers at MIT.��

I’m really excited about developing new wearable technologies that allow people to record less popular sensing modalities like touch. I want to figure out how we can capture the nuances of touch-based interactions, so that ultimately we can get better insights into our daily lives.

For more information, contact Murphy at devinmur@uw.edu.

Twelve faculty members at the 91̽�� have been elected to the Washington State Academy of Sciences. They are among 36 scientists and educators from across the state July 17 as new members. Election recognizes the new member’s “outstanding record of scientific and technical achievement and willingness to assist the Academy in providing the best available scientific information and technical understanding to inform complex policy decisions in Washington.”��

The 91̽��faculty members were selected by current WSAS members or by their election to national science academies. Eleven were voted on by current WSAS members:��

, professor, Bill & Melinda Gates Chair, and director of the Paul G. ��Allen School for Computer Science & Engineering, for “contributions in data management for data science, big data systems, cloud computing and image/video analytics and leadership in data science education.”��

professor of civil & environmental engineering and of industrial & systems engineering, for “pioneering work in human mobility analysis and infrastructure resilience, which have transformed transportation systems in terms of both demand and supply, and shaped the future directions of transportation systems research on community-based solutions and disaster resilience.”��

Lloyd and Kay Chapman Endowed Chair for Oral Health and associate dean for research in the 91̽��School of Dentistry, and professor in the Department of Health Systems & Population Health, for “leadership in understanding and addressing children’s oral health inequities through community-based socio-behavioral interventions and evidence-based policies.”��

professor of biology, for “internationally recognized leadership in the biology of sleep, including groundbreaking research on molecular and genetic aspects of the brain, human behavioral studies on learning under varied sleep schedules, and contributions that have shaped policy on school schedules and standard time.”��

, the Virginia and Prentice Bloedel professor of physics and of electrical & computer engineering, for “foundational contributions to fundamental and applied research on the optical and spin properties of quantum point defects in crystals and for service and leadership in the quantum community.” ��

, professor and chair of human centered design and engineering, for “award-winning leadership in HCI computing, whose research has advanced health and education technology, influenced policy, and shaped the HCI field of through impactful scholarship, interdisciplinary collaboration and inclusive, real-world technology design.”��

, professor and associate dean for research in the 91̽��School of Social Work, for “contributions to understanding psychosocial and physiological factors that moderate the effectiveness of their interventions and ultimately improve the health of children with abdominal pain disorders.”��

, professor of medicine in the 91̽��School of Medicine and of pharmacy, “for leadership in health economics and cancer research, including work on financial toxicity, cost- effectiveness, and healthcare policy that has influenced national discussions, improved cancer care access, and shaped policies for equitable and sustainable healthcare.” Ramsey is also Director of the Cancer Outcomes Research Program at Fred Hutch.��

, professor of bioengineering and Vice Dean of Research and Graduate Education in the 91̽��School of Medicine, for “national leadership in biomedical research, research policy, and graduate education, including pioneering novel drug delivery approaches for regenerative medicine applications in the nervous system and other tissues such as bone, cartilage, tendon and skin.”��

, Rabinowitz Endowed Professor of Earth and space sciences, for “revolutionizing our understanding of climate change in Antarctica through pioneering ice core extractions under hazardous Antarctic conditions and their subsequent analyses over two decades, and for applying that expertise to advance climate research in Washington State.”��

, professor of pharmaceutics, for “pioneering contributions to pharmaceutical and translational sciences, including groundbreaking research on drug transporters, PBPK modeling and maternal-fetal pharmacology that have helped shaped drug safety policies.”��

The Academy also welcomed new members who were selected by virtue of their election to the National Academies of Science, Engineering or Medicine. Among them is , the Arthur B. McDonald professor of physics and director of the Center for Experimental Nuclear Physics and Astrophysics. Hertzog was elected to the National Academy of Sciences last year. ��

Three 91̽�� faculty members have been awarded early-career fellowships from the Alfred P. Sloan Foundation. The new Sloan Fellows, announced Feb. 18, are , the Clare Boothe Luce assistant professor of electrical & computer engineering and bioengineering, , an assistant professor of chemistry, and , an assistant professor of computer science in the Paul G. Allen School of Computer Science & Engineering.��

Since the first Sloan Research Fellowships were awarded in 1955, and including this year’s fellows, 131 faculty from 91̽�� have received a Sloan Research Fellowship, according to the Sloan Foundation.��

Sloan Fellowships are open to scholars in seven scientific and technical fields — chemistry, computer science, Earth system science, economics, mathematics, neuroscience and physics — and honor early-career researchers whose achievements mark them among the next generation of scientific leaders.��

The 126  were selected by researchers and faculty in the scientific community. Candidates are nominated by their peers, and fellows are selected by independent panels of senior scholars based on each candidate’s research accomplishments, creativity and potential to become a leader in their field. Each fellow will receive $75,000 to apply toward research endeavors.��

This year’s fellows come from 51 institutions across the United States and Canada.��

Orsborn’s research aims to understand how neurons in our brains work together to let us learn to move in many different ways. She uses engineering technologies like brain-computer interfaces to manipulate how neural activity relates to movement, which gives researchers new ways to link neural activity to computations related to how they believe the brain may perform. She also uses collaborations with theorists to build models that help researchers bridge from experimental data to computational principles.��

“We can quickly adapt our tennis skills to the pickleball court, but it also takes years to perfect a piano concerto,” Orsborn said. “Our flexibility likely comes from our brain’s ability to learn in many ways, but we don’t understand how neurons actually implement different learning computations. I hope to build bridges between computational principles and biological implementation, which will ultimately help us build therapies to restore movements lost due to injuries like stroke.”��

Xiao’s research program designs new porous materials to address unsolved challenges in clean energy and chemical sustainability. These include developing new porous adsorbents that can use renewable electricity to drive chemical processes, as well as new porous catalysts that can convert sustainable feedstocks into useful products.��

“Porous materials are the bedrock of industrial heterogeneous catalysis and chemical separations. Many of the chemicals we use in our daily lives have, at some point, been purified or chemically transformed within nano-sized pores,” Xiao said. “Going forward, new breakthroughs in porous materials synthesis are needed to harness renewable energy sources and chemical feedstocks. With the support of this award, along with the collaborative ecosystem at the UW, we hope to realize these synthetic breakthroughs faster, better and more cheaply.”��

Zhang’s research reimagines the design of online social platforms to empower the public to take control of their online experiences. Inspired by offline public institutions and political theory, she creates novel social computing systems for collaborative governance of online communities and AI. She also develops tools for personal and collective customization on social media and approaches for encouraging pro-social public discourse.��

“Digital platforms comprise socio-technical infrastructure that are crucial to the lives of millions, yet today they are governed and designed by a select few,” Zhang said. “As a result, many people do not see themselves represented in the decisions made and possible configurations supported by the major platforms they use. But putting the onus on end users to figure it out themselves can be overwhelming. I develop toolkits and interactive techniques informed by user needs to scaffold the process of customization, enabling both flexibility and ease of use.”��

Contact Orsborn at aorsborn@uw.edu; Xiao at djxiao@uw.edu; and Zhang at axz@cs.uw.edu. ��

For Valentine’s Day, 91̽��News asked 12 91̽�� researchers to share their love stories: What made them decide to pursue their career paths? Scroll down or click on the links below to see their responses.

Lakeya Afolalu | Katya Cherukumilli | Stephen Groening | June Lukuyu | Jennifer Nemhauser | Zoe Pleasure | Kira Schabram | Bára Šafářová | Adam Summers | Timeka Tounsel | Kendall Valentine | Navid Zobeiry

, Assistant professor of language, literacy and culture, College of Education

What do you study at the UW?��

My research explores how immigration, race, language, literacy and identity intersect in the lives of Nigerian immigrant and transnational youth. Unlike in many West African countries, race is the most salient identifier in the United States, often overlooking the diverse ethnic, cultural and linguistic identities of youth of African origin. This often affects how immigrant youth make sense of their identities in this country. My research examines how Nigerian youth use multilingualism, literacy and digital literacies to construct and negotiate their identities across home, school and digital environments in the U.S.

What made you fall in love with your research area?

My mother is African American. My father is Nigerian. So, growing up, I often felt like I was split between both cultures. There were also so many societal and familial expectations about what it meant to be “Black,” “African American” and “Nigerian.”

Growing up, my family members and friends in Detroit called me by my African American name, “Lakeya.” But when my sisters and I spent summers and holidays in Queens, New York, with our Nigerian family, the moment I crossed over the threshold of the door I was called by my Nigerian name, “Iyore.”

Honestly, I’d say I set out very early in life to define my life’s path and to be intentional about how I wanted to make myself known to the world — my identity. It was not — and even as an adult Black woman in America, it still is not always — comfortable to defy identity expectations. But what other way is there to live? To be a shell of what others, or society, believe we should be? Is that living? It is not.

As a teenager, I had less confidence in being bold and being my true self. I loved reading novels. I’d go to the bookstore and buy books to read, but I hid this practice from my friends because of some unwritten rule that one can’t be Black, cool and smart. Adolescent peer pressure was a real issue. That’s also how I fell in love with writing. Often feeling misunderstood, I resorted to the pages of my journals where I could be myself and dream of my future self. I continue to keep a journal.

My Aunt Darcelle says I’ve been asking profound questions since I learned to speak. That hasn’t changed. So, it’s no surprise that I’ve committed to a career in research. My research is not just research, though. It’s the story and lives of so many young people who feel wedged between other people’s and society’s ideas of who they should be and what they should become. Sometimes, these expectations can come from those closest to us who have well-meaning intentions — parents, family members, close friends. I understand this feeling well.

There are many times when I’m writing a manuscript or analyzing data, and I draw on memories of my own schooling experiences to interpret interview transcripts from the Nigerian youth in my study. Or I remember similar instances from West African seventh-grade students in Harlem, which guided me to draw on theoretical frames that align best with the Nigerian youth experience.

My research is truly about shifting the narrative about what it means to be Black, Nigerian and African. Why? Well, because Blackness is so rich, diverse and multifaceted. So is Nigerianness and Africanness. As I engage in my research to illustrate the rich diversity of Nigerian youth’s languages, literacies and identities, I also aim to contribute to dismantling rigid identity structures, creating greater freedom for all young people who find themselves in environments that are structured by prescribed identities that conflict with how they desire to be known.

My research is a contribution to freedom — a freedom that transcends into adulthood. My feet may be in the academy, but my heart and hands always have been and always will be in the communities that mirror mine. It’s truly an honor to do this heart work.

I also want to touch on how I decided to pursue this career path. Growing up, I always wanted to play school and take on the role of the teacher. In fact, I cried whenever my sisters and cousins wouldn’t play school with me. For Christmas and my birthday, I would ask my mother to buy me dry-erase boards, markers and other office items so that I could set up my “classroom” in the house.

I fell in love with teaching because my early elementary teachers were some of the first people who made me feel seen. For instance, my first-grade teacher, Mrs. Schave, would let me choose and read books to the whole class on Fridays. My second-grade teacher, Mrs. Korn, at Fitzgerald Elementary on the west side of Detroit, would invite me to the writer’s table in the classroom whenever I finished my work early. At that table, I realized how powerful and freeing the art of writing is.

While I had these great school experiences, they were also starkly different from my cousins’ experiences. They lived and attended public schools in Auburn Hills, in the suburbs outside of Detroit. I often visited them on the weekends and noticed that they read the same books that I read at my elementary school, except that we had the abridged version in basal textbooks while they had the full chapter books. That struck something within me, and I realized very early in life that your ZIP code — where you lived — determined the quality of your education. It felt unfair. I didn’t have the words to describe it then, but I now know that it was an equity issue — not just educationally but also in terms of economic and social mobility.

So, I decided around the age of 7 that I wanted to become a teacher. I made an internal promise to myself, a commitment, that children who grow up in communities like mine — the beautiful west side of Detroit — would have access to a quality education no matter what. Since that commitment, I’ve taught elementary and middle school in Newark, New Jersey, Detroit, and Harlem.

Thinking back to the connection with my research on identity, I had many conversations with my Nigerian father, who wanted me to pursue a career in finance. In Nigerian culture, there’s often the idea that doctor, lawyer and engineer are the only three career choices, but I was less interested in the money and prestige. I was committed to a career in education.

Today, as an assistant professor and the founder of a that supports the identities and well-being of youth of color, I have small moments when I think back to little Lakeya and smile. I’m doing exactly what she set out to do and more. She would be proud.

What advice would you give to your younger self?��

It’s okay to be misunderstood. It’s okay not to fit in. In fact, not fitting in is what makes you beautifully unique. I know that none of your identity and educational experiences may make sense now, but they will later. Trust me, it will make sense — not just for you but for many youths who find themselves making sense of their identities. In fact, you’ll dedicate your career to speaking, writing and doing community-based work about these topics. Finally, I know you’re looking for that example like yourself, with your dreams and who lives between multiple cultural worlds, but in time, you will become the example you’re looking for. Hold on. It’s going to be a beautiful roller coaster of a ride.

For more information, contact Afolalu at lafolalu@uw.edu.

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, Assistant professor, Department of Human Centered Design & Engineering

What do you study at the UW?

My research group, the Safe Water Equity and Longevity Lab, aims to bridge gaps between scientific discovery, technology design and safe water provision. We integrate methods from human-centered design and environmental engineering to investigate barriers that limit safe water access and to develop usable water quality monitoring and treatment technologies. Specifically, we use data science, experiments, hardware prototyping and community-engaged research methods to design collaborative tools that improve safe water management and mitigate exposure to chemical contaminants in water supplies.

What made you fall in love with your research area?

From a young age, I always felt a deep connection to our planet. I loved spending most of my time outdoors exploring the natural world. I was very curious and talkative as a child, wanting to solve riddles, play games and learn about how everything worked. My curiosity led me down a winding path of research adventures that allowed me to study geology and supercontinents, climate change and alpine plant ecology, fuel-efficient cookstoves, wastewater irrigation and, eventually, safe drinking water.

When I reflect on how I ended up choosing to research access to drinking water, I think about the different places I have lived: south India, Florida, California and Washington. Each region has a uniquely different way of life, cultural traditions and natural environments. A common thread in each of the places I have called home was proximity to the coastline and easy access to fresh springs, rivers and lakes. I have always found myself drawn by an invisible force to the nearest body of water.

I am grateful that my career allows me to address environmental health challenges while also considering the human experience, to reflect on and reconcile inequities and injustices, and to collaboratively solve complex puzzles with brilliant students, colleagues and community partners.

What advice would you give to your younger self?

Don’t be scared to do what you love every day, follow your heart and never stop speaking your mind. You’ll eventually find your way and realize it was the journey that mattered in the end.

For more information, contact Cherukumilli at katyach@uw.edu.

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, Associate professor, Department of Cinema & Media Studies

What do you study at the UW?

I am a media historian who specializes in the sociocultural aspects of media technologies. This includes researching and writing about devices themselves, the implications of the introduction and widespread adoption of these devices and how people use them. For example, my first book was . I have also published research on cell phones, , 16 mm training films, and the use of television screens in the family minivan.

What made you fall in love with your research area? ��

I was 7 when I was stuck on a Pan Am 747 for five hours on the tarmac at London Heathrow and boy, was it exciting when they finally played the movie on the big screen at the front of the cabin!

After that, I lived in Poland under a military dictatorship, which profoundly shaped my media experience growing up. For example, we used to watch Hollywood films played on a 16 mm projector in our living room — both the films and projector were provided through the U.S. Armed Forces. The range of films could be odd. I remember watching “Sophie’s Choice,” “Heartbeeps,” “Terms of Endearment,” “Raiders of the Lost Ark,” “Going Ape!,” “Sleeper,” “Fire and Ice,” “The Towering Inferno,” “City on Fire,” “When Time Ran Out,” “Three Days of the Condor,” “Hannah and Her Sisters” and “Krull” — not exactly .

At the same time, we were watching Polish television (mostly the animated shows “Pszczółka Maja” and “Bolek i Lolek”). Occasionally, a Hollywood film would be aired on TV, over-dubbed in Polish in such a way that the English language dialogue was still audible. I have distinct memories of watching “The Poseidon Adventure” and hearing the first few words of a line in English before the Polish translation came in on top of the dialogue. It wasn’t until a decade or so later that I learned this is not the standard technique for making alternate language versions of films.

We sometimes had access to U.S. television shows from other American diplomats who would return from home leave. They would bring videotape recordings, so I got to watch “Hogan’s Heroes,” “M*A*S*H” and “Gilligan’s Island” months after air date, complete with commercials (which I found both profoundly perplexing and compelling — As I type right now, I am singing the ). I even got to see “Roots” and “The Day After” on Betamax (we did not have what was then thought of as the inferior VHS format).

I would say that those media experiences — in-flight film, 16mm home exhibition, watching films on television in multiple languages — sparked my interest in our mediated mass culture. Until relatively recently, film studies was marked by a bias toward theatrical exhibition of feature films (with the occasional nod to experimental films shown in art galleries) and media studies was concerned with the effective transmission of messages to audiences. The forms of media encounter that are unforeseen and often unintended at the moment of production often get treated as accidental and inconsequential and yet, for many people that is the primary mode of encounter. Because of my experience, I know that all media forms, devices and their contents are contingent on a particular and fortuitous set of circumstances. So I find myself curious about those circumstances and their history.

What advice would you give to your younger self?

If I had known I would become an academic, I might have told my 8-year-old self to take better notes and told my undergraduate self to spend more time in faculty office hours asking about academia. Knowing what I know now, I would have told myself 10 years ago to stop worrying what others might think and just write the damned book.

For more information, contact Groening at groening@uw.edu.

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, Assistant professor, Department of Electrical & Computer Engineering

What do you study at the UW?

My research centers on using transdisciplinary approaches to develop solutions for creating sustainable, inclusive and integrated energy solutions for underserved communities. My expertise supports policymakers and practitioners seeking equitable, community-centered energy transitions that combine technical and socioeconomic perspectives.

What made you fall in love with your research area?

I grew up in a small community outside Nairobi, Kenya. From an early age, I saw firsthand the challenges of unreliable power: frequent outages, power surges and a system that did not always meet the needs of the people it served. When the lights went out, my family, like many in the area, was often left scrambling to preserve our food or finish homework assignments in candlelight. It was not just an inconvenience — it was a reminder of how something as essential as electricity could hold communities back. I knew from then that I wanted to do something about it, but at the time, I did not quite know how.

When I was in high school, I applied to colleges in the U.S. and was accepted to Smith College on a full scholarship. There, I pursued engineering science, but what really sparked my love for the field was not just the technical challenges — it was how energy systems intertwined with society. At Smith, I was not just solving equations. I was also exploring how power affects everything from education to health care to human development. My engineering courses were paired with courses in psychology, economics and sociology, and that blend of disciplines opened my eyes to a new way of thinking: Energy wasn’t just a technical problem to solve, it was a societal one.

The more I learned, the more I realized that fixing energy systems in underserved communities couldn’t be as simple as just adding more power or building bigger grids. It had to be about understanding the people who needed that power. I wanted to create systems that responded to real needs, that didn’t just drop in solutions, but considered the community’s culture, environment and existing infrastructure. After graduating, I had a job developing software to estimate the cost of power systems, but I kept thinking about how we could rethink energy to make it more sustainable, more inclusive and more connected to the social fabric of the places it served.

That thinking led me to pursue a master’s in renewable energy systems at Loughborough University in the United Kingdom and then a doctorate at the University of Massachusetts Amherst, where my research focused on finding ways to develop energy systems that were as much about community as they were about technology. I didn’t just want to create another power system that might fail because it didn’t align with how people lived or how societies worked. Instead, I wanted to design systems that were responsive to local contexts and to the needs of communities they intended to serve, systems that people could rely on for the long haul.

In 2023, I joined the 91̽�� as an assistant professor, where I founded the IDEAS (Interdisciplinary Energy Analytics for Society) research group. Our work is all about creating energy systems that work for the people who use them. It’s a mix of developing sustainable technology, social understanding and deep collaboration with communities. We’re working on projects in Africa, Southeast Asia, the Pacific Islands and even here in the U.S., always with the goal of creating solutions that are both sustainable and tailored to the specific needs of each community.

What I love most about my research is that it’s not just about the science — it’s about the people. Every project is a chance to dive into a new community, understand its challenges and design solutions that truly fit. I’m passionate about making sure that when we think about energy, we’re thinking about people, not just power. And now, teaching and mentoring the next generation of engineers at 91̽��gives me a chance to pass on that mindset — to inspire others to think beyond the technical and ask, “How does this system help the people who need it most?”

It’s been a winding journey, from a small town outside Nairobi to researching sustainable and inclusive energy solutions at a major university. But the core of it has always been the same: a desire to make a difference, to solve real-world problems with technology and to ensure that everyone, no matter where they are, has access to the energy they need to thrive.

What advice would you give to your younger self?

I’d tell my younger self not to worry so much about fitting into a mold or following a traditional path. Every experience, even the ones that seem unrelated or uncertain, contributes to your journey. Embrace the uncertainty, because it often leads to the most interesting places.

I’d also remind myself to be patient and kind with the process. Progress isn’t always linear. There were times when I felt overwhelmed or unsure of my next step. It’s okay to feel that way — it’s part of learning and growing. The setbacks, the challenges and even the moments of doubt are just as important as the successes. They shape you and teach you valuable lessons.

Finally, I’d tell myself to take more risks — to seek out the scary opportunities, the ones that seem daunting or unfamiliar. You never know where a seemingly small decision or unexpected twist in the road might take you. Sometimes, the things that seem out of reach are the ones worth pursuing most. So, trust yourself, stay curious and keep pushing forward, even when the path isn’t always clear. The journey will be worth it.

For more information, contact Lukuyu at jlukuyu@uw.edu.

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, Professor, Department of Biology

What do you study at the UW?

We use plant, yeast and human cells to understand and engineer the molecular interactions that allow organisms to process information during development and stress responses.

What made you fall in love with your research area?

When I was a little girl, I attended a Montessori school in Los Angeles. This was the 1970s, and the teachers embraced the philosophy of letting a child’s interest direct their learning. I had one teacher that I really bonded with, named Dr. Pillai. He introduced me to the process of science research, rewarding my seemingly insatiable curiosity with thoughtful responses and sharing just the right book or model or experiment to help me dig deeper into any topic that caught my interest. He made me feel like asking a million questions was a wonderful quality (something not everyone agreed with, then or now!).

The pure joy of learning about the natural world through experimentation struck a deep chord. While the road was quite twisty between those early years and my decision to pursue science as a career, I am sure that I would not be here today without that early encouragement.

What advice would you give to your younger self?

Be nicer to your dad when he is helping you with your math homework!

For more information, contact Nemhauser at jn7@uw.edu.

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, Doctoral student, Department of Health Systems & Population Health, School of Public Health

What do you study at the UW?

My research focuses on understanding how people make decisions about their sexual and reproductive health care while navigating the multi-level influences that shape our current societal structure. In my research, I use mixed methods to analyze more traditional data sources, such as qualitative interviews and surveys, and newer data sources, such as TikTok videos, Reddit posts and electronic health record notes, to understand what type of information people seek out about sexual and reproductive health, their motivations behind decision-making and their care interactions with providers. I seek to examine how people with different lived experiences (for example: chronic disease, young people, veterans) may have different decision-making motivations and informational needs to make autonomous reproductive health decisions.

What made you fall in love with your research area?

I first became passionate about sexual and reproductive health while taking the class Sex, Gender and the Brain as a neuroscience undergraduate at Emory University. My final project focused on how anti-choice groups attempted to limit reproductive autonomy by promoting erroneous interpretations of neuroscience data to argue that oral contraceptives are dangerous. The class demonstrated to me how scientists could meld science with feminist theory and, more specifically, how the intentional distribution of misinformation online provides another tool to limit bodily autonomy.

Earlier in my educational career, teachers often framed my biology, chemistry and physics classes as apolitical or unbiased by societal structures. I now know that is not true. This class was one of the first classes where we were asked to name the specific orientation or lens of a research paper or study and describe who and what was left out.

I quickly dropped my neuroscience focus after this class and instead focused on policy-relevant, public –health-informed research that aims to improve access to and the equity and quality of sexual and reproductive health care and information. While earning a master’s of public health, I started working at the Guttmacher Institute, a leading sexual and reproductive health policy and research organization based in New York City. There, I started working on research projects that directly studied ways to improve access to sexual and reproductive health services.

What advice would you give to your younger self?

I would advise my younger self to think critically about the lessons that are available in all academic classes, including English, dance, and history, and to think about how these lessons can be used to become a better public health researcher and writer.

For more information, contact Pleasure at zoep2@uw.edu.

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, Assistant professor of management, Foster School of Business

What do you study at the UW?

My two primary topics of inquiry are meaningful work and employee sustainability. My research examines how to support employees who want to make a positive difference through their work in ways big and small, ranging from employees who view work as a calling — not just a paycheck but as a source of personal, social or moral significance — to those engaging in everyday acts of helping, kindness and compassion. I study the challenges that impede these activities to determine how employees can conduct their work more sustainably.

What made you fall in love with your research area?

I fell into academia. In 2007, I was working for the largest animal shelter in North America and I enrolled in a part-time master’s program in business because I had aspirations of one day rising into a leadership position in animal welfare.

In 2008, the Great Recession hit and I lost my job, but I also learned that professors in my master’s program did research (who knew!). At the time, research on meaningful work was in its infancy and focused primarily on the positive aspects (for example: showing that employees doing meaningful work have greater engagement and satisfaction). I saw this among my co-workers in the animal shelter, but I also saw so much frustration, burnout and resignation. Every day, employees who wanted to save animals’ lives were in the corner crying because of their inability to do so.

I applied to 10 doctoral programs and got into one, where I was lucky that my supervisors encouraged me to join the burgeoning wave of research looking at meaningful work as a double-edged sword and what to do about it. The rest is history.

What advice would you give to your younger self?

This is less advice for my younger self and more gratitude to all the people who helped me along the way. Early in your career, you do not yet know how anything works: how research works, what journals are appropriate outlets, how to develop the ability to know where to dedicate our efforts: what research projects are not only novel but important. Until then, senior mentors are invaluable guides. What makes for a successful career is all the people who generously offer their time and guidance along the way. I did many, many things wrong in my early career, but one thing I did right was to seek out and show my appreciation for any and all help. I would not be here if it wasn’t for the thousands of hours invested in me by others in the field and I hope I am paying that forward in a small part.

For more information, contact Schabram at schabram@uw.edu.

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, Assistant professor, School of Urban Studies, 91̽��Tacoma

What do you study at the UW?

��My research is primarily on housing segregation, but I have also become an expert on the overlap of and its relationship with the greening of cities in times of climate change and rising inequality.

What made you fall in love with this new research area?

��I happened to fall into this area in the middle of the night a couple months into my architecture doctoral program. It was early spring. I had moved to College Station, Texas, and was living in a relatively old timberstick house. It was about 1 a.m. when I jumped into my bed and then yelped out from a sharp pain in my lower back.

My first thought: a snake bite?! I leapt up, squeezed my back as if I could prevent any poison from getting in, turned on the light and scanned the bed for a snake. Nothing. Instead I saw a bug — a flat dark bug, not even an inch long. I scooped it up in a jar, let go of my “poisoned skin” and sighed in relief.

Then I thought, could this be a risky bug? I had just moved to the U.S. from Europe and I didn’t know the local fauna at all. To resolve this in a rational way, I settled on eliminating worst-case scenarios. I Googled: “most dangerous insects in Texas.” I checked the bug in the jar for unique characteristics and compared it to a ranking of… JESUS! The third bug on the list was exactly the same bug that was staring at me from the jar: A Kissing bug… a bite from which can lead to Chagas disease… Deadly… No cure… Organs disintegrate in several decades.

My heart was pounding. My hand was back on the bite site. I was skimming the internet frantically. It was so late, and I had no one to call at that hour. I thought of calling people in Europe, but what would they know? I forced myself to read slowly and make a plan.

The message became clear: There is no cure for Chagas disease and the only symptom (sometimes) occurs the following morning: the swelling of one eyelid on the side closer to the bite site. Even if I went to the hospital, this seemed to be an under-studied disease and tests were limited. I resolved to just sleep it off and go to the doctor in the morning.

I woke up early. My face was symmetrical. Phew. I took the jar to the clinic right as they opened. Someone in the waiting room told me about getting bit by a brown recluse. “Oh well,” I thought, giving up on life a little.

The doctor took one look at the bug and said “Yes, that is a Kissing bug. There’s no cure. No test. Just move on, sorry!”

Perplexed, but also assured by the lack of urgency, I left the clinic. Over the next few days, my worries slowly faded as there apparently was nothing to do about this. I tossed the bug.

Two weeks later I saw an announcement on the university homepage from , then a doctoral student studying biomedical sciences. She was asking about any Kissing bug sightings and .

I immediately wrote to Rachel and reported what happened. She was super excited and asked me to bring her the bug. I said I threw it out, but had photos and I found a similar one — I had lots of bugs in my old house. We met over coffee. Rachel informed me that the bug was NOT a Kissing bug and that I should not worry. She could test me, but it was not necessary.

She explained the science of how the parasite behind Chagas disease, Trypanosoma cruzi, . It’s quite the process: After the bug bites you, it poops. The parasites are in infected bugs’ poop, which means that the poop has to get smudged into the bite site for you to get infected.

Then Rachel asked about my doctoral research and I told her I was studying housing in the colonias that line the border of Texas and Mexico. Her eyes lit up because she was looking to get samples from there. Thanks to the bug bite and my coffee with Rachel, a whole team formed and we started a pilot project that combined our research interests. This study became my master’s thesis, and six years later in the prestigious Habitat International journal.

What advice would you give to your younger self?

Talk to doctoral students from many more disciplines!

For more information, contact Šafářová at bsafar@uw.edu.

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, Professor, Department of Biology and School of Aquatic and Fishery Sciences

What do you study at the UW?

I am a natural historian who applies physics, math and engineering concepts to living systems to understand how they work. My research is driven by both the evolutionary implications of function and the possibility of bio-inspired design.

What made you fall in love with your research area?

From my earliest childhood I spent three seasons in downtown Manhattan and summer in the north woods of Ontario, Canada. The contrast between the most urban environment and a place without utilities or indoor plumbing was formative. Fishes, whether in tanks, on lines, or through my SCUBA mask, were my constant and most interesting companions. No detail was too obscure, and no species too drab to escape my attention.

I left fish behind when I got to college. Instead, it was a constant joy of mathematics and engineering, with a liberal arts sprinkling of art history, economics and German. After college I tried many things: I started a business, taught in the NYC public school system and attempted a career in photography. But I wasn’t willing to persist when things were hard or no fun. Then I went to Australia to become a SCUBA instructor. There I met my first biologist. I was smitten with the idea of making a living trying to understand animals.

On my return to New York, I immersed myself in biology, particularly the natural history of fishes, reptiles and amphibians. Spending hours in the field closely observing animals and their environment was one avenue of inspiration. The other was investigating animals’ shape, or morphology, with an electron microscope. The link between form and function was how my weeks passed — looking at microstructure, then wading in temporary ponds for larval salamanders. I fell completely in love with both areas and have made my career at that interface.

What advice would you give to your younger self?

Treasure your mentors in the moment. They are gone too soon and you will never feel like you made it clear enough how much they affected you and your career.

For more information, contact Summers at fishguy@uw.edu.��

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, Associate professor, Department of Communication

What do you study at the UW?

I am a critical-cultural studies scholar who focuses on race, gender, and sexuality in the media. Specifically, I study how Black people negotiate mass media as marginalized subjects whose status as citizens is always precarious. I’m especially interested in the stories that circulate about Black women, both external narratives and the stories that Black women craft about themselves.

What made you fall in love with your research area?

I sometimes think of myself as an accidental academic. I pursued a degree in magazine journalism and international relations in college with the intention of becoming a magazine editor. But everything changed the summer I landed an internship at my dream magazine, . At the time, many publications were closing their doors or downsizing their staff in the wake of the 2008 financial crisis. All of a sudden, pursuing a career in magazines began to feel like a much larger risk than I was comfortable with. Aside from the industry woes, I also realized that I had just as much fun studying magazines (and other media) for class projects as I did working for one.

At Essence, the assignments that my editor gave me reflected a particular image of Black womanhood and assumptions about Blackness, femininity and masculinity that were key to the magazine’s brand. When I returned to school for my last year of college, I took a Black feminist theory course where I wrote essays exploring the questions that had popped into my mind during my internship – questions that I couldn’t shake, questions that played in the background of my mind whenever I was walking through the magazine aisle at the grocery store, or watching television or a movie. This taste of how deeply satisfying a life of the mind could be was a turning point. By the end of the feminist theory course I had decided to apply to graduate school.

My first book, “,” was a full-circle moment. In the book I offer a cultural history of Essence magazine and position it as a predecessor to contemporary commercial representations of Black womanhood realized in the 2010s through hashtags like #BlackGirlMagic and advertising campaigns, such as Proctor and Gamble’s “.” It was an amazing feeling to follow my curiosity and return to the questions that first captivated my mind as an intern. During the writing process I realized that the seeds of these questions had started even earlier, when I was a little girl sitting in a Black beauty shop with dozens of issues of Ebony, Jet and Essence magazines. Long before I was old enough to fully comprehend the articles, the images in these magazines captivated me, beaconing me to explore further.

The thing that most fills my heart about the scholarly path that I’ve chosen is being able to document and amplify the brilliance and beauty of Black women. There’s so much that’s problematic in the stories that society tells about Black women, but the brightest moments in my teaching and research are connected to the dope narratives that Black women craft about themselves.

What advice would you give to your younger self?

Lean into the questions that captivate you and the subject areas that awaken your passion and curiosity. This will point you in the direction of your most fulfilling research projects and your very best writing.

For more information, contact Tounsel at timeka@uw.edu.

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, Assistant professor, School of Oceanography

What do you study at the UW?

��I’m a coastal ecogeomorphologist, which means I study how ecology, geology and physics change the landscape on the coast. A lot of my work focuses on how biology (plants, microbes) alters how mud moves around coastal systems and changes what our coastlines look like. I am particularly interested in marshes and mudflats. I go into the field to measure what is really happening on the coast, and then develop numerical computer models to predict how these processes will change in the future.

What made you fall in love with your research area?

When I was 5 years old, my family went on vacation to Cape Cod National Seashore. We attended an educational program at the Salt Pond Visitor Center, and I knew I was in love. The stinky, muddy marsh felt like home to me immediately, and I still remember talking to the volunteer scientist about how marshes work. At that time, however, I had no idea that you could study marshes and mud as your job!

That formative memory never left me, even though, as I continued in school and focused on science, I intended to become a medical doctor. In my world, if you were good at math and science, the logical career path was to become a medical doctor.

I went to college at Boston University, where I planned to major in chemistry. But for every class project, I ended up focusing on oceans and coastlines. I had a wonderful TA who noticed this trend and mentioned to me in passing that my university had a marine science program and that maybe I should consider taking a class in that program to see if I liked it. I enrolled in a class called “Estuaries” and I’ve never looked back. The first week of the class, we took a field trip to collect data in a marsh and I was instantly transported back to my 5-year-old self, loving the marsh. I was the first student who jumped into the mud to collect data, and I didn’t want to leave. Within a few weeks I was working in that professor’s lab, and I really haven’t left the marsh since.

I also started developing so many questions about how things worked — and how everything tied together, from the mud to the birds — that I quickly realized that research and teaching in the field was what I needed to do with my life. My research has expanded a lot since then to encompass many different types of coasts, but my love for the rotten-egg-smelling, squelching mud drives a lot of what I choose to do. Being out in nature and seeing the processes happen in real time inspires me to understand coastal systems and help make a more resilient future for our planet and for people.

What advice would you give to your younger self?

I am incredibly lucky to have a job that I absolutely love, and I would encourage my younger self to pursue what makes me happy. Sometimes my work hardly feels like work because I am so engaged and excited by what I am discovering and the students I get to work with. While every day isn’t always amazing (I have bad work days too!), at the end of the work week I’m always thankful for what a great job I have. I hope that everyone is able to find something they are passionate about in their life.

I would also say: Believe in yourself and don’t compare yourself to others. Just keep doing what you love and what you think is important and helpful to others, and everything will work out okay.

For more information, contact Valentine at kvalent@uw.edu.

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, Associate professor, Department of Materials Science & Engineering

What do you study at the UW?

My research team integrates materials science, data science and advanced manufacturing with primary applications in aerospace. We focus on three main areas:

1. Smart material testing methods, using physics-informed machine learning to control the testing parameters.
2. Smart manufacturing that leverages automation, sensing and machine learning. The goal is to develop AI for autonomous and self-aware manufacturing systems.
3. Smart engineering approaches to accelerate aerospace design and certification. We use a combination of machine learning, automated testing and physics-based numerical simulations techniques.

What made you fall in love with your research area?

According to my parents, my first word was “hot.” Looking back, it seems like a fitting start to a life deeply intertwined with the principles of heat transfer. My fascination with heat and materials began early and found a natural outlet in my love for cooking. I enjoy experimenting with different cooking techniques, all of which benefit immensely from an understanding of heat transfer. This passion even led me to publish a cookbook a few years ago.

After earning my doctoral degree, I began working at a research center in Canada, where I collaborated with various companies to solve their manufacturing challenges. Over time, I worked with a wide range of materials — concrete, wood, polymers, metals and composites. As I delved deeper into manufacturing, I started noticing fascinating parallels between it and cooking. Both require precise control of variables like temperature and pressure to transform materials into something new.

For instance, making aerospace composite parts in an autoclave is essentially pressure-cooking a layered material. Similarly, tempering chocolate to achieve its perfect microstructure, texture and snap is strikingly similar to controlling the crystallinity of thermoplastics to optimize their performance. Recognizing these connections allowed me to combine my personal passion for cooking with my professional love for materials science and engineering.

This love for exploring the science behind materials was paired with my lifelong interest in mathematics, which naturally led me to integrate machine learning and AI into my research. These tools provided a way to unlock deeper insights and bring innovation into material design and manufacturing. For example, my very first project as a professor at the 91̽�� was a collaboration with Boeing, where we developed AI for manufacturing aerospace composites. It was akin to creating a smart oven that can monitor the temperature of various parts and autonomously adjust the controls — a direct parallel to advanced cooking techniques.

What advice would you give to your younger self?

As you explore different options for your career, focus more on what you truly love to do. Don’t be afraid to combine your personal passions with your professional goals — start doing this earlier. The joy and fulfillment you’ll find in aligning your personal interests with your career will open doors to creative opportunities and unique solutions you might not have imagined. Trust the process and follow what excites you most.

For more information, contact Zobeiry at navidz@uw.edu.

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Officials across multiple states in the Southeast . Devastating hurricanes , and researchers are focused on how to help communities become more resilient.

One way to prepare is to have a full picture of what happens before, during and after a major hurricane. This information provides key details, such as wind speed and wave height during a landfall event, that can inform infrastructure design so it’s better able to withstand these types of storms.

Days before Hurricane Helene descended, 91̽�� researchers in the traveled to Cedar Key, Florida, and Horseshoe Beach, Florida, two small coastal communities near where the hurricane was predicted to make landfall. 91̽��researchers collaborated with people at the University of Florida, the and the to collect pre-storm data and place sensors to measure storm surge levels and wave height during the landfall event. Team members are headed back to Florida next week to collect post-storm data.

91̽��News asked , the RAPID Facility’s operations manager, about the trip and why this research is important.

What data did you collect before the storm arrived?

Michael Grilliot: For this project, we collaborated with , an associate professor in the Engineering School for Sustainable Infrastructure and Environment at the University of Florida. To get before-storm data, we did lidar scans of beach fronts and nearby buildings and infrastructure systems. We also used a drone to collect aerial photos of Cedar Key. These images can be stitched together into a 3D model.

To collect data during the event, a team led by , associate professor in the Engineering School for Sustainable Infrastructure and Environment at the University of Florida, .

91̽��RAPID staff also helped deploy 17 wave gauges and four pore pressure sensors to detect storm surge depth, timing and wave information during the storm. , a 91̽��undergraduate student studying electrical and computer engineering who has worked for the RAPID Facility for several years, built 13 of the wave gauges that we deployed. Our wave gauges are almost as robust as commercially available models, but we built them for one-tenth of the cost. If we lose one in the storm, it’s not as much of a financial loss.

What do the wave gauges look like?

MG: They are 13 inches long in PVC pipe with a pressure sensor exposed on one end. Unfortunately they look kind of like a pipe bomb, so we put RAPID stickers all over them to try to make them more unassuming, especially when we fly with them. They say “RESEARCH” on them very clearly.

How do they work?

MG: Pressure increases with water depth, so as the storm surges we see a sharp increase in the recorded pressure. We do have to calibrate the instruments for ambient atmospheric pressure, which changes quite a bit during a hurricane, so there is some post-processing that we have to do before reporting actual water depths.

We attach the gauge to anything we think has a good chance of surviving the storm. This could be a light pole, dock pilings or street signs. We work a lot with private landowners to find locations with limited access to reduce the chance that someone might steal them. Once they are placed, we measure the sensor with a high-precision GPS to know the exact elevation of the pressure sensor.

After the storm and post-processing, we can report water levels as a depth above mean sea level, or, if the sensors are installed over land, simple flooding depth. It’s far easier for people to understand that they would be standing in 9 feet of water if they were standing where the wave gauge was installed instead of reporting something like “13 feet above mean sea level,” which sounds more abstract to people.

What data did you get from the wave gauges during the storm?

MG: Our partners at the University of Florida retrieved the wave gauges on Sunday and downloaded the data on Monday.

Peak surge occurs in a matter of hours once the water starts to rise. It almost looks like a heartbeat on an electrocardiogram. The water is much slower to recede, taking all night or all day to reach pre-storm levels. Superimposed on all of this are the smaller ups and downs of the waves. At first glance the data looks quite noisy, but we are able to filter out noise and capture what’s important.

The wave data shows the conditions during the peak surge, which will help modelers understand the energy and forces these waves exerted on buildings on the shore. It also shows us the flood level, which helps us know which level or floor of a building would be experiencing these waves.

Wave and storm surge levels during hurricanes are often predicted based on models, so this dataset can also help researchers validate and better calibrate their predictive models.

There are often a few wave gauges in place that catch storm surges. But this was unique in the fact that we were able to respond on such short notice to place so many sensors in conjunction with the pre-storm lidar and drone imagery. Also, some of the locations would have had no sensors and data available without our wave gauge deployment. That, combined with the wind data from the University of Florida’s tower makes a robust pre-storm and during-storm dataset that has not been captured before.

When you return to the area next week, what will you measure?

MG: We will be looking for a lot of coastal changes. We’ll be flying drone lidar as well as doing ground-based lidar, and collecting more imagery to capture changes to the beach, mangroves and structures. Understanding the changes in beach morphology is equally as important as understanding the damage to the structures. If we can learn what happens to the sediment and seabed, we can better predict what will happen above.

We are also taking the Z-boat this time. This remote-controlled boat will allow us to create a topographic map of underwater depth.

How will this research help communities prepare for future hurricanes?

MG: Ultimately, the hope is that we can build structures that can withstand the forces that we are measuring — both through the damage we see and in the data we captured during the storm. We hope that this will help people better predict storm surges and wave heights, and that people will be able to know how at risk they are, trust that information and act accordingly to save lives and property.

This research is part of a larger effort led by the Nearshore Extreme Events Reconnaissance (NEER) Association in collaboration with the Geotechnical Extreme Events Reconnaissance (GEER) Association, which are both funded by the National Science Foundation.

For more information, contact Grilliot at grilliot@uw.edu and Nina Stark, who is also the associate director of the UF Center for Coastal Solutions and the NEER team lead, at nina.stark@essie.ufl.edu.

Over the past decade, engineering jobs have dramatically changed. They’ve become more collaborative, for example, and students entering the workforce are expected to have a broader skillset than previous generations of engineers.

Engineering educators such as , a 91̽�� associate teaching professor in the electrical and computer engineering department, are constantly adjusting their courses to make sure students are getting the information they need to be successful after college.

Hussein also founded and leads the , which allows students to access physical engineering equipment from anywhere in the world. A primary focus of the lab is to use a process called “” to create virtual models that mirror real-world systems, which enables students to experiment, learn and innovate in a risk-free, cost-effective environment. The students can access these systems remotely, so they can, for example, design and test physical circuits, despite being in a completely different location.

With UW’s fall quarter starting Sept. 25, 91̽��News asked Hussein how she prepares her students for their future careers and how the Remote Hub Lab can be a model for promoting equitable access to engineering education.

How is the engineering workforce changing?

Rania Hussein: The engineering workforce has evolved significantly over the last decade, driven by rapid technological advancements, increased interdisciplinary demands and the integration of emerging technologies, such as artificial intelligence, machine learning and data science. Engineers are no longer expected to specialize in a single area. They must be able to work across multiple domains, whether it’s integrating software or hardware, or using data analytics.

One of the most important changes is the emphasis on collaboration and communication. Engineers now work in globally distributed teams, where the ability to explain complex ideas clearly and collaborate across borders has become as important as technical expertise.

How are technological advancements changing what engineering jobs look like today?

RH: Digital twinning is one exciting area of development. This technology, combined with AI, allows engineers to simulate, monitor and optimize systems in real time, leading to more efficient processes and innovations. AI enhances digital twinning by enabling predictive analytics and automating decision-making processes. This allows engineers to refine designs and foresee potential issues before they arise.

As both digital twinning and AI become more prominent, they will play a crucial role in workforce development because they will enable engineers to test and optimize designs in virtual environments before implementing them in the real world. This trend is likely to gain even more traction in the coming years, further enhancing the integration of physical and digital systems.

What can engineering educators do to prepare their students for this new workforce?

RH: In my opinion, educators could focus on bridging the gap between theoretical knowledge and practical application. My teaching philosophy centers on helping students understand how engineering principles function in real-world scenarios, which is crucial for their success in industry. I actively collaborate with industry partners to ensure that the skills my students develop are relevant to the needs of employers. By connecting theory with hands-on experiences, students can better grasp the core concepts while applying them to solve tangible problems.

My research on engineering education is deeply tied to my teaching philosophy, which focuses on innovative pedagogical approaches that push the boundaries of traditional learning. By integrating new technologies, such as AI-driven tools and digital twinning, I aim to give students a more immersive learning experience that mirrors the complexities they will encounter in the workforce. These efforts not only enhance students’ technical competence but also foster critical thinking and adaptability — skills that are increasingly important in today’s engineering landscape.

I have been using the Remote Hub Lab in my courses that involve real-time interaction with physical hardware. My students appreciate the flexibility and accessibility the lab offers. The engineering community has also recognized the lab’s impact in advancing equitable access to education, making it a model for how to bridge gaps in access to high-quality engineering training.

Let’s talk about how the Remote Hub Lab promotes equitable access to engineering technologies.

RH: We focus on developing and refining digital platforms that provide students with immersive, hands-on engineering experiences. Through digital twinning, the Remote Hub Lab, in collaboration with industry and academic partners, creates virtual models that mirror physical systems, allowing students to experiment and engage in both virtual and real-world scenarios.

In this blended environment, students can test designs, simulate scenarios and receive real-time feedback from both virtual and physical systems. This approach not only ensures that students from diverse backgrounds — whether they are constrained by location, economic limitations or other factors — can access the same high-quality training, but also provides them with a level of flexibility and adaptability that traditional methods cannot match.

To date, students from 93 institutions in 19 countries across all continents have used the Remote Hub Lab, and have conducted more than 200,000 laboratory sessions. Users include students at the 91̽��and other institutions, trainees for companies such as Intel, and elementary school students in disadvantaged rural areas in Spain.

Also the , a student-led Registered Student Organization, uses the Remote Hub Lab in outreach activities to promote STEM to K-12 and pre-college communities.

I believe that digital twin technology offers a distinct edge in workforce development. It prepares students for the demands of modern engineering, where they need to work seamlessly between digital and physical systems. This hybrid approach ensures that students are not only gaining technical knowledge, but also learning how to innovate in real-world settings, which is crucial for the future of engineering education.

For more information, contact Hussein at rhussein@uw.edu.

UPDATE (Aug. 2, 2024): A previous version of this story misstated Paul Kinahan’s name.

Fifteen faculty members at the 91̽�� have been elected to the Washington State Academy of Sciences. They are among 36 scientists and educators from across the state . Selection recognizes the new members’ “outstanding record of scientific and technical achievement, and their willingness to work on behalf of the academy to bring the best available science to bear on issues within the state of Washington.”

Twelve 91̽��faculty members were selected by current WSAS members. They are:

• , associate professor of epidemiology, of health systems and population health, and of child, family and population health nursing, who “possesses the rare combination of scientific rigor and courageous commitment to local community health. Identifying original ways to examine questions, and seeking out appropriate scientific methods to study those questions, allow her to translate research to collaborative community interventions with a direct impact on the health of communities.”
• , the Shauna C. Larson endowed chair in learning sciences, for “his work in the cultural basis of scientific research and learning, bringing rigor and light to multiculturalism in science and STEM education through STEM Teaching Tools and other programs.”
• , professor of psychiatry and behavioral sciences, “for her sustained commitment to community-engaged, science-driven practice and policy change related to the prevention of suicide and the promotion of mental health, with a focus on providing effective, sustainable and culturally appropriate care to people with serious mental illness.”
• , the David and Nancy Auth endowed professor in bioengineering, who has “charted new paths for 30-plus years. Her quest to deeply understand protein folding/unfolding and the link to amyloid diseases has propelled her to pioneer unique computational and experimental methods leading to the discovery and characterization of a new protein structure linked to toxicity early in amyloidogenesis.”
• , professor of environmental and occupational health sciences, of global health, and of emergency medicine, who is “a global and national leader at the intersection of climate change and health whose work has advanced our understanding of climate change health effects and has informed the design of preparedness and disaster response planning in Washington state, nationally and globally.”
• , professor of bioengineering and of radiology, who is “recognized for his contributions to the science and engineering of medical imaging systems and for leadership in national programs and professional and scientific societies advancing the capabilities of medical imaging.”
• , the Donald W. and Ruth Mary Close professor of electrical and computer engineering and faculty member in the 91̽��Clean Energy Institute, who is “recognized for his distinguished research contributions to the design and operation of economical, reliable and environmentally sustainable power systems, and the development of influential educational materials used to train the next generation of power engineers.”
• , senior vice president and director of the Vaccine and Infectious Disease Division at the Fred Hutchinson Cancer Center, the Joel D. Meyers endowed chair of clinical research and of vaccine and infectious disease at Fred Hutch, and 91̽��professor of medicine, who is “is recognized for her seminal contributions to developing validated laboratory methods for interrogating cellular and humoral immune responses to HIV, TB and COVID-19 vaccines, which has led to the analysis of more than 100 vaccine and monoclonal antibody trials for nearly three decades, including evidence of T-cell immune responses as a correlate of vaccine protection.”
• , professor of political science and the Walker family professor for the arts and sciences, who is a specialist “in environmental politics, international political economy, and the politics of nonprofit organizations. He is widely recognized as a leader in the field of environmental politics, best known for his path-breaking research on the role firms and nongovernmental organizations can play in promoting more stringent regulatory standards.”
• , the Ballmer endowed dean of social work, for investigations of “how inequality, in its many forms, affects health, illness and quality of life. He has developed unique conceptual frameworks to investigate how race, ethnicity and immigration are associated with health and social outcomes.”
• , professor of chemistry, who is elected “for distinguished scientific and community contributions to advancing the field of electron paramagnetic resonance spectroscopy, which have transformed how researchers worldwide analyze data.”
• , professor of bioengineering and of ophthalmology, whose “pioneering work in biomedical optics, including the invention of optical microangiography and development of novel imaging technologies, has transformed clinical practice, significantly improving patient outcomes. Through his numerous publications, patents and clinical translations, his research has helped shape the field of biomedical optics.”

Three new 91̽��members of the academy were selected by virtue of their previous election to one of the National Academies. They are:

• , professor of atmospheric and climate science, who had been elected to the National Academy of Sciences “for contributions to research and expertise in atmospheric radiation and cloud processes, remote sensing, cloud/aerosol/radiation/climate interactions, stratospheric circulation and stratosphere-troposphere exchanges and coupling, and climate change.”
• , the Bartley Dobb professor for the study and prevention of violence in the Department of Epidemiology and a 91̽��professor of pediatrics, who had been elected to the National Academy of Medicine “for being a national public health leader whose innovative and multidisciplinary research to integrate data across the health care system and criminal legal system has deepened our understanding of the risk and consequences of firearm-related harm and informed policies and programs to reduce its burden, especially among underserved communities and populations.”
• , division chief of general pediatrics at Seattle Children’s Hospital and a 91̽��professor of pediatrics, who had been elected to the National Academy of Medicine “for her leadership in advancing child health equity through scholarship in community-partnered design of innovative care models in pediatric primary care. Her work has transformed our understanding of how to deliver child preventive health care during the critical early childhood period to achieve equitable health outcomes and reduce disparities.”

In addition, Dr. , president and director of the Fred Hutchinson Cancer Center and of the Cancer Consortium — a partnership between the UW, Seattle Children’s Hospital and Fred Hutch — was elected to the academy for being “part of a research effort that found mutations in the cell-surface protein epidermal growth factor receptor (EGFR), which plays an important role in helping lung cancer cells survive. Today, drugs that target EGFR can dramatically change outcomes for lung cancer patients by slowing the progression of the cancer.”

the Boeing-Egtvedt endowed professor and chair in aeronautics and astronautics, will join the board effective Sept. 30. Morgansen was elected to WSAS in 2021 “for significant advances in nonlinear methods for integrated sensing and control in engineered, bioinspired and biological flight systems,” and “for leadership in cross-disciplinary aerospace workforce development.” She is currently director of the Washington NASA Space Grant Consortium, co-director of the 91̽��Space Policy and Research Center and chair of the AIAA Aerospace Department Chairs Association. She is also a member of the WSAS education committee.

“I am excited to serve on the WSAS board and work with WSAS members to leverage and grow WSAS’s impact by identifying new opportunities for WSAS to collaborate and partner with the state in addressing the state’s needs,” said Morgansen.

The new members to the Washington State Academy of Sciences will be formally inducted in September.

Noise-canceling headphones have gotten very good at creating an auditory blank slate. But allowing certain sounds from a wearer’s environment through the erasure still challenges researchers. The latest edition of Apple’s AirPods Pro, for instance, for wearers — sensing when they’re in conversation, for instance — but the user has little control over whom to listen to or when this happens.

A 91̽�� team has developed an artificial intelligence system that lets a user wearing headphones look at a person speaking for three to five seconds to “enroll” them. The system, called “Target Speech Hearing,” then cancels all other sounds in the environment and plays just the enrolled speaker’s voice in real time even as the listener moves around in noisy places and no longer faces the speaker.

The team presented May 14 in Honolulu at the ACM CHI Conference on Human Factors in Computing Systems. The is available for others to build on. The system is not commercially available.

“We tend to think of AI now as web-based chatbots that answer questions,” said senior author , a 91̽��professor in the Paul G. Allen School of Computer Science & Engineering. “But in this project, we develop AI to modify the auditory perception of anyone wearing headphones, given their preferences. With our devices you can now hear a single speaker clearly even if you are in a noisy environment with lots of other people talking.”

To use the system, a person wearing off-the-shelf headphones fitted with microphones taps a button while directing their head at someone talking. The sound waves from that speaker’s voice then should reach the microphones on both sides of the headset simultaneously; there’s a 16-degree margin of error. The headphones send that signal to an , where the team’s machine learning software learns the desired speaker’s vocal patterns. The system latches onto that speaker’s voice and continues to play it back to the listener, even as the pair moves around. The system’s ability to focus on the enrolled voice improves as the speaker keeps talking, giving the system more training data.

The team tested its system on 21 subjects, who rated the clarity of the enrolled speaker’s voice nearly twice as high as the unfiltered audio on average.

This work builds on the team’s previous “semantic hearing” research, which allowed users to select specific sound classes — such as birds or voices — that they wanted to hear and canceled other sounds in the environment.

Currently the TSH system can enroll only one speaker at a time, and it’s only able to enroll a speaker when there is not another loud voice coming from the same direction as the target speaker’s voice. If a user isn’t happy with the sound quality, they can run another enrollment on the speaker to improve the clarity.

The team is working to expand the system to earbuds and hearing aids in the future.

Additional co-authors on the paper were , and , 91̽��doctoral students in the Allen School, and , director of research at AssemblyAI. This research was funded by a Moore Inventor Fellow award, a and a .

For more information, contact tsh@cs.washington.edu.

A recent found that the world generated 137 billion pounds of electronic waste in 2022, an 82% increase from 2010. Yet less than a quarter of 2022’s e-waste was recycled. While many things impede a sustainable afterlife for electronics, one is that we don’t have systems at scale to recycle the found in nearly all electronic devices.

PCBs — which house and interconnect chips, transistors and other components — typically consist of layers of thin glass fiber sheets coated in hard plastic and laminated together with copper. That plastic can’t easily be separated from the glass, so PCBs often pile up in landfills, where their chemicals can seep into the environment. Or they’re burned to extract their electronics’ valuable metals like gold and copper. This burning, , is wasteful and can be toxic — especially for those doing the work without proper protections.

A team led by researchers at the 91̽�� developed a new PCB that performs on par with traditional materials and can be recycled repeatedly with negligible material loss. Researchers used a solvent that transforms a type of — a cutting-edge class of sustainable polymers — to a jelly-like substance without damaging it, allowing the solid components to be plucked out for reuse or recycling.

The vitrimer jelly can then be repeatedly used to make new, high-quality PCBs, unlike conventional plastics that degrade significantly with each recycling. With these “vPCBs” (vitrimer printed circuit boards), researchers recovered 98% of the vitrimer and 100% of the glass fiber, as well as 91% of the solvent used for recycling.

The researchers published April 26 in Nature Sustainability.

“PCBs make up a pretty large fraction of the mass and volume of electronic waste,” said co-senior author , a 91̽��assistant professor in the Paul G. Allen School of Computer Science & Engineering. “They’re constructed to be fireproof and chemical-proof, which is great in terms of making them very robust. But that also makes them basically impossible to recycle. Here, we created a new material formulation that has the electrical properties comparable to conventional PCBs as well as a process to recycle them repeatedly.”

Vitrimers are a class of polymers first developed in 2015. When exposed to certain conditions, such as heat above a specific temperature, their molecules can rearrange and form new bonds. This makes them both “healable” (a bent PCB could be straightened, for instance) and highly recyclable.

“On a molecular level, polymers are kind of like spaghetti noodles, which wrap and get compacted,” said co-senior author , a 91̽��assistant professor in the mechanical engineering department. “But vitrimers are distinct because the molecules that make up each noodle can unlink and relink. It’s almost like each piece of spaghetti is made of small Legos.”

The team’s process to create the vPCB deviated only slightly from those used for PCBs. Conventionally, semi-cured PCB layers are held in cool, dry conditions where they have a limited shelf life before they’re laminated in a heat press. Because vitrimers can form new bonds, researchers laminated fully cured vPCB layers. The researchers found that to recycle the vPCBs they could immerse the material in an organic solvent that has a relatively low boiling point. This swelled the vPCB’s plastic without damaging the glass sheets and electronic components, letting the researchers extract these for reuse.

This process allows for several paths to more sustainable, circular PCB lifecycles. Damaged circuit boards, such those with cracks or warping, can in some cases be repaired. If they aren’t repaired, they can be separated from their electronic components. Those components can then be recycled or reused, while the vitrimer and glass fibers can get recycled into new vPCBs.

The team tested its vPCB for strength and electrical properties, and found that it performed comparable to the most common PCB material (). Vashisth and co-author , a principal researcher at Microsoft Research and an affiliate assistant professor in the Allen School, are now using artificial intelligence to explore new vitrimer formulations for different uses.

Producing vPCBs wouldn’t entail major changes to manufacturing processes.

“The nice thing is that a lot of industries — such as aerospace, automotive and even electronics — already have processing set up for the sorts of two-part epoxies that we use here,” said lead author , a 91̽��doctoral student in the Allen School.

The team analyzed the environmental impact and found recycled vPCBs could entail a 48% reduction in global warming potential and an 81% reduction in carcinogenic emissions compared to traditional PCBs. While this work presents a technology solution, the team notes that a significant hurdle to recycling vPCBs at scale would be creating systems and incentives to gather e-waste so it can be recycled.

“For real implementation of these systems, there needs to be cost parity and strong governmental regulations in place,” said Nguyen. “Moving forward, we need to design and optimize materials with sustainability metrics as a first principle.”

Additional co-authors include , a 91̽��postdoctoral scholar in the mechanical engineering department; , a 91̽��doctoral student in the mechanical engineering department; , a senior applied scientist at Microsoft Research; , a senior researcher at Microsoft Research and an affiliate researcher in the Allen School; and , a 91̽��professor in the Allen School and the electrical and computer engineering department. This research is funded by the Microsoft Climate Research Initiative, an Amazon Research Award and the Google Research Scholar Program. Zhang was supported by the 91̽��Clean Energy Institute Graduate Fellowship.

For more information, contact vpcb@cs.washington.edu.