Georgia Tech provides housing for more than 8,000 students on campus, but what about the other 15,000? After living on campus for some time, many students seek a greater sense of independence and responsibility by moving off campus.

A common problem for students considering off-campus housing is finding the best place to live. Not everyone has the luxury of choosing from several great neighborhoods, but Tech students do. Regardless of which corner of the city you choose, be sure to weigh all of your options. There are many factors to consider, including roommates, utilities, monthly expenses, commute times, and parking fees.

Different areas will offer different benefits, but there are a few places worth investigating if you’re apartment hunting. Make sure you tour the entire property, and drive around the area at different times to see what it’s like early in the morning and late at night. Don’t settle on a place solely for its price and make safety and well-being top priorities.

Student-oriented apartments

Many apartment complexes close to campus are either partially or specifically for student living. Besides proximity, these places have the benefit of allowing residents to live among other students and sign individual leases while still sharing a space. A few popular options, which are not approved housing or endorsed housing by Georgia Tech, include:

• The Standard
• Square on Fifth (SQ5)
• The Mark
• UHouse
• Here Atlanta
• 935M

Neighborhoods close to campus

Home Park: The closest neighborhood north of campus, Home Park is known for its large student population and affordable living. While it doesn’t offer much in the way of restaurants or shops, one can’t overlook the fact that it is home to Antico Pizza and Sublime Doughnuts, both favorites among students. Furthermore, it is close to Atlantic Station and Howell Mill Road, two vibrant commercial districts. If you’re on campus after dark, you can get a ride home from the Stingerette through the Safe Ride Home program.

Highlights: Antico (1093 Hemphill Ave. NW), Sublime Doughnuts (535 10th Street NW), Firehouse Subs (537 10th Street NW), Tannour Mediterranean Grill (398 14th Street NW).

Website: http://homepark.org/

Downtown and Centennial Place Apartments: Many students choose to live in Centennial Place because of its proximity to campus. Residents can easily walk or bike there, or to the bus stop at North Avenue Apartments, and the North Avenue MARTA station is nearby to get to other places in the city. Tech students will be in good company with students from Georgia State University, whose campus buildings dot the downtown area. For those who want to take advantage of attractions such as the Georgia Aquarium, the World of Coca-Cola, the Center for Civil and Human Rights, or State Farm Arena, downtown makes it convenient to do so.

Highlights: Georgia Aquarium (225 Baker Street NW), World of Coca-Cola (121 Baker Street NW), CNN Center (190 Marietta Street NW), Skyview Atlanta (168 Luckie Street NW)

Websites: http://www.atlantadowntown.com/living

Midtown: Georgia Tech is in Midtown Atlanta, and it is relatively walkable to campus. Midtown is home to families, young couples, singles, and students alike. If you’re a runner, you’ll benefit from the proximity of Piedmont Park and its abundance of trails, including the BeltLine, which runs right along the park and through Ponce City Market. Midtown is also a good option for those who don’t own a car, since it’s close to MARTA, campus, and options for groceries and the like. Midtown has both apartment complexes (such as Marq on Ponce, Biltmore at Midtown, and Piedmont Park) as well as many apartments rented by smaller landlords (which are generally less expensive) for those not as particular about amenities. If you spend a lot of time in Tech Square, Midtown could be more convenient than living farther west, and apartment complexes on the border between Midtown and Tech Square include SQ5, UHouse, and The Standard at Atlanta.

Highlights: Fox Theatre (660 Peachtree Street NE), Woodruff's Art Center (1280 Peachtree Street NE), Publix (950 W. Peachtree Street NW), Ponce City Market (675 Ponce de Leon Ave. NE), Atlanta Botanical Garden (1345 Piedmont Ave. NE), BeltLine access, MARTA access.

Website: http://midtownatlanta.org/

Westside: Atlanta’s Westside offers a handful of apartment complexes and small homes, both of which are ideal for students. The area is rapidly developing, with new restaurants and niche shops springing up on every corner. Though a boon to residents’ social lives, it also means increasing prices. The commute from Marietta Street is easier than ever on foot and bike thanks to the Path Parkway. 

Highlights: Ormsby’s (1170 Howell Mill Road), West Egg (1100 Howell Mill Road).

Website: https://westsideprovisions.com/

Atlantic Station: Though Atlantic Station can be pricier than other off-campus options, it’s really close to campus and offers other benefits. Residents are within walking distance of the outdoor shopping mall, IKEA, movie festivals, an 18-screen movie theater, weekend sidewalk markets, and restaurants. Stinger buses travel to the south side of Atlantic Station — though not as frequently as they do on campus — providing a solid transportation option in a pinch.

Highlights: Regal Cinemas 18 (261 19th Street NW), Target (375 18th Street), California Pizza Kitchen (264 19th Street NW), IKEA (441 16th Street NW).

Website: http://www.atlanticstation.com/

Virginia Highland: Just past Midtown to the east, many students frequent the Highlands for its restaurants, bars, and shops. The Highland is known for attracting twenty-somethings and offering lower rents. Though it will take a car, bike, or long walk to MARTA to get to campus, it offers plenty of entertainment options within walking distance. It's also home to multiple coffee shops for those who prefer such venues for studying. 

Highlights: DBA Barbecue (1190 N Highland Ave.), Fontaine's Oyster House (1026 N Highland Ave. NE), La Tavola (992 Virginia Ave. NE), Paolo's Gelato (1025 Virginia Ave. NE), 

Website: https://virginiahighlanddistrict.com/

Buckhead: Buckhead is an uptown district within the city of Atlanta, comprising over 100,000 residents. It is an upscale residential and commercial district with internationally renowned shopping and dining. Located approximately six miles (or just over nine kilometers) from Georgia Tech, Buckhead is a little farther from campus than other neighborhoods and thus requires using public transportation (MARTA) or a car. Buckhead features shopping centers and malls, hotels, restaurants, bars and nightclubs, and high-rise office buildings and condominiums. 

Highlights: Le Colonial (3035 Peachtree Road NE), Lenox Square Mall (3393 Peachtree Road NE), Phipps Plaza (3500 Peachtree Road NE), Eclipse di Luna (764 Miami Circle). 

Website: https://www.buckheadvillagedistrict.com/

Vinings: This unincorporated "village" is more common to families and younger working couples, making it quieter and more expensive. The nightlife may not be as exhilarating, but the area offers its own social scene with plenty of restaurants, shops, and parks to explore. It's not uncommon to find excellent festivals and fairs on the weekends. 

Highlights: Cumberland Mall (2860 Cumberland Mall SE), South City Kitchen (1675 Cumberland Parkway), Mellow Mushroom (2950 New Paces Ferry Road), Bowl Lab (3621 Vinings Slope SE). 

Website: https://vinings.org/

During your search, ask yourself these questions:

• How much is the monthly rent? Is a deposit required?
• Are furniture and utilities (including Wi-Fi) part of the rent?
• Is parking available and at what cost?
• What’s the distance to campus and/or work?
• How long is the lease?
• Is it an individual or group lease?
• Can you view a model apartment and take a tour before committing?
• Do you know someone who has lived there?
• Are pets allowed?
• Does the complex provide a roommate-matching service?
• What is the maintenance and repairs policy?
• Is there a policy for guest parking and staying overnight?
• Is the landlord easily accessible if something goes wrong?

Revised on Nov. 10, 2023

Whether the issue is being credited in a study or disagreeing over grade policies, Kyla Ross knows academic issues are best solved by people familiar with academia. That’s one of the reasons why she applied to be the assistant vice provost for Advocacy and Conflict Resolution.

“Since I’ve held faculty positions at multiple institutions and was previously a postdoctoral fellow and graduate student myself, I can approach each conflict I’m working through with empathy,” Ross said. “I find it motivating to not only help faculty, postdocs, and students with their current challenges, but also to equip them with helpful strategies for future conflicts they may experience. I welcome the opportunity to consult with them so that more in our community learn how to leverage the positives while limiting the negatives of conflict.”

Ross completed her Ph.D. in Biomedical Engineering at Georgia Tech and Emory University in 2006. Next, she served as a postdoctoral fellow in the National Institutes of Health-funded Fellowships in Research and Science Teaching (FIRST) Program. In 2008, Ross joined the faculty at Georgia State University, and then returned to Tech in 2016 as the director of graduate training in Biomedical Engineering.

“My diverse experiences have helped me gain perspective as an administrator, teacher, and coach," Ross said. "I've helped students and faculty navigate advisor/advisee relationships. And over time, I've developed an appreciation for the ways that people communicate. I wanted to teach others how to connect even in difficult situations, so when I saw this job ad, it felt like it was written for me.”

We asked Ross about how she helps students, postdocs, and faculty, and how people can work through conflict in their own lives. Here’s what she said.

Who do you work with on campus, and what are some of the most common inquiries you receive? 

I serve faculty, postdocs, and graduate and undergraduate students. When it comes to students, a lot of grievances that I receive are about course concerns like grading or class policies.

Common concerns reported by graduate students and postdocs include communication challenges with their advisors and disputes regarding authorship and publication. For example, graduate students and postdocs might need to clarify authorship order when working on a research project.

In addition, faculty often come to me requesting strategies for how to maintain positive work relationships with their advisees and colleagues.

What is the process for a student to submit an academic grievance?

Students may file an academic grievance through an online form. Once submitted, I investigate and seek resolution on the case. The first step is to get curious about the perspective of each individual involved and talk with them. I often also connect and consult with campus units, like the Office of Disability Services or the Dean of Students, to investigate further and to ensure that the solution adheres to campus policy.

Describe what your day-to-day job entails.   

Most of my days involve some combination of consulting, coaching, interviewing, and writing. Even if an individual doesn’t want to file a formal complaint, people can email me about any concerns. I host sessions on how people can navigate challenging conversations and manage conflict, as well as consultations to teach communication and conflict resolution skills. When people do choose to file a complaint, I’m available to investigate the concerns and mediate when needed.

What is the most satisfying part of your job? 

I like knowing that I can help the people who come to me. Sometimes, the conflicts I’m dealing with are quite challenging and individuals are entrenched in their own positions. When that happens, it’s very satisfying to detangle the problem and help everyone involved find closure.

What is the most challenging part of your job, and how do you deal with it? 

At times, it can be challenging for all parties to achieve closure. For example, we might have found a resolution that all have agreed to, and then one party shares information that changes the best way forward. To avoid getting frustrated myself, I try not to get attached to one party’s needs, so that it's easier to determine what will help everyone involved. I also remain focused on my own emotions, particularly when it's clear that others’ emotions are running strong. Even if the solution we come up with doesn’t totally solve things for all parties, I seek the best possible outcome for all involved.  

Can you provide a couple of strategies for handling conflict?

First, check out the resources we have to offer, which include workshops on active listening and effective communication. These can help you manage conflict if and when it arises. Students can reach out to me by email to ask about attending these workshops.

When it comes to working through conflicts, maintaining open communication with people goes a long way. It’s healthy to disagree but being mindful of how you’re coming across will help you to avoid confrontation. This mostly comes down to being self-aware. It's important to remember that the only person that you can control is you. 

For more information, visit provost.gatech.edu.

Congratulations to the following winners who took home prizes in the form of conference travel awards.

Hyeonseok Kim, Best Research Talk Overall
Mechanical Engineering
Wireless sleep monitoring biopatch for clinical assessment of at-home sleep quality and sleep apnea

Eduardo Gigante, Best Lightning Talk Overall
Biological Sciences
A sea squirt's insight into brain development and disease

Jimin Lee, Best Research Talk from the College of Engineering
Mechanical Engineering
The evolution of stem cell production: Smart bioreactors with seamless wireless technology

Keya Ghonasgi, Best Lightning Talk from the College of Engineering
Mechanical Engineering
Engineering intelligent physical human-robot interactions

Lyuba Novi, Best Research Talk from the College of Sciences
Earth and Atmospheric Sciences
Exploring coral reef resilience, connectivity and biodiversity in the Coral Triangle through machine learning and complex networks

Vardhan Satalkar, Best Lightning Talk from the College of Sciences
Biological Sciences
Generative machine learning-assisted functional phosphopeptide design

Franziska Tsufim and Micheal Rumore, Best Talk from the Ivan Allen College of Liberal Arts
School of Literature, Media, and Communication
Extension requests and student autonomy: Fostering help seeking behaviors in historically marginalized student populations

Thank you to the executive vice president for research, the deans of engineering and sciences, the associate dean for research and outreach in the Ivan Allen College of Liberal Arts, and the vice provost for Graduate and Postdoctoral Education for sponsoring the awards. 

A special thanks to Krista Walton, associate vice president for research operations and infrastructure, for announcing the winners during the award presentation.

Appreciation is extended to the following judges for the event:

• Laura Haynes, faculty and director of outreach, School of Electrical and Computer Engineering
• Courtney Hoffman, academic professional for Undergraduate Research Writing, School of Literature, Media, and Communication
• Andrew Hummel, lecturer, School of Mechanical Engineering
• Sharmistha Mukhopadhyay, academic professional, School of Mechanical Engineering
• Lisa Rosenstein, director of Charles E. Gearing Program in Engineering Communications, School of Civil and Environmental Engineering
• Jana Stone, assistant vice provost for Professional Development and director of Postdoctoral Services, Graduate and Postdoctoral Education

The career fair represents possibilities­–all of the potential paths your future could hold laid out before you under one roof. You want to make a good first impression on prospective employers, but it can be overwhelming.  
 
“Career fairs can be pretty nerve-wracking,” said Christina Hall, graduate career development advisor in the Office of Graduate and Postdoctoral Education. “The All-Majors Career Fair hosts close to 200 employers each day, so you want to walk into the fair with a strategy.” 
 
Hall’s strategy can be boiled down to a simple, catchy rhyme, “What to wear, what to say, and what to put on your resume.” Whether your goal for the career fair is to network, get an idea of who is hiring, or get a job, Hall provides her advice so you can get the most out of the All-Majors Career Fair. 

Before the Career Fair

Research, strategize, prioritize. Hall recommends you determine the top five employers you want to talk to and rank them in order of high priority to low priority. “Be strategic and rank the employers because it’s a big event, and you have a limited amount of time,” said Hall. “Pick your top five and make those your primary targets. If your top choice has a long line, hit up the other employers first and then go back and wait so you’re making the best use of your time.” The list of employers who are attending the career fair can be found here.
 
Prepare a “career fair-friendly” resume. “For a career fair, a one-page resume is ideal,” said Hall. “Bring a few more copies than you think you will need. We have employers who just show up on the day-of, so there may be someone unexpected there, or you might have some extra time to talk to an employer who you weren’t originally planning to meet.”

Day of the Career Fair

Follow the business professional dress code (but do wear comfortable shoes). According to Hall, the attire for the career fair is business professional. Business professional attire means pants (no jeans), closed-toe shoes, button-down shirts, and suits. “Sometimes, students think that they don’t want to be too dressed up,” said Hall. “In my opinion, nobody looks at you negatively for being too dressed up. The issue would always be not being dressed up enough. You want to look professional, but you’re also on your feet. I feel so bad for some of our students because by the end of the fair, I can tell their feet really hurt. Don’t wear heels if they’re not comfortable for you.” 
 
Bring a small bag to carry your essentials. Backpacks are not allowed on the career fair floor. Hall recommends opting for a small bag packed with your portfolio, multiple copies of your resume, and water. 
 
Arrive early. “Just like everybody else, the recruiters are more tired towards the end of the day,” said Hall. “If you’re there earlier, they are more energetic and responsive. Towards the end of the day, I don’t think it’s a waste of students’ time to go later on, but just know that you may not get the response that you would have gotten first thing in the morning.” 

Approaching an Employer

Practice with employers who are not one of your top priorities. “If you get there, and you’re nervous, do a couple practice runs with employers that you are less intimated by so you can get the kinks out before you talk to that top company on your list,” said Hall. “Talk to an employer whose booth is a little bit slower. If you freak out, and you want a minute to practice with somebody, we will have staff available to give you that last-minute boost.” 
 
Be friendly, confident, and demonstrate interest. “You want to try to be as friendly and positive as possible to make a good impression,” said Hall. “Recruiters are people too. They respond to somebody who is friendly and polite.” According to Hall, students who convey confidence and show that they have researched the company are more likely to stand out to an employer. “It makes the employer feel like you’re not just here to talk to everybody, and you really want to talk to them,” said Hall. 
 
Introduce yourself with a 30-second past, present, and future elevator pitch. “Rehearse what you’re going to say because the more prepared you are, the easier it is to speak flawlessly and feel confident,” said Hall. “We call it an elevator pitch, and it’s essentially coming up with a 30-second commercial of yourself. Past, present, and future is a good way to go about it: ‘I’ve recently done this, I’m currently doing this, and I would like to do that in the future.’”

After the Career Fair

Get the recruiter’s business card for a follow-up message. Hall says that one mistake students often make is not following up with a recruiter after the career fair. “If you meet a recruiter, and you have a great conversation with them, try to see if you can get their specific contact information,” said Hall. “After the fair, you can follow up and thank them for talking to you. Send your resume again because it never hurts to send it one more time and add them on LinkedIn.” 
 
The Fall 2023 All-Majors (In Person) Career Fair will be held Monday, Sept. 11 and Tuesday, Sept. 12 from 10 a.m. to 4 p.m. at the Georgia Tech Campus Recreation Center. View the list of employers and get more career fair tips here. 

“We teach almost all Georgia Tech students at least once in their time at Tech, and so Brittain Fellows’ impact on students is enormous,” said Andy Frazee, senior academic professional and director of writing and communication in the School of Literature, Media, and Communication at Tech. 

Each year, the Fellows’ contributions shape Tech and blaze a trail for writing and communication courses everywhere. Frazee shares how these Fellows bring excellence and innovation to Tech both inside and outside the classroom. 

A Diverse Cohort of Postdoctoral Scholars

A postdoctoral scholar, or “postdoc,” is someone who has completed their doctorate and has come to Georgia Tech to engage in research, teaching, and the development of professional skills in preparation for their future career.

The Brittain Postdoctoral Fellows account for nearly half of the faculty in the School of Literature, Media, and Communication. 

“A typical cohort of incoming Fellows is between 10 and 15,” said Frazee. “This year, 21 Fellows entered the cohort on August 1. We have also begun hiring twice a year, in August and in January. We welcomed an additional six new fellows on January 1, 2023.”

According to Frazee, this is the most diverse cohort yet. 

“Brittain Fellows come from many disciplines, generally within English studies but also from the humanities more broadly,” said Frazee. “We have Brittain Fellows who study Shakespeare and those who study video games; we have had anthropologists, historians, artists, and media scholars. And of course, we have folks who come out of rhetoric and composition as well as from technical and professional communication.”

The cohort structure brings diverse disciplines together at the same time, providing diverse perspectives to the courses they teach. While the cohort model for a postdoc program is exceedingly rare, it is the cohort structure that is a major reason for the Brittain Fellowship’s success. 

“While the entire Brittain Fellowship is an unusually supportive and cohesive group, the primary building block of this community is the cohort,” said Frazee. “Each group of fellows goes through orientation together, attends semester-long professional development seminars together, and elects representatives to the Writing Program Advisory Committee. All of the Writing and Communication Program leaders know that this cohesiveness is a primary reason for the Fellowship’s remarkable success.” 

Excellence in Teaching

“As a whole, Brittain Fellows serve as models for innovative writing curricula and Ph.D. professional development,” said Frazee. “Brittain Fellows teach two main sets of courses: first-year composition (English 1101 and 1102) and technical and professional communication (LMC 3403, 3431, and 3432).”

The multimodal curriculum goes beyond writing. Throughout their three-year term, Fellows also teach written, oral, visual, electronic, and nonverbal communication (WOVEN). 

“In ENGL 1101 and 1102, Brittain Fellows challenge and support first-year students in thinking rhetorically about writing and communication, from composing academic essays and giving presentations to producing websites and podcasts,” said Frazee. “In the technical and professional communication courses, Fellows guide upper-level Scheller, Computing, and LMC students in communicating in the workplace.”

This unique curriculum makes Tech’s writing and communication courses highly esteemed. 

“The Georgia Tech writing and communication program has been recognized for a number of teaching awards, including the most prominent award for a writing program,” said Frazee. 

These awards include:

• 2022 Conference on College Composition’s Communication Writing Program Certificate of Excellence 
• 2021 Regents’ Teaching Excellence Award for a Program

Tech students may also encounter Brittain Fellows in the Naugle Communication Center where several Fellows serve as professional consultants.

A Model for Postdoctoral Professional Development

According to Frazee, the Fellowship is an important national model for a highly successful Ph.D. professional development program, both for academic and non-academic career development. 

“In short, we want Brittain Fellows, at the end of their three-year term, to move on to a great career,” said Frazee. “Through our professional development seminar and other programming, in the past 12 months, we have supported 21 Brittain Fellows in finding full-time positions, 10 of those going on to tenure-track positions.” 

The Fellowship offers postdocs an opportunity to better develop their research interests in writing pedagogy through one-on-one mentorship and co-authoring papers. 

“In the past few years, we have been working to shape our mentoring structures to prepare Ph.D.s for the current professional scene and worked to build greater visibility for the Brittain Fellowship as a model of excellence,” said Frazee. “Basically, we have tried hard to change along with the changing professional scene.” 

Frazee hopes to continue shaping the Fellowship to best prepare Fellows for their professional futures and to help other institutions understand the exciting possibilities related to well-designed teaching postdoc programs in the humanities. 

The Writing and Communication Program in the School of Literature, Media, and Communication at Georgia Tech invites applications for the Marion L. Brittain Postdoctoral Fellowship starting August 1. To learn more about the Fellowship or the application process, visit the webpage here. 
 

Led by faculty directors at the University of Southern California and Rochester Institute of Technology, the Consortium consists of a network of faculty and administrators from more than 60 institutions across the U.S.  

“We are happy to partner with many of our peer institutions by helping our faculty and staff to learn strategies for improving the climate in research groups with the goal of being more inclusive and equitable," said Bonnie Ferri, the vice provost for Graduate and Postdoctoral Education at Tech, “This is an important step in our work toward our strategic plan.”  

The Consortium offers training opportunities geared towards equity-minded admissions, recruitment, and mentoring practices; coaching and learning opportunities for graduate programs to bring about institutional change; infrastructure for faculty development in graduate schools and other organizations.  

An external evaluation found that after participating in Consortium workshops, graduate programs: 

• Experienced an increase in the number and fraction of racially minoritized applicants, admittees, and enrolled students 

• Experienced an increase in the number and fraction of women admitted and enrolled 

• Increased use of inclusive recruitment and holistic admission practices 

• Changes have been sustained for over three years 

As a partner of the Consortium, six of Georgia Tech’s graduate programs will be participating in activities related to graduate student mentoring & well-being over the next two years. Those programs are chemistry, chemical and biomolecular engineering, economics, interactive computing, material science engineering, and physics.   

Activities sponsored by the Equity in Graduate Education Consortium include a three-part workshop series that begins this fall. The first workshop, Introduction to Equity-Minded Mentoring, takes place on Oct. 25, 2022, from 11 a.m.-2 p.m. and will be facilitated by Annie Woffard, assistant professor of higher education in the Department of Educational Leadership & Policy Studies at Florida State University, and Steve Desir, a doctoral student in the educational leadership program at the University of Southern California Rossier School of Education.   

In this workshop, faculty will reflect on their current advising and mentoring practices and learn how to develop equity-minded mentoring relationships. Activities in this workshop will develop competencies in these areas and will help faculty develop equity-minded mentoring agreements as a tool that establishes shared expectations between mentors and mentees.  

You may register for the Introduction to Equity-Minded Mentoring Workshop here: https://usc.zoom.us/meeting/register/tJAkf-qopjMiHNUbDEpYEHPrMK63kwZvOeY3   

The first workshop is open to all faculty who are interested in attending. However, the following workshops are reserved for participants of the graduate programs included in the consortium.  

The second series workshop, “Fostering Wellbeing in Racialized Mentoring Environments,” is on December 1 from 1-3 p.m.   

For more information, please contact EGE liaisons, Bonnie Ferri at bonnie.ferri@gatech.edu, or Steve Ruffin at stephen.ruffin@pe.gatech.edu.   

Gulcin Arslan Azizoglu, Best Research Talk Overall

Chemical and Biomolecular Engineering

Development of a Microneedle Patch for Malaria Vaccination

Nicolas Somers, Best Lightning Talk Overall

Materials Science and Engineering

The power of light: photonic sintering of ceramics applied to additive manufacturing

Zhe Guang, Best Research Talk from the College of Engineering

Biomedical Engineering

Quantitative oblique back-illumination microscopy for in-vivo brain tumor margin assessment

Jingyan Wang, Best Lightning Talk from the College of Engineering

Industrial and Systems Engineering

Allocation Schemes in Evaluation: Applicant-Centric Holistic or Attribute-Centric Segmented?

Mathias Louboutin, Best Lightning Talk from the College of Sciences

Earth and Atmospheric Sciences

Software abstractions for scalable multi-disciplinary inverse problems

Namrata Dey Roy, Best Talk from the Ivan Allen College of Liberal Arts

School of Literature, Media and Communication

From 'speaking for' to 'speaking with': Articulation and Representation in Multilingual World

Thank you to the Executive Vice President for Research, the Deans of Engineering and Sciences, the Associate Dean for Research and Outreach in the Ivan Allen College of Liberal Arts, and the Vice Provost for Graduate and Postdoctoral Education for sponsoring the awards.

We also extend a special thanks to our judges for the event:

• Alena Alamgir, lecturer and director of Technical Communication, Materials Science & Engineering
• Onur Birol, academic professional, Biological Sciences
• Rodrigo Borela Valente, lecturer, School of Computing Instruction
• Seung-Eun Chang, lecturer, Modern Languages
• Amit Jariwala, director of Design and Innovation, Mechanical Engineering
• Tammy McCoy, academic professional, Center for Teaching & Learning
• Mark Moss, senior lecturer, School of Computing Instruction
• Nimisha Roy, lecturer, School of Computing Instruction
• Himani Sharma, lecturer, Materials Science & Engineering
• Daniela Staiculescu, senior academic professional, Electrical and Computer Engineering

Gulcin Arslan Azizoglu, Best Research Talk Overall

Chemical and Biomolecular Engineering

Development of a Microneedle Patch for Malaria Vaccination

Nicolas Somers, Best Lightning Talk Overall

Materials Science and Engineering

The power of light: photonic sintering of ceramics applied to additive manufacturing

Zhe Guang, Best Research Talk from the College of Engineering

Biomedical Engineering

Quantitative oblique back-illumination microscopy for in-vivo brain tumor margin assessment

Jingyan Wang, Best Lightning Talk from the College of Engineering

Industrial and Systems Engineering

Allocation Schemes in Evaluation: Applicant-Centric Holistic or Attribute-Centric Segmented?

Mathias Louboutin, Best Lightning Talk from the College of Sciences

Earth and Atmospheric Sciences

Software abstractions for scalable multi-disciplinary inverse problems

Namrata Dey Roy, Best Talk from the Ivan Allen College of Liberal Arts

School of Literature, Media and Communication

From 'speaking for' to 'speaking with': Articulation and Representation in Multilingual World

Thank you to the Executive Vice President for Research, the Deans of Engineering and Sciences, the Associate Dean for Research and Outreach in the Ivan Allen College of Liberal Arts, and the Vice Provost for Graduate and Postdoctoral Education for sponsoring the awards.

We also extend a special thanks to our judges for the event:

• Alena Alamgir, lecturer and director of Technical Communication, Materials Science & Engineering
• Onur Birol, academic professional, Biological Sciences
• Rodrigo Borela Valente, lecturer, School of Computing Instruction
• Seung-Eun Chang, lecturer, Modern Languages
• Amit Jariwala, director of Design and Innovation, Mechanical Engineering
• Tammy McCoy, academic professional, Center for Teaching & Learning
• Mark Moss, senior lecturer, School of Computing Instruction
• Nimisha Roy, lecturer, School of Computing Instruction
• Himani Sharma, lecturer, Materials Science & Engineering
• Daniela Staiculescu, senior academic professional, Electrical and Computer Engineering

Led by faculty directors at the University of Southern California and Rochester Institute of Technology, the Consortium consists of a network of faculty and administrators from more than 60 institutions across the U.S.  

“We are happy to partner with many of our peer institutions by helping our faculty and staff to learn strategies for improving the climate in research groups with the goal of being more inclusive and equitable," said Bonnie Ferri, the vice provost for Graduate and Postdoctoral Education at Tech, “This is an important step in our work toward our strategic plan.”  

The Consortium offers training opportunities geared towards equity-minded admissions, recruitment, and mentoring practices; coaching and learning opportunities for graduate programs to bring about institutional change; infrastructure for faculty development in graduate schools and other organizations.  

An external evaluation found that after participating in Consortium workshops, graduate programs: 

• Experienced an increase in the number and fraction of racially minoritized applicants, admittees, and enrolled students 

• Experienced an increase in the number and fraction of women admitted and enrolled 

• Increased use of inclusive recruitment and holistic admission practices 

• Changes have been sustained for over three years 

As a partner of the Consortium, six of Georgia Tech’s graduate programs will be participating in activities related to graduate student mentoring & well-being over the next two years. Those programs are chemistry, chemical and biomolecular engineering, economics, interactive computing, material science engineering, and physics.   

Activities sponsored by the Equity in Graduate Education Consortium include a three-part workshop series that begins this fall. The first workshop, Introduction to Equity-Minded Mentoring, takes place on Oct. 25, 2022, from 11 a.m.-2 p.m. and will be facilitated by Annie Woffard, assistant professor of higher education in the Department of Educational Leadership & Policy Studies at Florida State University, and Steve Desir, a doctoral student in the educational leadership program at the University of Southern California Rossier School of Education.   

In this workshop, faculty will reflect on their current advising and mentoring practices and learn how to develop equity-minded mentoring relationships. Activities in this workshop will develop competencies in these areas and will help faculty develop equity-minded mentoring agreements as a tool that establishes shared expectations between mentors and mentees.  

You may register for the Introduction to Equity-Minded Mentoring Workshop here: https://usc.zoom.us/meeting/register/tJAkf-qopjMiHNUbDEpYEHPrMK63kwZvOeY3   

The first workshop is open to all faculty who are interested in attending. However, the following workshops are reserved for participants of the graduate programs included in the consortium.  

The second series workshop, “Fostering Wellbeing in Racialized Mentoring Environments,” is on December 1 from 1-3 p.m.   

For more information, please contact EGE liaisons, Bonnie Ferri at bonnie.ferri@gatech.edu, or Steve Ruffin at stephen.ruffin@pe.gatech.edu.   

“A lot of times when you have an online program, you feel like an online student, but not really that university’s student,” said Ana Rusch, associate director of diversity, equity, inclusion, and student life for the Online Master of Science in Computer Science (OMSCS) in the College of Computing. “You should have that pride. You should be a part of those traditions. It’s so amazing to give students that pride and connection to Georgia Tech.” 

Rusch joins David Joyner, executive director of online education and the OMSCS in the College of Computing, to discuss ways online students can connect with the Georgia Tech community. 

Join a virtual club. Rusch and Joyner have been cultivating an online student center to help centralize virtual club opportunities, facilitate connections, and create community.  

“Online students are very self-starting, and they take ownership,” said Joyner. “We’ve seen them starting some of their own organizations. They started the Women in Tech club several years ago. They set up their own local meet-up groups, their own special-interest clubs.” 

According to Rusch, the online student center allows the club connections to happen organically, and they’re still 100% student-led.

Scope out the forums and engage with online communities. “Slack and Reddit are the ‘lobby’ for some of these engagements,” said Joyner. “You join Slack because it's where we point people, but then from there, you find out about these other communities and other places.” 

An alumnus recently shared with Rusch and Joyner that one of the things he misses most about being in the online program were the human connections he made as an online student. 

“I think when you’re online, it can help you engage more and maybe even allow you to feel more comfortable with being your authentic self,” said Rusch. “Many people come together on Slack and Reddit. When you’re an online student, you can connect via Reddit, even during working hours. It’s always available 24/7. You have this great group of friends that you create–this community–that’s always there.”

Stay in the know about virtual events to attend. Rusch created a running calendar that lists all of the on-campus events that are either online, hybrid, or have a streaming option. 

“It has really connected this bridge between our [online] students and Georgia Tech,” said Rusch. “Some of our students don’t miss a single event. There are so many amazing online events and opportunities there.”

Connect with professors. “Make yourself known to your professors,” said Rusch. “We have coffee hour chats. You don’t have to stop by every week, maybe just once or twice in the semester. Make yourself known in any which way that you feel comfortable with and makes sense to you, whether it’s coffee hour chats or posting on a forum or submitting your project in the student showcase.”

For Joyner, his online students are able to make long-lasting impressions through their virtual “paper trail.” 

“Being a student online means that pretty much everything you do is passively aggregated,” said Joyner. “When I get an email from a student asking for a recommendation, I’m able to pull up your entire assignment history and can talk about your individual projects.” 

Use the course forums to make connections. “The course forum is really what I consider the ‘classroom’ to be,” said Joyner. “The course forum is where the discussion that would happen in person happens online. The structure of the forum gives students a lot more ownership.” 

Joyner explains that while it would be weird for a student to raise their hand in class and say, “I know you have a lesson plan for today, but I’ve got something I want to talk about.” 

“Online, you can do exactly that,” said Joyner. “You’re not competing with the instructor for some finite time resource. You’re able to post a thread that says, ‘I’m interested in starting a study group. Who would be interested in that?’ Or ‘Anyone else live in Atlanta who wants to form a study group for the semester?’ You can do that without it feeling as if you’re competing with the professor.”

Create goal-oriented virtual meetups. In Joyner’s experience, if a virtual meetup doesn’t have a goal, it ends up being the first thing that falls off the to-do list due to everyone’s busy schedules. “When there is a shared goal in mind, it creates some kind of inertia around being in touch with one another.”

Participate peripherally. “Being aware of other students of the community as a whole has an effect on its own that can stop you from feeling isolated,” said Joyner. “Even if you never engage in an event, even if you never post, even if you never make a friend that you follow up with later, just seeing other people going through the same kind of struggles, same kind of exercises, and knowing that you’re not alone is a powerful thing–just knowing that you are part of something.”  
 

In addition, 39 Tech alumni who are now studying at other institutions were awarded a fellowship, and two current Georgia Tech students received an honorable mention. ­Between 2015 and 2021, 233 Georgia Tech graduate students received the NSF Graduate Research Fellowship, ranking Tech among top recipient institutions nationwide.

“We are very proud of our current fellows and welcome the new class of fellows,” said Bonnie Ferri, vice provost Graduate Education and Faculty Development. “We are very honored that they selected Georgia Tech for their graduate education.”

The Graduate Research Fellowship recognizes and supports outstanding graduate students in NSF-supported STEM disciplines who are pursuing research-based master’s and doctoral degrees. The five-year fellowship includes three years of financial support including an annual stipend of $34,000 and a cost of education allowance of $12,000 to the institution.

Individuals from more than 500 academic institutions apply to the program. This year, a total of 2,193 applicants were offered an award.

Introducing Tech’s 51 graduate student awardees and honorees for the 2022 NSF Graduate Research Fellowship:

Chemistry

• McKinley Paul, macromolecular, supramolecular, and nanochemistry

Computing/Interdisciplinary/Engineering

• Amanda Hsu, computer security and privacy
• Joanne Kim, robotics and computer vision
• Sachin Konan, artificial intelligence
• Scott Mayberry, robotics and computer vision
• Fiona Ryan, robotics and computer vision
• Sruthi Sudhakar, robotics and computer vision
• Maxwell Xu, artificial intelligence

Engineering

• Raghav Acharya, chemical engineering
• Erik Barbosa, mechanical engineering
• Zachary Beller, mechanical engineering
• Isabella Bowland, bioengineering
• Yana Charoenboonvivat, aeronautical and aerospace engineering
• Sarah Chen, mechanical engineering
• Anna Cobb, industrial engineering and operations research
• Anjana Dissanayaka, biomedical engineering
• Austin Fan, chemical engineering
• Mary Gale, biomedical engineering
• Shaylyn Grier, biomedical engineering
• Matthew Guess, mechanical engineering
• Alexander Heiler, chemical engineering
• Hana Herndon, civil engineering
• Kendreze Holland, bioengineering
• Shelbe Johnson, bioengineering
• Valeria Juarez, biomedical engineering
• Anna Kaehr, chemical engineering
• Calib Lanier, chemical engineering
• Kristian Lockyear, mechanical engineering
• Meghan Meredith, industrial engineering and operations research
• Nia Myrie, biomedical engineering
• Zachary Olkin, aeronautical and aerospace engineering
• David Ramsey, aeroanautical and aerospace engineering
• Jamie Salinger, chemical engineering
• Shanmurugan Selvamurugan, aeronautical and aerospace engineering
• Erin Shappell, bioengineering
• Samuel Talkington, electrical and electronic engineering
• Hogan Welch, mechanical engineering
• Amanda West, electrical and electronic engineering
• Anonto Zaman, aeronautical and aerospace engineering
• Corey Zheng, biomedical engineering

Geosciences

• Claire Elbon, biogeochemistry
• Madeleine Hardt, paleoclimate
• Emily Hughes, planetary geology

Life Sciences

• Tucker Lancaster, computationally intensive research

Materials Research

• Matthew Kuner, computationally intensive research
• Thomas Marchese, metallic materials
• Aubrey Toland, computationally intensive research

Physics and Astronomy

• Harry Tuazon, physics of living systems

Social Sciences

• Matthew Lawson, public policy

Honorable Mentions

• Mi Do, life sciences and biophysics
• Tatiana Gibson, geomorphology

“Winning 3MT has boosted my confidence significantly,” said Alva. “I am currently doing an internship at Philips in Boston, and I have utilized many aspects of my 3MT speech when introducing myself and my research to my coworkers. The ability to clearly articulate complex research is a vital skill that should be honed for all graduate students.”

In addition to 3MT, Alva was the master’s ceremony commencement speaker at Georgia Tech in 2015 and has presented at a variety of competitions and seminars. We followed up with Alva to get her tips for nailing a presentation.

Record yourself and check the audio transcript. “I would use my phone or tablet to record a video of myself and generate transcripts,” said Alva. “I noticed that I speak quite fast when I am nervous. If you’re speaking too fast, the transcript will have errors; I would use that as a tool to gauge the pace of my speech. I practiced until [the transcript] had no errors. The video also helped with checking if the facial expressions and gestures I made while talking were appropriate and helpful.”

Know your audience. “The speech you are giving is about the audience,” said Alva. “You want them to understand your story.”

To ensure that her presentation was accessible to a broad spectrum of listeners, Alva rehearsed her presentation in front of non-specialists and specialists. She would ask the different groups questions, such as “Did you understand this term? What do you think of my research? What do you think I am doing?” to help gauge if her message was clear to an audience with various backgrounds and interests. 

Practice makes perfect (but don’t over-practice). “It’s not the number of times you practice; it’s how you practice,” said Alva.

According to Alva, it worked best for her to rehearse once every day for three days rather than three times in one day, for example. “We had about three weeks, and I would practice once every afternoon during downtime in the lab,” said Alva. “This strategy also helped with not over practicing as that can ruin how you deliver the speech. It has to be organic.”

Get familiar with the room. On the day of the 3MT competition, Alva arrived early to the venue to do a practice run. “It was very useful to get familiar with the room, to visualize how the audience would be,” said Alva. “That definitely helped calm my nerves.”

Before the event, Alva recommends finding a similar setting to rehearse the presentation. “Go to spaces where you can practice out loud,” she said. “A bathroom is great because you can see yourself in the mirror, but the only problem with that is the location is so small. Georgia Tech is awesome because we have so many conference rooms available to us. Go to a larger space or find an empty classroom and practice your speech. Your voice can change in larger spaces, so see how you throw your voice in a setting similar to where you will be presenting.”  

Break your speech up into sections. “When I wrote my speech, I put in pauses,” said Alva. “But I added another thing. I divided my entire speech into six sections, about 30 seconds each. First, it helped shape an outline in my head, so if I ever stumbled with one point, I knew what the next point would be. I used the section breaks to take a deep breath to prepare for the next section.”

Plan a recovery (for emergencies). Have you ever been presenting, and suddenly your mind goes blank? You don’t have to let a stumble detract from your overall presentation. “One of my peers gave a really good tip,” said Alva. “If you can’t remember what you just said or if you realize that you are not going to wrap up your presentation in time, just say ‘thank you’ to conclude your speech or to move onto your next point. A simple ‘thank you’ allows you to recover while remaining authoritative and confident in the eyes of the audience.”

Utilize all resources available. “See what resources are available,” said Alva. “Use them all. I made use of resources such as the Center for Teaching and Learning. They really helped me with my slide for 3MT and my body language. Don’t feel shy to ask people for feedback. ‘Hey, do you have some time to look at my presentation, and where do you think I’m going wrong?’ These resources are all very helpful extra sets of ears and eyes.”

“There is an abundance of accessories and tools out there that can help you brew a great cup of coffee,” said David Lane, co-founder at Blue Donkey Coffee. “With the right choice and use of accessories, along with always using high-quality, freshly roasted beans, you can brew delicious coffee.”     

We may never be able to fully achieve the experience of a favorite local café, but Blue Donkey Coffee's (BDC) product team provides their tips for ways we can improve our home-brewed coffee.  

Choose the right filter for your taste. According to BDC’s product team, the three main types of coffee filter materials are paper, metal, and cloth, and each one creates its own, unique flavor. “Paper filters remove most of the oils and sediments from your coffee, creating a light, clean, and crisp cup of coffee,” said BDC. “Metal filters are typically composed of a fine stainless-steel mesh that strains out most of your coffee sediments yet retains the natural oils and micro sediments into your cup. The result typically is a creamier, heavier body, and rich cup of coffee compared to a paper filter. Cloth filters are a great choice if you would like a clean, crisp cup yet would like to retain some of the natural flavorful oils from your coffee. Cloth filters typically yield a medium body, rich, aromatic brew.”

Perfect the water-to-coffee ratio. “Your coffee-to-water ratio essentially determines the strength of your coffee,” said BDC. “With freshly roasted, freshly ground, high-quality coffee, we recommend using 1/16 brew ratio.” In other words, one ounce of ground coffee to 16 ounces of water. “Start at a 1/16 ratio, and you can tweak it stronger or weaker based upon your personal preference.”

Wash the carafe. BDC recommends washing the carafe after each brew. “Over time, with heavy use, your coffee carafe will build up coffee sediments and oils,” they said. “The sediment build-up will indeed affect the flavor of your coffee. Thus, it is highly recommended to use a coffee carafe cleaner to remove those sediments.”

Find the right bean. “The most common types of coffee beans are Arabica and Robusta,” said BDC. “Arabica beans are higher quality, more flavorful beans and typically grown in higher altitude environments. Robusta beans are typically easier to grow, grown in lower elevations, require lower maintenance, and are generally mechanically picked, yielding a lower-grade coffee and flavor. Most specialty coffees are Arabica beans.”

Temp your water. According to BDC, the ideal water temperature for a standard pour-over or drip brew is 200 to 205 degrees Fahrenheit. “You can check the water temp with a food-grade thermometer or purchase a temperature-controlled gooseneck kettle,” said BDC. “Also, it is important to use filtered water with any brewing method.”

Detect bean freshness. “There are several ways to detect your coffee’s freshness,” said BDC. “The first is to note the volume of gases and bubbles your coffee releases when you first “bloom” your coffee. To bloom your coffee, pour just enough hot water, temped at 200 to 205 degrees Fahrenheit, over the grounds to soak them and wait about 30 seconds. This will release some of the carbon dioxide in the beans and bubbles will form on the bed of grounds. The fresher the coffee, the more bubbles you will see. Older, staler coffee will be flat, and very few gases will be released.” BDC recommends purchasing whole bean coffee and grinding right before you brew to yield a more aromatic, vibrant, flavorful, and fresh-tasting brew.

Three must-have tools for every kitchen. In addition to always using freshly roasted whole beans, BDC recommends the following tools for brewing great coffee at home:  

1. A great quality burr grinder: Grinding your coffee freshly, consistently, and evenly is one of the most important aspects of great-tasting coffee. If the grinding is uneven and inconsistent, your coffee will tend to taste either sour, bitter, or harsh. A high-quality burr grinder will ensure your coffee granule size is consistent and even, which will produce a smoother more flavorful cup.
2. A food-grade scale: For rich, vibrant, consistent tasting coffee, a scale is highly recommended. A scale will enable you to pinpoint the strength you like and consistently brew your recipe with the correct ratios. Measuring by volume is inconsistent and can vary greatly.
3. Temperature-controlled gooseneck kettle: As mentioned before, having your water temperature between 200 to 205 degrees Fahrenheit is crucial to ensure targeted extraction. A temperature-controlled kettle will ensure you are brewing within the targeted temperature every time. A gooseneck kettle is also good to have as it provides more control for you to brew with a slower steady swirling motion to ensure full extraction.

“Chronic stress can be pretty nasty, especially for brain functioning,” said Mary K. Holder, academic professional in the School of Psychology. “We know that chronic stress is associated with difficulty concentrating and mind fog, higher reports of anxiety, depression, and other affective conditions like irritability.”

Sure, you can’t get rid of stress, but there are steps you can take to keep your mind sharp and finish the semester strong. Read on for five of Holder’s tips for managing stress to improve brain function.

1. Take a walk. Walking and other physical exercise can help clear your mind. “There is evidence that even a 10-minute brisk walk can improve self-reported mood state,” Holder said. “Walking can lower blood pressure, which is elevated during a stressful experience, and is thought to release endorphins, a neurotransmitter associated with pleasure.”

2. Learn “paced breathing.” According to Holder, the way we breathe can alter our brain. Deep, slower breathing leads us toward a “rest and digest” mode and reduces overarousal or anxiety. She suggests using a “paced breathing” method. “Paced breathing refers to the counting of the breath,” Holder said. “Inhale for a count of four; hold for a count of two; exhale for a count of four.”

3. Phone a friend. Holder mentions that a brief conversation with a friend can provide emotional-based coping. “Basically, with emotional-based coping, we try to process the negative emotions that surround some stressful situation and then express them,” she said. “Emotional-based coping doesn’t reduce stress, but it may change our perception. So this could be venting to a friend not to fix the problem but just to express how it’s making us feel.”

4. Bring nature to you. There’s evidence that spending time in nature reduces stress, but sometimes it’s tough to make time to get outside. If that’s the case, you can bring nature to you. Incorporating indoor plants or flowers into your home can improve perceived health ratings and self-reports of stress, Holder said. In a study published in the International Journal of Environmental Research and Public Health, researchers found that, “Three minutes of observation and meditation of yellow or red flowers might have strong positive immediate impacts on individuals’ well-being. While flowers have a positive effect on people, the color of the flower impacts those positive effects as well. The yellow flowers, in particular, were most capable of improving the participants’ feelings of relaxation compared to the red and white flowers.”

5. Sleep on it. Holder pointed out that, among other tactics, incorporating tips one through four into your day can reduce your stress to set you up for a successful night’s sleep. “It should take about 15 minutes from going to bed to falling asleep,” she said. “If it doesn’t take that long, it’s likely because we’re sleep deprived. If it takes longer, it may be good to get up and do something relaxing, like reading a book.” Holder added that sleep is important for strengthening memories and helping us forget unnecessary information. In a study published in Frontiers in Psychology, researchers state that when you learn something new that you want to commit to memory, you should review the contents shortly before you go to sleep to help absorb the material.

Each of these offices is now led by a separate vice provost, with Bonnie Ferri, the former vice provost of Graduate Education and Faculty Development, leading GPE. GPE, along with the Office of the Vice Provost for Undergraduate Education and the Center for Teaching and Learning, will organizationally report to Larry Jacobs, Georgia Tech’s new senior vice provost for Education and Learning. 

This reorganization is meant to highlight the importance of education, both at the undergraduate and graduate levels, and to position Tech to pursue its strategic goals and mission “to develop leaders who advance technology and improve the human condition” and to be “the nation's leading source of sought-after talent in technology-related fields.”  

“I’m excited to shift my full focus to supporting the needs of our graduate student and postdoctoral scholar community,” Ferri said. “Our graduate student population has reached more than 26,000 — and is growing every semester. So, it’s especially important for the Graduate and Postdoctoral Education team to work closely with our campus partners to find effective and innovative ways to support these students.”  

Graduate and Postdoctoral Education will consist of the following units: Graduate Education, Professional Development, and the Career Center. Here are a few key details to know about each: 

• Graduate Education. Formerly known as “Graduate Studies,” the unit has changed its name to reflect the new name of the overarching office (GPE). Marla Bruner is director of Graduate Education and is supported by Assistant Directors Nazanin Tork, Jennifer Collins, and James Black. In the weeks to come, the unit will shift to using the new name in areas such as its website, Slate communications, and other marketing materials. If your unit includes mentions of Graduate Studies in its materials or student communications, please change them to “Graduate Education,” as appropriate.
• Professional Development. This team includes Graduate Career Development, the Office of Postdoctoral Services, and programmatic support for professional development initiatives. Jana Stone is the director of Professional Development. The Graduate Career Development team is led by Clarence Anthony Jr., and is co-located within the Career Center. The new Assistant Director of Postdoctoral Services, Karena Nguyen, will be creating cohort-based community building and professional development programs to enhance the experience of postdoctoral scholars.
• Career Center. The Career Center will move from reporting to the Office of Undergraduate Education alone to having a dual report to GPE. This move will provide a more direct means to ensure that the services provided by the center align with the needs of the growing graduate student population.

For more information about the supports and services offered by the GPE departments, visit grad.gatech.edu, postdocs.gatech.edu, and career.gatech.edu. 

We would like to extend congratulations to the winning presenters from the 7th Annual Georgia Tech Postdoctoral Research Symposium that was held on Friday, March 18, 2022.

Best Talk Overall:

• Carlo Andrea Riccardo Perini, Materials Science and Engineering, "Halide perovskite photovoltaics: Tailoring interfaces to maximize the energy yield"

Best Lightning Talk Overall:

• Daniel Vallejo, Chemistry and Biochemistry. "Native protein structures and stabilities at nanomolar and picoliter quantities using triboelectric nanogenerator ion mobility-mass spectrometry"

Best Research Talk from the College of Engineering:

• Jingyan Wang, Industrial and Systems Engineering, "Modeling and correcting bias in sequential evaluation"

Best Lightning Talk from the College of Engineering:

• Emily McGuinness, Materials Science and Engineering, "Creating hybrid organic-inorganic membranes through vapor phase infiltration for separations in expanded solvent environments"

Best Research Talk from the College of Sciences:

• Olatomiwa Bifarin, Chemistry and Biochemistry, "Lipidome dynamics in an ovarian cancer mouse model"

Best Lightning Talk from the College of Sciences:

• John Erich Christian, Earth and Atmospheric Sciences, "Are marine-terminating glaciers retreating due to climate change or natural variability?"

Thank you to the Executive Vice President for Research, the Deans of Engineering and Sciences, and the Vice Provost for Graduate and Postdoctoral Education for sponsoring the awards. We also want to extend a special thanks to all postdocs who presented and served as judges for their peers.

• Carlo Andrea Riccardo Perini, Materials Science and Engineering, "Halide perovskite photovoltaics: Tailoring interfaces to maximize the energy yield"

Best Lightning Talk Overall:

• Daniel Vallejo, Chemistry and Biochemistry. "Native protein structures and stabilities at nanomolar and picoliter quantities using triboelectric nanogenerator ion mobility-mass spectrometry"

Best Research Talk from the College of Engineering:

• Jingyan Wang, Industrial and Systems Engineering, "Modeling and correcting bias in sequential evaluation"

Best Lightning Talk from the College of Engineering:

• Emily McGuinness, Materials Science and Engineering, "Creating hybrid organic-inorganic membranes through vapor phase infiltration for separations in expanded solvent environments"

Best Research Talk from the College of Sciences:

• Olatomiwa Bifarin, Chemistry and Biochemistry, "Lipidome dynamics in an ovarian cancer mouse model"

Best Lightning Talk from the College of Sciences:

• John Erich Christian, Earth and Atmospheric Sciences, "Are marine-terminating glaciers retreating due to climate change or natural variability?"

Thank you to the Executive Vice President for Research, the Deans of Engineering and Sciences, and the Vice Provost for Graduate and Postdoctoral Education for sponsoring the awards. We also want to extend a special thanks to all postdocs who presented and served as judges for their peers.

From “Traveling While Black” to a scientific take on modern ballet, Georgia Tech Arts is offering a variety of engaging events to get you out of the lab and classroom this fall.  

“The arts are a fount of creativity and innovation that allow us to enhance the work we’re doing on campus,” said Aaron Shackelford, director of Georgia Tech Arts. “But they’re also a source of well-being. The arts allow us to connect, reflect, experience, and feel, and that’s what makes you a successful student at Tech — and a successful person of the world.”

Read on for four fall arts events you'll want to add to your calendar.  

• Traveling While Black VR Documentary. This is a documentary that revisits a time when traveling in America could be a life-or-death affair for a Black person. The film is inspired by The Green Book, which listed safe spaces for Black people to stay (used during the 1940s, 50s, and 60s). Viewers experience the documentary wearing Oculus headsets and sitting in a replica of booths at Ben’s Chili Bowl, a civil rights landmark in Washington, D.C. “This is the ultimate intersection of arts and technology,” Shackelford said. “Technology is deployed to tell these incredibly important stories in ways that would not normally be accessible in our everyday lives.” The documentary plays every hour on the hour from 12-7 p.m., Wednesday-Sunday, until Nov 12. Tickets are $6.  
• Terminus Modern Ballet Theatre: InterActions. On Oct. 1 at 8 p.m., Atlanta’s Terminus Modern Ballet Theatre (TMBT) will take to the stage of the Ferst Center for the Arts for “InterActions,” an exploration of the intersections between neuroscience, A.I., and dance. The work is a collaboration between choreographer Troy Schumacher and scientists and researchers from Tech and Emory University. The artists, research scientists, and audience will participate in discussions accompanied by performances from the dancers of TMBT. “In this experience, the choreographer and the researcher are asking the same questions and presenting them in different ways,” Shackelford said, “Questions like ‘who are we?’ and ‘how do we move and think?’” Tickets are $10.
• Kaki King’s DATA NOT FOUND. Guitarist Kaki King is known not only for her virtuosic technique but also for the light and color projections that transform her performances from auditory to visual. On Oct. 23, King will return to the Ferst Center for a performance of “DATA NOT FOUND,” which incorporates her signature projection mapping with the audio-responsive technology that she uses to push the limits of her instrument. “Kaki is asking what the relationship is between the science and data that pervades our world, and who we are as human beings,” Shackelford said. “She is fascinated by the questions that are going to solve the problems of the world about who we are as humans, and how the data and technology that surrounds us shapes us.” Tickets are $10.
• Black Nativity. From Dec. 2-19, “Black Nativity” will present the story of the birth of Christ, told from the African-American perspective. Based on the work of Black poet and playwright Langston Hughes, the play incorporates dances from the African-American community, African costumes, and gospel music and spirituals. “Tech values having an equitable and inclusive space,” Shackelford said. “And 'Black Nativity' is one way to make our campus accessible to the larger community. It’s building the association of the school not as a walled research center but as an open place for the community to experience arts and creativity.” Tickets range from $35-$75.  

To purchase tickets and for more information, visit arts.gatech.edu.  

Harding will join the Keith Group, working with Dr. David Keith at the intersection of climate science and technology, especially on the science and public policy of solar geoengineering.

Keith is a physics professor at Harvard’s School of Engineering and Applied Sciences and a public policy professor at the Harvard Kennedy School.

Harding focuses on climate and energy economics, with a focus on the impact of innovative technologies.

He will be working on an economic analysis to quantify the value of information that reduces uncertainty about solar geoengineering’s risks or efficacy.

“I’m excited and privileged to have the opportunity to work alongside researchers at the top of their respective fields on one of the most pressing challenges of our time,” Harding said.

Harding, who will graduate on December 12, 2020, will start at Harvard in January 2021.

Covid-19 has driven a lot of things we do almost entirely online — including the job search process. But, have you adjusted your search strategies to reflect this new reality?

“Now more than ever before, postdocs need to be more strategic when it comes to searching for a job,” said Clarence Anthony Jr., the assistant director of graduate career development at the Career Center. “For example, I often see graduate students and postdocs apply to many jobs believing that simply submitting applications without tailoring their materials will lead to success. Right now, this isn’t wise because applicant pools will be full of generic resumes and cover letters, so they won’t stand out. It’s better to do things like attend career fairs, network through LinkedIn and professional organizations, and get involved with mentoring programs.”  

As you’re on the hunt for a job, keep the following tips from Anthony and the Career Center’s graduate career advisors in mind:

• Find target organizations. One way to ensure quality over quantity is finding what Graduate Career Advisor Robbie Ouzts calls “target businesses.” “Have a list of criteria in mind when looking at different industries that includes things like the size of the company or where it’s located,” Ouzts said. “That way, you can create a more specific elevator pitch for the businesses you like and manage your time better.”
• Prepare your pitch. When introducing yourself to a recruiter or interviewer, keeping your summary relevant is key. That’s why Anthony recommends making an elevator pitch tailored to your top companies. “Your elevator pitch should be a short, conversational summary of your skills and career goals,” Anthony said. “Include information that shows you’ve researched the company, kept up with their news, and read the job postings.”
• Treat it like a research study. Casey Hampton, another graduate career advisor, suggests researching different careers and paring down your options like you would a research topic. “You can work more efficiently by blocking out time to work on the job search like a project, tracking what jobs you research as you go, and asking friends or advisors for help if you need it,” Hampton said.
• Use your network. “With fewer opportunities to meet new contacts, now is the time to rely on people you already know,” Ouzts said. “Talking to your advisors, the people you work or study with, or the 4 Fs — friends, family, friends of family, and family of friends — can help you find new opportunities.”
• Maximize your experience. If you’re still limited on job experience, consider the value of your volunteer roles. “Don’t forget professional organizations and volunteer activities you’ve been involved in,” Anthony said. “You can gain project management and teamwork skills in doing these things, and those skills are valuable.” Find ways to mention these experiences in things like cover letters and during conversations. 
• Explore different paths. “It can be easy to get tunnel vision and focus on one industry,” Hampton said. “Jobs seem fewer and further between, and you may try to go for the jobs you know you’re qualified for — even if you’re not really interested. Don’t be afraid to explore jobs that don’t exactly fit your discipline. You may find something you’re passionate about.”
• Establish your brand. “Make sure the interests and skills you’re displaying on LinkedIn and social media match the jobs you want,” Hampton said. “You want a consistent image of who you are and what you’re about, so employers know you’ll be a good fit based on more than just work experience.” Usually, the skills and interests you’ll want to show off will be directly related. For example, if you’re hoping to work in UI/UX design, be sure to include your coding and interaction design skills on your skills list.

For more advice on your career search:

• Postdocs interested in a broad spectrum of career paths are welcome to make appointments with the graduate career advisors via email.
• Postdocs applying specifically to academic jobs can schedule a consultation with Center for Teaching and Learning faculty.

“When campus closed, the focus was on transitioning to remote instruction,” said Bonnie Ferri, vice provost for Graduate Education and Faculty Development. “And as the semester progressed, we realized that students and postdocs doing research remotely had their own set of problems.”

In response, the Graduate Faculty Council, an advisory group made up of faculty created by the Office of Graduate Studies, decided to take action.    

“We realized that while there are many resources on mentorship in research, we found very little on the topic of how to mentor those completing research remotely,” Ferri said. “So, we crowdsourced advice for both advisors and those they support, with particular focus on strategies to help with research productivity and well-being.”

Ferri and members of the Office of Graduate Studies and Office of Postdoctoral Services staff worked with members of the Graduate Student Government Association, other grad students, members of the Graduate Faculty Council, members of  the Office of Student Life, and others to pull together a list of tips and resources to promote well-being and minimize negative impacts on both advisors and advisees.

Read on for their strategies and supports.

Tips for Advisors

• Prioritize quality communication with advisees. Video calls (or at minimum phone calls) allow for two-way communication, which is essential to maintaining the advisor-advisee relationship. Engage your advisees in a conversation about working at a distance and what they may need from you.
• Promote social interaction. Organize (or encourage students and postdocs to organize) social activities for research group members. If you have a small group, engage with other faculty to combine efforts and create social opportunities with other students and postdocs.
• Maintain a similar routine. Try to keep a similar schedule of meetings with your advisees. Don’t change your management stylen and move to more frequent updates or micromanagement. It might be tempting to cancel meetings because you can’t meet in person, but there are several high-quality video conferencing solutions that can nearly mimic in-person meetings. Set drop-in times (as if you were in your campus office), so students and postdocs can easily initiate contact via video if needed.
• Encourage positivity and temper expectations. Start conversations by making sure students and postdocs are healthy and well. They may be under a great deal of stress due to being directly impacted by COVID-19, so make sure they know you care about their personal well-being. Share your own stories about how the pandemic has affected you. Do you have pets? Your student or postdoc would probably love to virtually meet them. Productivity levels will likely decrease, and it’s not acceptable to expect the same level of performance from your students or postdocs when they are working remotely. Be flexible with deadlines when possible.
• Emphasize teamwork. You, your students, and your postdocs are in this together. Make sure they know that you are here to support them to the best of your ability even though these are very uncertain and difficult times. They should also commit to supporting you and their fellow researchers by attending research/proposal/defense presentations.

Resources for Advisors and Advisees

• NIH Resources 
• Strategies and Tools for Dealing With Stress During the Coronavirus Pandemic (Laurie Chaikind McNulty, LCSW-C)
• Managing the Stress and Anxiety Around COVID-19 (Kelly Donahue, Ph.D.)
• Becoming A Resilient Scientist: Setting Reasonable Expectations and Healthy Boundaries for Ourselves and With Our Supervisors (Sharon Milgram, Ph.D., Director, NIH Office of Intramural Training and Education)
• Stress Management and Self-care for Scientists: During COVID-19 and Beyond (Michael Sheridan, Ph.D.)  
• Supporting Yourself and Your Trainees During the Coronavirus Pandemic (Annie Scheiner, LCMFT, Wellness Advisor, NIH-OITE)
• Mutual Expectations of Advisors and Advisees
• If you are concerned about the well-being of a student, you can submit a referral to the Dean of Students.

Tips for Graduate Students and Postdocs

• Establish a routine for your work. Commit to working a consistent schedule, wake up at the same time every day, shower, and get ready as if you were going to the office. You may have family to support or other commitments, so your schedule may not be the same as it was when you were working on campus. Setting constraints on your work schedule will prevent you from overworking and burning out.
• Maintain a workspace to avoid distractions. When you are working, you should try to be in a space that you can be isolated from roommates, family, etc. If that’s not possible, make sure they know what your work schedule is and ask that you not be interrupted. Stay away from the refrigerator, streaming services, and other distractions that could adversely impact your health or performance.
• Stay active and social. Take a break during the day, and get some fresh air outside. Go for a walk, run, or do some other physical activity. Reach out to others in your research group to set up happy hours, coffee hours, or other social activities.
• Temper expectations of yourself. It’s not realistic to think that you will maintain previous levels of productivity. Your advisors know this. There are a number of tips out there for being successful during this time — virtual hangouts, exercise, eating well, meditating, learning new skills, etc. All of these won’t work for you. Use this time to figure out what works and what doesn’t. Working remotely is a skill in and of itself, and figuring out how to navigate it successfully will be a very valuable skill moving forward.
• Reach out to campus resources. No one is going to be able to navigate this time alone. There are a number of campus resources that are still providing high-quality resources to students at a distance. They are just a phone call away and are here to help you if you need it (see below).

Resources for Postdocs

• All postdocs (including Affiliate Postdoctoral Scholars) have access to our Employee Assistance Program through Kepro. You can request confidential, no cost services at 844.243.4440. More details on the Health and Wellbeing website.
• Services continue to be offered virtually via Health Initiatives, the LGBTQIA Resource Center, VOICE, and the Women's Resource Center.
• Employee Services and Resources
• Employees can find information about COV19 testing and healthcare benefits and resources available to you through the USG Benefits programs.
• Tech COVID-19 Website

The annual graduate-recruitment weekend program provides participants an overview of Georgia Tech’s graduate degree programs, including information on financial resources, and assistance with the application and decision-making processes involved in selecting a graduate school.

Focus Scholars – undergraduate college and university students – learned of the benefits of receiving an advanced degree, while Focus Fellows – doctoral students who are one or two years away from graduation, and postdocs – learned the advantages of pursuing a career in academia.

“I know Georgia Tech has a great track record of not only having some of the best engineering programs in the country, but it is also known for bringing in some of the best, most diverse students from all over the world."

The 2020 program brought together 184 Scholar participants and 19 Focus Fellows (the largest Fellow cohort to date), from over 90 colleges and universities across the U.S.

“For me, it was important to visit the campus to learn first-hand about graduate opportunities here are Tech,” said Alexandria Hicks, a University of Chicago third-year undergraduate student. “I’m interested in graduate programs that really look to help minority students find avenues to succeed.”

Florida International University undergraduate Heriberto Nieves shared Hicks’ sentiment.

“I’m especially interested in Georgia Tech’s biomedical engineering program,” Nieves said. “I was drawn to the Focus Program after taking on an internship here last summer. I want to know even more about what Tech has to offer, especially to someone like me.”

“In the current era of high technological innovation, globalization, and interdisciplinary scholarship, any agenda towards progress and excellence must be inclusive, diverse, intentional, and dare I say, ‘focused,’” said Sybrina Atwaters, director of the Focus Program and OMED: Educational Services, a unit of Institute Diversity, Equity, and Inclusion’s Center for Student Diversity and Inclusion. “Focus 2020 represented an Institute-wide commitment of over 40 faculty, staff, graduate students, and alumni dedicated to meeting this aim.”

The three-day program included opening and closing dinners; the annual President’s Dinner – which included a fireside chat featuring Charles Isbell, dean of the Georgia Tech College of Computing – department and lab visits; workshops; and panel discussions on mentoring and graduate admissions led by Georgia Tech alumni and faculty members.

“For 28 years now, Georgia Tech has offered the Focus graduate-recruitment program on the same weekend our nation celebrates the life and work of Martin Luther King Jr.,” opened Archie Ervin, vice president for Institute Diversity, Equity, and Inclusion, at the Friday President’s Dinner. “The Focus Program encourages the nation’s best and brightest diverse students to pursue graduate studies and careers in academia.”

Five-year sponsor Intel Corporation also presented two Intel Fellowships worth $10,000 each to recipients at the conclusion of the President’s Dinner.

Since its 1991 conception and opening weekend in January 1992, more than 3,200 students have participated in the program. Hundreds of former Focus Scholars are among Georgia Tech alumni who have earned master’s and doctoral degrees, while several Focus Fellows – a program initiated in 2000 – are current Georgia Tech faculty members.

The Institute currently ranks third in the country in doctoral degrees in engineering awarded to all racial/ethnic minority students and number one in doctoral degrees in engineering awarded to African Americans and Asian Americans.

“I know Georgia Tech has a great track record of not only having some of the best engineering programs in the country, but it is also known for bringing in some of the best, most diverse students from all over the world,” Nieves added. “That’s impressive to me.”

To learn more about the Focus Program, visit focus.gatech.edu.

But a new study from a Georgia Tech-Cornell University team shows that the research faculty path isn’t the only reason students pursue a postdoc.

In a survey of nearly 6,000 doctoral students in a broad range of fields, more than a third of the students with plans to pursue postdocs said they had more interest in careers outside of academic research.

The finding is surprising because it challenges the notion that postdoctoral research is a stepping stone primarily for research faculty positions, said Henry Sauermann, associate professor at Georgia Tech’s Scheller College of Business.

“There’s this common belief that Ph.D. students pursue a postdoc because they want to have a faculty career,” Sauermann said. “The answer is it’s much more complex.”

Although more than 60 percent of survey respondents rated a research-oriented faculty position as one of their most attractive career paths, more than one-third rated other careers as more attractive, including research in government, established firms or startups, as well as teaching and other non-research careers.

The results of the research were published in May in the journal, Science. The work was sponsored by the National Science Foundation and the Ewing Marion Kauffman Foundation.

“For a lot of these Ph.D.s, the postdoc is an opportunity to consider other options and explore other career paths,” said Michael Roach, the co-author of the paper and an assistant professor in the Dyson School of Applied Economics and Management at Cornell University.

“It’s an easy natural next step for them, and it gives them flexibility to keep that academic option open,” Roach said.

Sauermann and Roach were prompted to look into the motivations of students pursuing postdocs because of what they saw as an imbalance between the number of postdoc researchers and the number of research-oriented faculty jobs at colleges and universities across the country.

“Many people believe that students don’t know what the market looks like and that this is why they hope to get a faculty position and do a postdoc,” Sauermann said. “We wanted to understand what was going on inside students’ minds as they were making these decisions.”

They surveyed Ph.D. students beginning in 2010 at 39 research-intensive universities in the United States. The students were surveyed again in 2013 after many had already begun a postdoc or entered other full-time positions.

The respondents were also asked to estimate how likely it is for them to get a tenure-track position within five years after finishing their Ph.D. While the respondents were knowledgeable about the limited availability of faculty positions in general, some appeared to be overly optimistic about their own chances of getting a faculty position, Sauermann said.

The study highlights the need for more data on students’ career preferences in order to compare graduates’ career goals to their actual career transitions, Sauermann said. More data is needed to determine also how useful a postdoc is for non-academic careers, he added.

While students need to consider career plans early, they also need better information to understand the various career paths and their job prospects, Sauermann said. Such information should come from academic advisers, professional organizations or career development programs.

“In a lot of the conversations I’ve had, Ph.D. students start the program because they have a passion for research,” Roach said. “Although more information about career paths is unlikely to dissuade Ph.D.s from starting the program, it would be extremely valuable to Ph.D. students as they consider whether to do a postdoc.”

This material is based upon work supported by the National Science Foundation under Grant No. SMA1262270. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

CITATION: Henry Sauermann and Michael Roach, "Why pursue the postdoc path?", (Science, May 2016).

Samantha Buzzard received the Best Talk Overall award for her presentation “A slippery situation: modelling surface melt in Antarctica.” She is a member of the Ice & Climate Group, led by Alexander Robel, assistant professor in the School of Earth and Atmospheric Sciences.

Her research, and the topic of her symposium talk, is Antarctic ice shelves. These are the floating tongues of ice that surround the  Antarctic continent. "I look at how they are melting on the surface, what happens to the water, and what it might mean for the future stability of the ice shelves and ultimately of Antarctica itself under a changing climate," Buzzard says.

Buzzard earned a Ph.D. in meteorology from the University of Reading, in England, in 2017. She joined Georgia Tech in 2019.

Xavier Audier won the Best Talk from the College of Sciences award for his presentation “A fast delay line for label-free biological imaging.”

Audier is from France. He aims to use non-linear optics to develop new microscopy techniques and apply them to biologically relevant questions. He works with Marcus Cicerone, professor in the School of Chemistry and Biochemistry to improve coherent Raman Imaging techniques, particularly broadband, coherent anti-Stokes Raman scattering (CARS). 

Rebecca Donegan won for Best Poster from the College of Sciences award for her poster “Coproporphyrin decarboxylase coordinates the synthesis and uptake of heme in mycobacteria.”

"I study how pathogens get the nutrients they need from the host, particularly iron in the form of heme," Donegan says. "Heme is the most abundant iron source in the human body, although how pathogens regulate heme uptake and incorporate it into their metabolism is not well-understood."

Donegan presented her work on Mycobacterium tuberculosis, which causes tuberculosis. She has found that a heme biosynthesis protein also involved in the uptake and use of heme may be involved in the bacterium's survival when it's host is deficient in iron.

Donegan works with Amit Reddi, an associate professor in the School of Chemistry and Biochemistry, whose favorite element is iron, the metal in heme. She earned a Ph.D. in biochemistry from Georgia Tech in 2015 under the supervision of chemistry and biochemistry professor Raquel Lieberman.

Best Talk Overall

• Samantha Buzzard, School of Earth and Atmospheric Sciences, “A slippery situation: modelling surface melt in Antarctica”

Best Poster Overall

• Pranav Kalelkar, School of Mechanical Engineering,  “Delivery of lysostaphin and BMP-2 to mitigate infection and facilitate bone regeneration in critical-sized segmental bone defects”

Best Presentation from the Ivan Allen College of Liberal Arts

• Adèle Douglin, School of Modern Languages, “What Are They Talking About? The Importance of Quality Interaction in the Study Abroad Language-Learning Context”

Best Talk from the College of Engineering

• Souryadeep Bhattacharyya, School of Chemical & Biomolecular Engineering, “Towards Predicting Relative Humidity Modulated Degradation of Nanoporous Zeolitic Imidazolate Frameworks by SO₂”

Best Poster from the College of Engineering

• Sanaz Paran, School of Electrical & Computer Engineering,“Designing a Simulation Platform to Analyze the Interaction of Multiple Autonomous Converters with the Grid and Each Other”

Best Talk from the College of Sciences

• Xavier Audier, School of Chemistry & Biochemistry, “A fast delay line for label-free biological imaging”

Best Poster from the College of Sciences

• Rebecca Donegan, School of Chemistry & Biochemistry, “Coproporphyrin decarboxylase coordinates the synthesis and uptake of heme in mycobacteria.”

Best Presentation from the College of Computing

• No presentations qualified

Thanks to the Executive Vice President for Research, the Deans of Ivan Allen, Engineering, Sciences, Computing, and the Office of Postdoctoral Services for sponsoring the awards. We also thank the Postdocs@Tech symposium organizing committee and all of the judges for making these awards possible.

Have you ever wished your child’s day care was closer to campus? Your wish can be a reality, thanks to Georgia Tech’s child care programs for students and employees.  

“We provide more opportunities than just a private babysitter or other centers,” said Erica Watson-Grier, director of the R. Kirk Landon Learning Center. “Not only are we right on campus for Tech students, we teach real-world information to get kids ready for school.”

Both locations offer classes for children from 6 weeks to 5 years old, with separate classrooms for infants, toddlers, preschoolers, and kindergarten prep.

During fall and spring semesters, care is available Monday-Friday from 7 a.m.-6:30 p.m. (Breakfast, lunch, and a snack are provided.) Tuition varies by center and age group, and different payment plans are available to help with the cost.

“Right now, we have openings in the infant and toddler groups, and preschool,” said Watson-Grier. “But, even if we don’t currently have space, we always love for families to visit, learn a little more about our program, and hopefully sign up in the future.”

Once your child is enrolled, each age group has multiple teachers and a curriculum designed to teach reading, social skills, and more. For example, the younger children learn sign language skills to communicate while they’re learning to talk, and older children learn about topics such as gardening and grow their own plants. 

To engage both parents and children, events including STEM fairs, Scholastic book fairs, art shows, and curriculum nights are offered throughout the year. And Parents’ Night Out events are held on Father’s Day, Mother’s Day, and the Friday night before any holiday to allow parents some free time. The cost is $35 for one child (or $60 for two children), and activities are scheduled from 6:30-11 p.m.

Once the fall and spring semester programs end, the child care centers offer summer camps, which run for multiple weeks and focus on various themes. 

“One of the most popular is the myths and legends-themed camp where kids get to learn about mythology and tell stories,” Watson-Grier said. “And there’s another option called ‘Game On’ where we visit the Atlanta Dream basketball court and play.”

Interested in learning more about the child care options? Check out the websites for R. Kirk Landon Learning Center and the Children’s Campus.

“When you’re working on a Ph.D., you don’t typically get to connect with undergraduate students, because you’re always doing research,” said Al Kurdi, who is pursuing a Ph.D. in Chemistry and Biochemistry. “I became a TA because I wanted to interact with students and challenge myself to be a better teacher.” 

Al Kurdi took home both a Thank A Teacher award and the Graduate TA of the Year award for Chemistry and Biochemistry at the 2019 TA and Future Faculty Awards Day, which was held in April.  

The annual event is sponsored by the Center for Teaching and Learning, and celebrates students and postdoctoral scholars who have contributed to the learning environment at Georgia Tech. 

This year, 51 students received school-level TA Awards, and 91 students received Thank A Teacher awards. Also, 34 Tech to Teaching participants and 48 Center for the Integration of Research, Teaching and Learning (CIRTL) members received teaching certificates. 

“It was exciting to win these awards, because it shows my work is paying off and that my students care enough to take the time to express that they appreciate my teaching,” Al Kurdi added. 

During the event, the following individuals also received institutewide TA of the Year awards, which include $500 prizes sponsored by the Georgia Tech alumni classes of 1957 and 1972:

Undergraduate TA of the Year

• Adrianna Brown, Computer Science
• Martin Fernandez, Mathematics
• Talha Khawaja, Physics

Graduate TA of the Year

• Jessica Fisch, City and Regional Planning
• Rafael Marin, Electrical and Computer Engineering
• Tuo Zhao, Civil and Environmental Engineering

Graduate Student Instructor of the Year

• Evan Mallen, City and Regional Planning 
• Pedro Jose Arias Monje, Materials Science and Engineering
• Sophie Kay, Psychology

The Thank a Teacher program is a Center for Teaching and Learning initiative that encourages students to show appreciation to anyone on campus who made significant contribution to their learning.

“Postdocs are an integral part of the teaching and research missions of Georgia Tech”, said Jana Stone, Director of Postdoctoral Services. “It is great to see so many postdocs recognized directly by students for their efforts.”

Postdocs recognized as “Thank a Teacher” recipients:

*Individuals who received more than one “Thank a Teacher” note during the past year are marked with an asterisk

Aaron Colton, Literature, Media and Communication

Adele Douglin, Modern Languages

Alexandra K Edwards*, Literature, Media and Communication

Andrew Peter Marzoni, Literature, Media, and Communication

Aurora Tsai, Modern Languages

Austin Ladshaw, Civil and Environmental Engineering

Balazs Strenner*, Mathematics

Benjamin R Shapiro, Interactive Computing

Benjamin S Bergholtz, Literature, Media and Communication

Bethany Jacobs*, Literature, Media and Communication

Caitlin J Leverson, Mathematics

Darcy Mullen, Literature, Media and Communication

Dongho Cha*, Literature, Media and Communication

Dorothea S Coblentz, Literature, Media and Communication

Gerandy Brito*, Mathematics

Hanif Hoseini, Aerospace Engineering

Hannah H Markley, Literature, Media and Communication

Heather C Smith, Mathematics

Hee Rhang Iris Yoon, Mathematics

Hyoun-A Joo, Modern Languages

Jeffrey Christopher Fallis*, Literature, Media, and Communication

Jiayin Jin, Mathematics

Joshua Andrew King, Literature, Media, and Communication

JungHwan Park*, Mathematics

Kate G Holterhoff, Literature, Media and Communication

Kent R Linthicum, Literature, Media and Communication

Kevin A Kordek, Mathematics

Larissa Serdukova, Mathematics

Laura Clementina Eslava Fernandez, Mathematics

Luis Alexandre Pereira, Mathematics

Maria Aldinger*, Literature, Media and Communication

Michael Carr Northington V, Mathematics

Nicholas W Sturm*, Literature, Media, and Communication

Padmavathi Srinivasan*, Mathematics

Patrick Ellis, Literature, Media and Communication

Pietro Pierpaoli, Electrical and Computer Engineering

Rebekah Greene*, Literature, Media, and Communication

Rui Han*, Mathematics

Shelly Singh, Biomedical Engineering

Xukai Yan, Mathematics

Tsai’s research interests revolve around finding ways to simultaneously support and assess second language reading-to-learn skills. Reading-to-learn entails learning new material through critically engaging with text content. For example, engaging with content might involve evaluating, classifying, and comparing information from the text with what they already know, and applying what they learn to new situations. In particular, Tsai is interested in the role of prior knowledge in supporting Japanese learners’ higher order thinking as they engage with texts on critical issues in Japanese culture.

Click here to read a full list of the awardees. The School of Modern Languages is a unit of the Ivan Allen College of Liberal Arts. 

Best Talk Overall

• Seung Yup “Paul” Lee, Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech and Emory, “Noninvasive Bedside Monitoring of Microvascular Cerebral Blood Flow in Children with Sickle Cell Disease”

Best Poster Overall

• Jacqueline Palmer, Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech and Emory,  “Interhemispheric Cortical Connectivity Between Lower Limb Motor Regions is Impaired in Stroke Survivors and Associated with Biomechanical Walking Deficits”

Best Talk from the College of Engineering

• Mohammed Hassan, Daniel Guggenheim School of Aerospace Engineering, “Probabilistic Assessment of Aviation CO₂ Emission Targets”

Best Poster from the College of Engineering

• Mohammad Mofidfar, School of Chemical and Biomolecular Engineering, “Electrospun Transdermal Patches for Contraceptive Hormone Delivery”

Best Talks from the College of Sciences

• Katalin Dosa, Center for Teaching and Learning in collaboration with the School of Biological Sciences, “Comparison of Student Learning Gains Using Open Education Resources Versus a Commercial Online Biology Textbook”
• Abouzar Kaboudian, School of Physics, “Interactive Lightning-Fast Supercomputer-Complex Computations on Personal Computers”

Best Poster from the College of Sciences

• Qiliang He, School of Psychology, “Making Good Navigators Better: Revealing The Mechanisms of Cognitive Mapping Through Virtual Reality Interventions”

Best Presentation from the Ivan Allen College of Liberal Arts

• Aurora Tsai, School of Modern Languages, “Language and Identity for Mixed-Race and Mixed-Heritage Individuals”

Best Presentation from the College of Computing

• Harish Ravichandar, School of Interactive Computing, “Enabling Fluent Human-Robot Interactions”

Best Talk on Robotics Research

• Skanda Vivek, School of Physics, “Cyber-Physical Risks of Hacked Internet-Connected Vehicles”

Best Poster on Robotics Research

• In Bae Jeong, School of Civil & Environmental Engineering, “Realization of Task Intelligence of Service Robots”

Thanks to the Executive Vice President for Research, the Deans of Computing, Engineering, Ivan Allen, and Sciences, the Institute for Robotics and Intelligent Machines (IRIM) and the Office of Postdoctoral Services for sponsoring the awards. We also thank the Postdocs@Tech symposium organizing committee and all of the judges for making these awards possible.

“For the last four years, the symposium has allowed postdoctoral fellows and faculty to connect and discuss their research,” said Jana Stone, director of Professional Development and Postdoctoral Services. “Postdocs from nearly every Georgia Tech college are represented at the event, so it’s a great opportunity to find others with common interests.”

The symposium, which will be held on Sept. 20 from noon to 5 p.m. in the Parker H. Petit Institute for Bioengineering and Bioscience (IBB) Suddath Room and Atrium, provides a chance for postdocs to explain their work to nonexpert audiences and compete for research travel grants.

The symposium is held on this date to coincide with National Postdoc Appreciation Week. This nationwide effort is led by the National Postdoctoral Association to celebrate all of the contributions that postdocs make to research and discovery.

The event will kick off with a series of five-minute Lightning Talks, followed by poster presentations, and another series of Lightning Talks. Awards will be presented at 4:45 p.m.

“We also need academic and research faculty and staff to judge both talks and posters,” Stone said. “Since the presentations are for nonexperts, you can judge any category. So, if you’re interested, please sign up on the postdoc website.”

For more information, visit postdocs.gatech.edu/2018-postdoctoral-research-symposium.

The School of History and Sociology (HSOC) at the Georgia Institute of Technology seeks a Postdoctoral Fellow in Sports Studies beginning fall semester 2018. Candidates for this position should have completed their doctoral studies within five years of the time of employment.

HSOC is a collective of sociologists and historians offering a full range of undergraduate and graduate degrees.  HSOC houses an interdisciplinary program, Sports, Society, and Technology (SST) which brings together Sports Studies and Science and Technology Studies while incorporating faculty from areas such as Architecture, Biomedicine, Engineering, History, Film Studies, International Affairs, Literature, Physiology, Public Policy, Sociology, and Urban Planning. The program features an undergraduate SST academic minor.

The Postdoctoral Fellow will contribute to this program by teaching coursework in the SST program, preferably “Foundations of Sports Studies,” a course that introduces undergraduates to the interdisciplinary field of Sports Studies as well as a second course, “Science, Technology and Sports,” a course that engages Science and Technology Studies perspectives. The successful candidate will also contribute to the administration and promotion of the program and will be expected to maintain an active research agenda. We will consider candidates from a variety of disciplinary backgrounds including but not limited to: Sociology, History, Media Studies, International Studies, Cultural Studies, Science and Technology Studies, Sports Studies and/or related fields. Preference will be given to candidates who demonstrate the ability to teach the two courses listed above. This is a one-year postdoctoral position, renewable for an additional year at the discretion of the HSOC chair and contingent on available funding. The preferred staring date is August 15, 2018.

Applicants for this position should email all materials, including a cover letter, (which includes background information and speaks to your ability to teach courses in the SST program especially the two listed above), current CV, and contact information for three references to Professor Mary McDonald at mary.mcdonald@hsoc.gatech.edu. Please include the words “Sports Studies Postdoc” in the subject line. We will begin screening applications immediately and will continue until the position is filled. Salary is competitive and includes fringe benefits.  

Georgia Tech was recently voted one of the best places to work, and Atlanta is consistently ranked among the top ten places to live for young professionals. Georgia Tech is a unit of the University System of Georgia and an Affirmative Action/Equal Opportunity Employer and requires compliance with the Immigration Control Reform Act of 1986.

Zhu joined the Georgia Tech School of Electrical and Computer Engineering (ECE) in September 2017, where she is currently a postdoctoral research fellow in the Ultrasound Imaging and Therapeutics Research Laboratory. Her advisor is Stanislav Emelianov, who holds the Joseph M. Pettit Professorship in ECE and is a Georgia Research Alliance Eminent Scholar. 

Zhu completed her Ph.D. in Biomedical Engineering at the University of Michigan in spring 2017 and her M.S.E. degree in Electrical Engineering: Systems from the University of Michigan in 2013. In 2011, she received her B.S. degree in Electronic and Electrical Engineering from the University of Birmingham (United Kingdom) and B.S.E. degree in Telecommunication Engineering from the Huazhong University of Science and Technology (China).

Zhu's Ph.D. thesis is to develop a noninvasive “microsurgery” strategy to reduce cardiac tissue using ultrasonic microbubble cavitation for hypertrophic cardiomyopathy treatment. Her current research focuses on developing systems and approaches for diagnostic imaging and therapeutic applications. Her research interests include ultrasound imaging, biomedical imaging, image/signal processing, advanced imaging contrast agents, ultrasound cavitation, and ultrasound therapy.

Karan Jani won the Best Talk Overall award, sponsored by the Office of the Executive Vice President for Research. Jani, a postdoc in the lab of School of Physics Professor and Center for Relativistic Astrophysics Director Deirdre Shoemaker, presented the talk, “In Search of the Goldilocks of Black Holes”

Also in the Center for Relativistic Astrophysics, Karelle Sielez is a postdoc in the group of School of Physics Professor Laura Cadonati. Sielez won the Best Poster from the College of Sciences award. 

Nastassia Patin is a postdoc in the lab of School of Biological Sciences Associate Professor Frank Stewart. She won the Best Talk from the College of Sciences award for her presentation, “The Microbiome of the Georgia Aquarium Ocean Voyager Exhibit”

Following are the rest of the award-winning postdocs:

Reza Ahmadzadeh, Best Presentation from the College of Computing, “Trajectory Learning using Generalized Cylinders”

Halcyon Lawrence, Best Presentation from the Ivan Allen College of Liberal Arts, “Potty Mouths: Examining Toxic Language in Online Gaming Environments”

Pietro Pierpaoli, Best Poster from the College of Engineering, “Quest for Connection: From Animal Cooperation to Robotic Space Exploration”

Sean Wilson, Best Talk from the College of Engineering, “Using Swarms of Simple, Inexpensive Robots to Do Complex, Valuable Tasks”

Best Talk Overall, sponsored by the Office of the Executive Vice President for Research

• Karan Jani, Physics, Shoemaker group, “In Search of the Goldilocks of Black Holes”

Best Presentation from the College of Computing

• Reza Ahmadzadeh, Interactive Computing, Chernova group, “Trajectory Learning using Generalized Cylinders”

Best Talk from the College of Engineering

• Sean Wilson, Electrical & Computer Engineering, Egerstedt group, “Using Swarms of Simple, Inexpensive Robots to do Complex, Valuable Tasks”

Best Poster from the College of Engineering

• Pietro Pierpaoli, Electrical & Computer Engineering, Egerstedt group, “Quest for Connection: From Animal Cooperation to Robotic Space Exploration”

Best Talk from the College of Sciences

• Nastassia Patin, Biological Sciences, Stewart group, “The Microbiome of the Georgia Aquarium Ocean Voyager Exhibit”

Best Poster from the College of Sciences

• Karelle Siellez, Physics, Cadonati group, “The new multimessenger era in Astrophysics of Gravitational Waves and Gamma Ray Bursts”

Best Presentation from the Ivan Allen College of Liberal Arts

• Halcyon Lawrence, Literature, Media and Communication, Writing and Communication Program, “Potty Mouths:  Examining Toxic Language in Online Gaming Environments”

Thanks to the Executive Vice President for Research, the Deans of Computing, Engineering, Ivan Allen, and Sciences, Postdocs@Tech volunteers, and all of the judges for making these awards possible.

“Plagiarism cases make up 38 percent of all cases we process, and we know there are some cases we never hear,” said Bonnie Weston, director of the Office of Student Integrity (OSI). 

Tech’s policy on plagiarism is straightforward. It states that all cases need to be reported to OSI, and then students who want to challenge the accusation may do so.

But that’s where the simplicity ends. So you don’t have to reinvent the wheel, we’ve asked Weston and a few of your Tech colleagues for some insight into how they’ve dealt with plagiarism on campus. Read on for their strategies.

Why Do Students Plagiarize?

At Tech, there are two primary reasons for plagiarizing. Some students do it because they consider the class unimportant, as it isn’t one of their core classes. The other major reason is lack of time.

“Most of the students I see plagiarizing are trying to get everything done within their packed schedules,” said Andy Frazee, associate director of the Writing and Communication Program in the School of Literature, Media, and Communication. “They’re stressed, tired, and think they can’t get it done in time, so they copy someone else’s work.”

David Smith, senior lecturer in the College of Computing, noted that non-computer science students often view his classes as a formality, and some fail to learn anything because of this. These students copy work done by others or ask others for help with their programming assignments and fail to learn the programming skills they need to succeed.

“Every semester, I’ll get students whose failure to do their own work causes them to have to come back and retake my class,” Smith said. “I had one student have to repeat my class several times, because he refused to do his own homework, and had no idea how to solve the problems placed before him on the tests.”

How Do You Spot It?

According to Frazee, the first question any professor should ask himself when presented with suspicious work is, “Does this answer the question I’ve asked?” Plagiarizers often take their material from sources where the question answered doesn’t match the one being asked by the professor. So, a paper or answer that fails to fit the question is a warning sign of plagiarism, Frazee added.

Another sign is sudden changes in the spacing or fonts in a student’s work. So, for example, if the font size or type isn’t consistent, this can indicate that information was copied and pasted from another document, Frazee said.   

Many professors use plagiarism checking software, such as Turnitin, especially when it comes to work submitted online. These “cheat catchers” — a term that Smith uses to describe the software — will let professors know if portions of essays or homework were copied. However, Smith acknowledges the limitations of these services.

“We first introduced a cheat catcher in our computer science classes in 2000,” Smith said. “But, the result was that students progressively learned how to get around the program. They weren’t learning anything, and those we caught faced severe academic penalties.”

What Can You Do to Prevent It?

Just one instance of plagiarism can have a tremendous impact on a student’s academic career. For example, it’s unlikely that the student will ever be able find teaching assistant positions or internships on campus, Smith said. For this reason, he does all he can to try and prevent plagiarism from occurring. 

One way he accomplishes this is by basing his tests (worth 45 percent of his grades) off his homework, which is only worth 15 percent. Students who cheat on the homework usually fail his courses as a result.

“Just waiting for plagiarizers to get caught and then punishing them doesn’t work,” Smith said. “I advocate a two-pronged approach, dissuading people from cheating through incentives, as well as punishing plagiarizers after they’re caught. There’s no room for negotiation once a student is caught, so it’s essential to keep as many students as possible from trying in the first place.”

Weston reminds all professors to include a copy of the Student Honor Code at the beginning of their syllabi and to go over the correct formatting for citations and references. It is her hope that this clarification can prevent cases of ignorant plagiarism and prevent many of the cases that come to OSI.

And to help mitigate the dangers of time crunches, Frazee has a solution.

“You have to be willing to be a little flexible,” Frazee said. “While setting deadlines is important, you should make it clear to your students that you can be approached if work is piling up. If you’re willing to give an extra day or two to complete an assignment, it can encourage students to write their own work.”

For more information about dealing with plagiarism at Tech, visit http://osi.gatech.edu. Also, in an effort to safeguard academic integrity and prevent plagiarism, the Office of Graduate Studies now offers a limited number of iThenticate plagiarism detection licenses for use by dissertation advisors. For details, visit http://www.grad.gatech.edu/iThenticate. 

“Postdocs are welcome to stop by anytime, even if it’s just to say ‘hello,’” said Jana Stone, director of Postdoctoral Services. “I’m also happy to meet at various cafes around campus, so please send me an email if you want to set up a time to chat.”

Postdoctoral Services is located in the suite across from the Office of the Vice Provost for Graduate Education and Faculty Development in room 111C. 

“My favorite characteristic of Susan’s is her commitment to fairness,” says Kamau Bobb, a former Ph.D. student who worked with Cozzens and is now a program officer for the Directorate for Computer and Information Science and Engineering at the National Science Foundation. “She has been able, across a long career, to keep fairness at the center not just of her person, but at the center of her research agenda. Her research portfolio is not pursuing knowledge for knowledge sake, but in the service of fairness.” 

After 19 years of service to Tech, Cozzens, vice provost for Graduate Education and Faculty Development (VPGEFD), will retire on June 30. She has been awarded Professor Emerita of Public Policy.  

“I’m really looking forward to going back to just research and writing,” Cozzens said. “My field is innovation studies, and it seems like a good moment to focus in on studying how innovation in affluent economies can produce good jobs for individuals.” 

Cozzens started her career at Tech as chair of Public Policy, which she points out is “the best science and technology policy program in the country.” In 2012, Rafael L. Bras, provost and executive vice president for Academic Affairs, selected Cozzens to be Tech’s first VPGEFD. 

“Susan was a proven advocate and steady voice for faculty and graduate students long before she became the vice provost,” Bras said. “As a long-time member of the faculty and doctoral student advisor, she understood their unique concerns and saw the great potential for growth in graduate education. She has also always been steadfast in her commitment to fairness and diversity. Those qualities made her the best fit for the vice provost role — and she has done a phenomenal job.”

Leslie N. Sharp, associate vice provost for Graduate Education and Faculty Development, first crossed paths with Cozzens in 1999, when she was a doctoral student.

“I don’t think I could have asked for a better mentor to work with over the last several years,” Sharp said. “I have so many memories of Susan going out of her way to stand up for what’s right and fair. She constantly inspires me to be the same way in my own life.” 

Paul Goldbart, dean of the College of Sciences, has always appreciated Cozzens’ commitment to both faculty and and graduate students, and her recognition that postdocs are more likely to thrive in a community of peers.

“I’ve also benefited from her encouragement,” he said. “She has heard many of my attempts to explain — using everyday language — the marvelous research accomplishments of our scientists and mathematicians. She has often told me how much she appreciates these vignettes, and I thank her for that!”

When it comes to what Cozzens has enjoyed most during her time at Tech, she mentions the leadership teams she’s been part of, working with two deans, Bras, and President G.P. “Bud” Peterson, and having an impact on graduate students. 

“My favorite memories are of putting all of the hoods on my Ph.D. students,” she said. “I love the hooding ceremony so much.” 

By the end of the year, Cozzens and her husband plan to relocate to the Seattle area to be closer to their daughter, son-in-law, and four grandchildren. 

“I’m going to miss everyone on campus very much,” Cozzens said. “So, please friend me on Facebook, so we can share updates — especially since I’ll finally have time to share my own after June 30.”

HSOC is a collective of historians and sociologists and offers a full range of undergraduate and graduate degrees. This unit houses the interdisciplinary Sports, Society, and Technology Program which brings together Sports Studies, Science and Technology Studies, and Urban Studies while incorporating faculty from such disciplines as International Affairs, Applied Physiology, Sociology, History, Public Policy, and Economics. The SST program features a 15-hour undergraduate minor and the SST Research Center.

The postdoctoral fellow will contribute to the SST program by teaching coursework including “Foundations of Sports Studies,” a course that introduces undergraduates to the interdisciplinary field of Sports Studies, and “Science, Technology, and Sports.” The successful candidate will teach two courses in the spring, 2016-2017. Additionally, the successful candidate will be expected to conduct research and will also contribute to the administration and promotion of the SST program.

We will consider candidates from a variety of disciplinary backgrounds including but not limited to: Sociology, History, Media Studies, International Studies, Cultural Studies, Science and Technology Studies, Sports Studies and/or related fields. This is a one-year postdoctoral position, renewable for an additional year at the discretion of the HSOC chair and contingent on available funding.

Applicants for this position should email all materials, including a cover letter (which outlines the candidate’s experiences and credentials including the candidate’s ability to teach SST courses), current CV, contact information for three references, and three letters of recommendation to Professor Mary McDonald mary.mcdonald@hsoc.gatech.edu. Please include the words “Sports Studies Postdoc” in the subject line.

Screening will begin immediately for this position with a June 1, 2016 application deadline. Salary is competitive and includes fringe benefits. Georgia Tech was recently voted one of the best places to work, and Atlanta is consistently ranked among the top ten places to live for early-career professionals. Georgia Tech is a unit of the University System of Georgia, an equal education/employment opportunity institution and requires compliance with the Immigration Control Reform Act of 1986.

Panelists range from a biophysics Ph.D. who is a scientific software developer at a mathematical computing software company to a genetics Ph.D. who does business development, sales engineering, and technical account management at an enterprise software company while also adjuncting on the side. You can interact with panelists throughout the week on the site, or follow the discussion via email.

To access Versatile Ph.D., visit www.grad.gatech.edu/versatilephd.

• Teaching Course: "Fundamentals of Teaching and Learning in Higher Education"
• Grant Writing Workshop Series

Best Talk, sponsored by the Office of the Executive Vice President for Research

• Samantha M. Waters, Earth & Atmospheric Sciences and Civil & Environmental Engineering, Nenes and Konstantinidis groups, “Saharan Dust events in the Caribbean: What microorganisms are deposited after intercontinental transit?”

Outstanding Poster Presentations from the College of Engineering

• Ju-Won Jeon, Materials Science & Engineering, Tsukruk group, “Electrically Controlled Plasmonic Behavior of Gold"

• Shuai Tan, Chemical & Biomolecular Engineering, Jones group, “Kinetic study of propane dehydrogenation over novel In2O3-Ga2O3 mixed oxides”

Outstanding Poster Presentations from the College of Sciences

• Guilherme O. Longo, Biology, Hay group, “An underwater journey along the Atlantic Ocean through reef fish feeding behavior”

• Rakesh K. Behera, Chemistry & Biochemistry and Center for Organic Photonics and Electronics, Coropceanu/Bredas group, “Achieving Functionality in Organic Co-crystals: A Combined Experimental and Computational Study”

Outstanding Presentation from the College of Computing

• Alexander Bucksch, Biology and Interactive Computing, Weitz Group, “Improving crops with digital imaging”

Outstanding Presentation from the Ivan Allen College of Liberal Arts

• Kristin Allukian, Literature, Media, and Communication, “Work, Literature, and Love in the Lowell Offering”

“Georgia Tech faculty members are well prepared to advise students on academic careers — where we hope many doctoral students end up,” said Susan Cozzens, vice provost for Graduate Education and Faculty Development. “But the faculty have asked for help with providing advice about careers outside of universities, and Versatile PhD helps to fill that gap."

Here are a few of the reasons to check out Versatile PhD: 

• Career Autobiographies. There are first-person narratives in which people tell their professional stories, complete with all the twists, turns, and surprises that shaped their careers.
• Hiring Success Stories. You'll find authentic application materials used by real humanities or social science Ph.D.’s or ABD’s getting their first nonacademic jobs.
• Archived Panel Discussions. Seven times a year, panel discussions are held on the website, featuring four to six Ph.D.s and ABDs — all working in the same nonacademic field — describing how they got in and answering questions. Careers already covered include federal government, freelance writing and editing, higher education administration, higher education consulting, and policy analysis.

To access Tech’s subscription, visit www.grad.gatech.edu/versatilephd.

Dear Postdoctoral Researcher:

On behalf of the National Science Foundation (NSF)’s Graduate Research Fellowship Program (GRFP), we invite you to register as a potential NSF GRFP panelist for the 2016 program. The program recognizes and supports outstanding graduate students who are pursuing research-based masters and doctoral degrees in science and engineering at accredited US institutions. The GRFP panels differ from other NSF panels in that the individual submissions consist of two statements (one 3-page and one 2-page) and support materials (transcripts and 3 reference letters) similar to those submitted in graduate school applications. 

Serving as a GRFP panelist is an excellent opportunity to apply your research and career expertise to help identify future leaders in the fields of science and engineering, and gain valuable perspective to share with faculty and students at your own institution. In addition, NSF will provide you with formal recognition of your service as an NSF panelist. NOTE: If you have a student who is submitting an application for the 2016 GRFP program or you know you will be writing a letter of recommendation for an applicant in your discipline, we request that you do not register in the GRFP Panelist system for 2016 due to the conflict of interest. If you register now and subsequently write a letter, please let us know so we can remove your name from the list of potential panelists.

Below are details of the 2016 panels:

• The 2016 reviews and panels will be conducted online with no travel requirements. 
• Panelists will convene for an orientation session webinar in November. Panelists will be able to select from several orientation sessions.
• Panelists will be assigned approximately 30 applications in December to read and review. The window for reviewing applications will be approximately 4 weeks, beginning in early December. 
• Panelists will enter their reviews and scores online.
• In January 2016, panels will convene online using WebEx for two virtual panel sessions scheduled on two different days (either Monday and Thursday or Tuesday and Friday) to discuss the applicant pool and make recommendations to NSF.

Panelists will receive a flat rate payment of $200 per day for each full four hour virtual panel session attended. Panelists who are Federal employees, citizens of foreign countries who are not permanent residents, and special visa holders are not entitled to the flat rate payment.

If you would like to be considered as a panelist for the 2016 GRFP panels, please visit http://www.nsfgrfp.org/panelists/registration to register in the panelist system.  If you have not served as a panelist for GRFP in the past, you may create a new profile by clicking the “Create New Account” link. If you have registered as a GRFP panelist in the past, you may update your profile by logging in using your email address and password. Once logged in, please upload a PDF copy of either your CV or your NSF BioSketch. 

Creating a panelist profile does not commit you to serving as a GRFP panelist.  Based on anticipated needs, NSF will send formal invitations to potential registered panelists in our database in late September. Further information can be found here: http://www.nsfgrfp.org/panelists/volunteer_to_assist

NSF seeks GRFP panels composed of researchers and educators from a wide range of institutions, geographic locations, and disciplinary and interdisciplinary backgrounds. The opportunity to review GRFP applications is described in the following Dear Colleague Letter (NSF 14-107): http://www.nsf.gov/pubs/2014/nsf14107/nsf14107.pdf.  Please feel free to share this with your colleagues, including faculty, postdoctoral researchers and other STEM professionals.

We thank you in advance for your time and service. If you have any questions, please do not hesitate to contact Evelyna Khachatryan at panelists@nsfgrfp.org or (866) 673-4737, GRFP Operations Center.

Sincerely,

Evelyna Khachatryan

Program Manager – Evaluation

Graduate Research Fellowship Program

American Society for Engineering Education

e.khachatryan@asee.org

(202) 331-3541

On behalf of,

Gisele Muller-Parker and Joerg Schlatterer, Program Directors

National Science Foundation Graduate Research Fellowship Program

While F-2 dependents will now have the opportunity to study part-time, they are still not eligible to apply for work authorization. In addition, they would be required to switch to F-1 if they would like to study full-time (12 credit hours). 

More information about this ruling from the Department of Homeland Security can be found on the Federal Register.  

We are experiencing great anguish over the loss of lives and property in Nepal caused by the devastating earthquakes in Nepal. In addition to the nearly 5000 lives confirmed or feared lost, many things that Nepalese hold dear including historic monuments, temples, and shrines have been flattened by the quake. Tremors/aftershocks are still continuing and people have been forced to camp out in grounds and public spaces throughout the night. There is a severe shortage of essentials including food and water. 

Many Nepali students here at Tech have family members affected as well. We feel very helpless about our situation; being away from our family and not being able to help those who need our help the most. One way we are helping is by sending money through relief organizations working in Nepal. The Georgia Tech community can help in this effort. Every penny helps to bring water, food, medicine, and shelter to those who need help. 

Learn More
Nepali Club at GT is partnering with India Club in the wake of the Nepal Earthquake and will present information about Nepal and how to help in its recovery.

Nepali Club-Georgia Tech
Georgia Tech India Club

Nepal Earthquake Relief Candlelight Vigil: Thursday, April 30th at 5:30 pm in Woodruff Park. More information here.

How You Can Help
There are numerous humanitarian groups providing aid in Nepal during this difficult time. If you are able to donate money, ensure that it’s going to an effective and efficient charity that has a good record of getting aid to those in need. This Public Radio International article lists seven charities currently helping in Nepal to which you can donate. 

If you consider giving to another organization, please ensure that the money will get to the people in need by checking the charity with Charity Navigator or another organization that rates charities.

More information can be found in a press release from GreenBergTraurig here.

The first Coffee Hour of the spring semester took place on Monday, January 12^th and acted as a Welcome Party for new students.  More than 250 students attended for a night of bowling, billiards, foosball, and air hockey. More importantly, new students had the opportunity to make new friends from both the U.S and abroad.

All Coffee Hours take place in the Student Center Tech Rec from 6-7pm

Monday, February 9^th:  Chinese New Year Celebration. This event will be co-sponsored by OIE, Global Jackets, Project Pengyou and Culture Union. It will be a night celebrating traditional and modern Chinese culture full of food, performances, and games. The event will be followed by a screening of “The Dialogue,” a documentary that follows four U.S Americans and four Chinese university students as they travel through Hong Kong and Southeast China together. The film will be shown in the Student Center Theater at 7pm.

Monday, March 9^th: Irish Culture Night. This event will showcase Irish culture and be followed by a screening of an Irish film in the Student Center Theater at 7pm.

Monday, April 6^th: Culture Fest Closing Ceremony. Each spring, Global Jackets hosts Culture Fest, a week long celebration of internationalization and multiculturalism, with the purpose of bringing cultures from around the world to the Georgia Tech community. This year, Culture Fest will take place between Monday, March 30th and Monday, March 6th and will include a number of events showcasing the extensive diversity found on Georgia Tech’s campus. April’s Coffee Hour will act as the closing event.  

This change is expected to take place this week and the U.S. Department of State's Country Reciprocity Schedule should be updated soon with the new visa length for many visa types.

For more information, please see the following resources:
U.S., China to extend visa validity to boost trade, tourism - news article
The United States and China Agree to Extending Visas for Short-term Business Travelers, Tourists, and Students - U.S. Department of State FAQ

“Cultural Transitions” is a forty minute movie produced by the Office of International Education in association with GA Tech’s Buzz Studios.  The film includes live action scenes performed by Georgia Tech students as well as interviews with international students.  The scenes and interviews cover a number of topics related to the cultural challenges that international students face when arriving in the United States.  These topics include language barriers, building friendships with U.S Americans, religion and dating in the U.S.  The movie also covers the cultural aspects of space, time and appearance and how these concepts vary from one country to another.  The purpose of the film is to ease the transition for new international students. However, non-international students, staff and faculty will also learn a lot from the film as it provides them with a better understanding of the international student perspective and experience. 

The movie will be first screened on September 2^nd at the Cast and Crew Party.  Students who participated in the production of the movie have been invited to attend the party.  The party will give the cast and crew the opportunity to view the movie as well as pretend to be a “celebrity” as they walk a red carpet, have their photos taken by “paparazzi,” and get the chance to win an “OIE Oscar.”

The movie’s world premiere will take place on Wednesday, September 3^rd during OIE’s “Cultural Transitions” session.  This event will take place at 4pm in Van Leer West 200 and include a viewing of the film and a panel of returning international students who will share stories and tips to new international students.  This session is the finale to OIE’s International Welcome Series which includes a number of sessions and events to prepare new international students to Georgia Tech and the United States.  However, all members of the GA Tech community are invited to attend the session for the world premiere. The “Cultural Transitions” movie will also be posted on OIE’s website in the coming weeks for those who cannot attend the session. 

Trainees will be part of the Atlanta BEST program for 2 years, where they will receive:

• leadership training
• learn about the business and legal side of biomedical research
• gain valuable self-awareness
• gain insight into possible career options that fit career goals and personal values
• access a powerful network of professionals in a variety of fields

The expected time commitment in the first year is about 1-3 hours a week, with optional workshops and events throughout their time in the program. In the second year, informational interviews and internships will be set up. Internships are flexible and will vary by trainee.

Find out more at an information session:

• At Georgia Tech: 1-2pm, Thursday, June 12, 2014; Parker H. Petit Institute of Biotechnology Building, Suddath Room (1128)
• At Emory: 1-2pm, Friday, June 20, 2014; Emory School of Nursing, Room 276 (1520 Clifton Rd NE, 30322)

Now the office is launching a website featuring resources for postdoctoral fellows and faculty mentors.

“The website will be a one-stop-shop for information regarding policies, career development resources, benefits, grants and fellowships, and mentoring,” said Jana Stone, who started last September as the first manager of the Office of Postdoctoral Services.

“We want the website — and the Office of Postdoctoral Services — to be a resource for postdoctoral fellows and faculty,” Stone said. “Incoming postdocs can learn about what to expect at Georgia Tech, current postdocs can learn about career opportunities and how to apply for grants and fellowships, and faculty mentors can review best practices.”

The Office of Postdoctoral Services, which is under the Office of the Vice Provost for Graduate Education and Faculty Affairs, is charged by the Office of the Provost to invest in the culture of postdoctoral fellows, also called “postdocs,” to help build their skills so that they can move on to rewarding permanent positions. A postdoc holds a doctoral degree, is in a temporary position pursuing research with a faculty mentor, and is acquiring the professional skills needed for career advancement. Of the 355 postdocs at Tech, half are in the College of Engineering and one-third are in the College of Sciences.

“The excitement from around the campus about the creation of the postdoc office has been striking,” said Susan Cozzens, vice provost of Graduate Education and Faculty Affairs. “Postdocs are key to the success of many of our research areas. To attract the best, we need to offer a strong range of career development opportunities and favorable conditions of work. We want our postdoctoral scholars to move into productive career pathways and become ambassadors who build Georgia Tech’s international reputation.”

In addition to launching and maintaining a new website, the Office of Postdoctoral Services has several other projects underway, including:

• Collaborating with the Center for the Enhancement of Teaching and Learning to offer a Tech to Teaching workshop based on the principles of learner-centered teaching.
• Creating a road map of activities for postdocs to follow, from the initial conversation to career development.
• Writing a strategic plan that will address postdocs’ concerns identified in the Campus Climate Survey and a 2011 survey of postdocs.

“We’re looking for other opportunities to collaborate across campus and also with other institutions and organizations,” said Stone, who is vice-chair of the National Postdoctoral Association’s 2014 meeting. “We welcome all suggestions that will help us improve the postdoctoral experience at Georgia Tech.”

The mission of the Office of Postdoctoral Services is to enhance the experience of postdoctoral fellows, also known as “postdocs”. A postdoc holds a doctoral degree, is in a temporary position pursuing research with a faculty mentor, and is learning the professional skills necessary for his or her next career stage. Currently, there are 355 postdocs at Tech, with half in the College of Engineering and a third in the College of Sciences.

Tech’s first manager of the Office of Postdoctoral Services, Jana Stone, started her position on Sept. 3.

“This is an exciting time for Georgia Tech,” observes Susan Cozzens, vice provost of Graduate Education and Faculty Affairs. “Our postdoc community is growing and remains a critical component of a strong and vibrant research institution. I am looking forward to working with Dr. Stone and the postdocs to enhance postdoctoral services, career development, and sense of belonging at Georgia Tech.”

Stone began advocating for postdocs during her own postdoctoral fellowship at the National Institute of Environmental Health Sciences and continued in her next position coordinating outreach programs at Duke University. She also works with the National Postdoctoral Association where she is vice-chair of the organization's 2014 meeting.

“Our goals for the new office are to build a sense of community among postdocs across the Institution and to develop policies and programming that fit our postdocs’ needs," Stone said. "So far, everyone I’ve met on campus has been incredibly supportive of these efforts."

To celebrate the opening of the office and to recognize Tech’s hardworking postdocs and mentors, the Office of Postdoctoral Services will be hosting a picnic for postdocs on Oct. 16.

Several countries have developed awards that offer early career scholars research opportunities.  These awards are similar to postdoctoral research awards, so scholars within five years of completing a doctoral program should pay special attention to those as well.

Postdoctoral/early career grants present an excellent opportunity for recently minted scholars to deepen their expertise, to acquire new skills, to work with additional resources and to make connections with others in their fields. Scholars will be expected to engage with graduate students in the host country and to be involved with host university training in cutting edge research in their specializations.

Grantees without institutional affiliation in U.S. may be eligible to apply for $2,500 funding to attend a professional conference.

Visits http://www.cies.org/us_scholars/us_awards/catalog/2014-2015/POSTDOC/ for more information or contact us directly at scholars@iie.org

International spouses are encouraged to join the International Spouse Group to meet other spouses, build your GT community, and learn more about Georgia Tech, the Atlanta area, and U.S. culture. The International Spouse Group can be a great way to find friends and others who are having a similar experience. All spouses are welcome, regardless of gender.

The group meets on Thursdays in the Women's Resource (WRC) from 2-3:30 pm. The WRC is located in the Smithgall Student Services Building, Suite 131. Children are welcome.

Description of the International Spouse Group
The International Spouse Group was created through the GT Counseling Center because there was a need for a community with the large number of international spouses on campus. The group is now hosted by the Women's Resource Center in partnership with the Office of International Education.

The group is comprised mainly of women from South America, Europe, Asia, and North America. All spouses are welcome and the group does not discriminate on the basis of race, nationality, gender, age, ability, or sexual orientation.

Find more information on the GT International Spouse Group website.

This trip is open to any Georgia Tech F-1 or J-1 student, scholar, and student intern. For liability reasons, we are not able to allow spouses or non-GT students or scholars to attend.

Dates: Wednesday, March 18^th- Friday, March 20^th

The price of the trip includes:

• A walking tour of the French Quarter upon arrival
• Bayou (swamp) tour complete with alligators (if they're not shy!)
• Bus transportation: The bus will have wi-fi and a DVD player.
• Hotel lodging at La Quinta Inn & Suites Downtown: In order to keep costs low, four people will be assigned to each hotel room based on gender. Roommate preferences will be taken into consideration, but not guaranteed. Each room will have 2 Queen sized beds.
• Two organized group lunches with local cuisine
• Breakfast for all days
• Light snacks for the bus trips
• New Orleans Experience Scavenger Hunt (complete with prizes!)

For additional information, including the price and how to reserve your spot, please see the website at oie.gatech.edu/neworleans-springbreak.

This step was an important part of the executive action taken by President Obama in November 2014. 

For more information, please see the official announcement from U.S. Citizenship and Immigration Services here.

“As a Ph.D. student in Aerospace Engineering, there are times where I think the most interesting part of a technical problem or subject is the policy aspect,” he said. “For example, we might be studying human-automation interaction with regard to pilots and autopilots in advanced cockpits, but I’ll be sitting there the whole time wondering how agencies like the Federal Aviation Administration certify or regulate that interaction. But since I’m sitting in an engineering class focused on the technology perspectives, I can’t ask the professor to spend significant time talking about the policy aspects.”

That’s why Canellas decided to enroll in the Sam Nunn Security Program, which aims to educate scientists and engineers about national security issues and how policy impacts them.  

For the past 12 years, Ivan Allen College of Liberal Arts has offered the year-long program, which was funded by the MacArthur Foundation until this year.

Each year, 10-12 Ph.D. students, postdoctoral scholars, Georgia Tech Research Institute researchers, research scholars, and/or faculty from Georgia Tech and other area universities are selected to participate. (Applicants should be enrolled in or have completed a doctoral degree program, and have completed their qualifying exams.) About six to eight of Georgia Tech’s various schools are represented in each class of fellows, primarily from the College of Engineering and College of Sciences.  

“The basic premise of the program is that scientific discovery and technological innovation rarely produce high-impact outcomes by themselves,” said Seymour Goodman, director of the program and co-director of the Center for International Strategy, Technology, and Policy. “They have to be worked through several levels of policies in the public and private sectors, and traverse difficult implementation paths in complex economic, social, political, and institutional contexts.”

Throughout the program, fellows typically work on two case studies as a class team, and each works on two individual or small team case studies on topics that might be historical (e.g., the influenza pandemic of 1918) or current (e.g., the recent ebola outbreak). Issues explored might include everything from nuclear weapons to cybersecurity to energy and climate change.

“One of the greatest things about this program is that the fellows get to know people who come from different disciplinary backgrounds,” said Margaret Kosal, associate director of the program and an assistant professor of International Affairs. “ They learn to see how others come at problems — which is key to being able to solve them in the real world.”

Also, the fellows take two field trips where they’re briefed by “people who practice what we preach,” said Goodman. During the fall semester, the group visits a location in the southeast, such as Oak Ridge National Laboratory. And during the spring semester, fellows spend about a week in Washington, D.C., hearing from members of Congress and other groups.

The program’s 156 alumni can now be found pursuing careers everywhere from Google to the Federal Aviation Administration to the National Institutes of Health.

“Through this program, I have been able to prove to myself that my engineering background can help me solve many more problems than just math-related ones,” Canellas said. “I have and would recommend it to any other graduate students that are interested in science and technology policy and security.”

The deadline to apply for this year’s program is March 31. For more information, visit www.cistp.gatech.edu or email snsp@inta.gatech.edu. 

“I was a student, always on the go, without much time for reflection,” Yildiz said. “I was an active person in terms of exercising — running, climbing, playing volleyball — but, after a while, I noticed I needed to pause and calm my mind and do things that were more restorative and relaxing physically.”  

She decided to try yoga while also meditating more frequently with her yoga teachers.

“I realized there were a lot of benefits to meditation, not just physically but emotionally and mentally,” said Yildiz, who has a Ph.D. in underwater acoustics from the Scripps Institution of Oceanography at UC San Diego, and is now a Georgia Tech postdoctoral fellow studying biomedical imaging.

As a scientist, Yildiz is interested in how and why mind-body practices affect health and well-being. She is expanding her research into understanding the underlying mechanisms related to the benefits of such practices, and she has been learning about the tools, such as the MRI and fMRI, that will allow her to conduct the scientific research for imaging of the brain and spine.

A Yoga-Alliance registered yoga and meditation teacher, Yildiz has been teaching since 2012 and recently started a weekly meditation class at Tech’s Campus Recreation Center. The class, which is suitable for all levels of experience, is designed to teach participants how to relieve stress, achieve deep relaxation, gain breath and body awareness, be fully present and alive in the moment, and achieve greater mental clarity and a peaceful state of being.

“Meditation calms the mind,” said Yildiz. “Studies have shown that we have approximately 60,000 thoughts a day; 90 percent are the same thoughts we had the day before. Meditation helps us gain awareness and cultivate mindfulness. It also teaches us how to inspect the quality of our thoughts, so we can learn to promote those thoughts that are positive and helpful to our growth.”

Yildiz draws an analogy between meditation practice and the ocean: “The surface may be agitated and embroiled in emotions, but there is great calm deep down below. And that is where we want to dive in. Once you find that calmness within you, you can’t give it back,” she said.

Mindfulness Tips

For those who cannot attend her mediation class, Yildiz’s tips include:

- Start with a few 2-minute practices each day: Sit still, lower your eyes, and observe your breath for two minutes before starting your day, prior to breakfast/lunch/dinner, before turning on your car, and during your commute if you take public transportation.

- Focus on your feet when angry: Shifting your focus to your feet helps to “ground” you.

Yildiz is planning to teach yoga and meditation classes in fall 2015. Stay tuned.

Georgia Tech uses a payroll compliance software called Glacier. For those students who have received payment(s) from Georgia Tech, Glacier will help you determine if you are a "nonresident" or "resident" for tax purposes. Students who received GT payment(s): Login to Glacier to determine your tax residency.

Glacier is a separate software from the Sprintax tax prep software. Sprintax is an online tax preparation software tool purchased by ISSS to assist nonresident taxpayers who have received payment(s) to prepare federal tax returns (1040NR or 1040-NR-EZ) and state tax returns. 

If you are determined to be a “nonresident” with no U.S.-earned income or payments, use the OIE Tax Services website to help you complete the Form 8843.

SGA hosted the event and OIE was able to provide prizes for participants.

Find an article and video from Institute Communications here.

The best way to avoid becoming a victim of a scam is to be aware and knowledgeable. This will be especially important as tax season approaches and new scams surrounding taxes appear. Following the below tips will help you to avoid becoming a victim of a scam:

1. Government agencies will not call you! This includes USCIS and the IRS! 
There is a very sophisticated scam in which someone calls from a USCIS phone number (it is from an actual USCIS phone number!) and tells you that unless you wire money, you will be fined, deported, etc. In the past, these people have had students’ information including passport numbers, I-94 numbers, etc. This is a high-level scam! Do not give any personal information, bank information, or send any money!

2. Do not trust immigration information from people other than professionals who are qualified to give it to you.
International student advisors in OIE are trained to give information in F-1 and J-1 regulations so please come to us with any questions you have about your student status. OIE has a list of immigration attorneys that can be used for questions relating to other immigration statuses including H-1Bs, permanent residency, etc.

3. If you are contacted by someone claiming to have information about your student immigration status, contact OIE immediately! Georgia Tech holds your F-1 or J-1 SEVIS record and we are the ones who would terminate it if necessary.
If you receive a phone call or email from someone threatening your immigration record or that you feel is out of place, please contact OIE directly with as much information as possible. If OIE is not open, please contact the GT Police Department at 404-894-2500 to report this fraud. 

You should always report any immigration scams, whether you participated or not, so that OIE is able to follow up with our available resources to report it. If we don’t know about, we can’t do anything to help prevent it in the future!

For more information about common scams and how to avoid them, please see USCIS’s website at uscis.gov/avoidscams.

For more information regarding the 2016 H-1B timeline and cap, please see this article from Greenberg Traurig and the USCIS website.

Best Talk, sponsored by the Office of the Executive Vice President for Research

• Ilbin Lee, Industrial and Systems Engineering, Serban group, “Is preventive dental care for children cost-saving? A study of the Medicaid-enrolled children across six southeast states”

Outstanding Presentation from the College of Computing

• Aibek Musaev, Computer Science, Pu group, “Physical event information service based on composition of physical and social sensors”

Outstanding Posters from the College of Engineering

• Sunghan Kim, Materials Science and Engineering, Tsukruk group, “Flexural Properties of Ultrastrong Cellulose Nanocrystal-Graphene Nanomembranes”
• Zhenglun (Alan) Wei, Biomedical Engineering, Yoganathan group, “Towards Modeling Patient-Specific Compliant TCPC”

Outstanding Posters from the College of Sciences

• Michelle Gaines, Physics, Fernandez De Las Nieves group, “Controlling the Adhesion of Microgel Particles Adsorbed to a Surface for Improved Biomaterial Function”
• Dustin Huard, Chemistry and Biochemistry, Lieberman group, “The Aberrant Chaperone-Client Interactions of Grp94 and Myocilin”

Outstanding Poster from the Ivan Allen College of Liberal Arts

• Yehyun An, Public Policy, Kingsley and Matisoff groups, “The Factors that Affect the Environmental Review and Project Design in Transportation Projects”

Thanks to the Executive Vice President for Research, the Deans of Computing, Engineering, Ivan Allen, and Sciences, and all of the judges for making these awards possible.