How to Pre-Health at Tech is a new series of stories and experiences with our faculty, current students, and alumni working in healthcare and medical fields. Check back throughout the spring for interviews with:

  • Ritika Chanda, fourth-year neuroscience undergraduate with dual-minors in health and medical sciences and leadership studies
  • Jeffrey Kramer, first-year biology undergraduate
  • Jenna Nash (NEUR '21), physician assistant graduate student
  • Charles Winter (BIO '12), anesthesiologist assistant

Meet Alonzo Whyte

As a faculty member, advisor for the Health and Medical Sciences (HMED) Minor, and director of academic advising for the Bachelor of Science in Neuroscience at Georgia Tech, Alonzo Whyte supports pre-health students throughout their time at Tech. He also teaches neuroscience and serves as a development leader in the School of Biological Sciences, working to incorporate feedback on the program and support future growth through curriculum development, course instruction, and academic advising. Whyte is also a member of the College of Sciences Task Force on Racial Equity and in spring 2021 received the Institute’s Class of 1934 Course Instructor Opinion Survey Award.

In his tenure at Tech, Whyte says he has seen a diversity of routes that students take on the path to a pre-health career. Today he shares some advice on success stories, mistakes to avoid, and resources to explore.

Here’s his take on “How to Pre-Health” at Georgia Tech:

Q: What is your role advising students on the Pre-Health Track?

A: As a neuroscience advisor and an advisor for the Health and Medical Sciences Minor, I see a lot of students on the Track for anything from medical school, to physician assistant school, to dental school, to physical therapy school, and everything in between. We try our best as advisors to have some knowledge in terms of what steps the students need to take in order to meet the pre-requisite requirements for different programs, because it’s not simple. 

There is no pre-medical major at Georgia Tech. Students need to do research to find out what specific programs they’re interested in and what classes they need to meet their goals. In that capacity, as an advisor for the major and the minor, I have developed some knowledge in terms of what classes students should be taking for the different paths. 

But really, my job is to ensure that their completed courses help students towards progress for their major or minor, and wrapped into that are the pre-health requirements. And even though I have some experience and knowledge about what things students are doing to prepare for their post-graduate experience, I strongly, strongly recommend that every student talk to the Pre-Health Advising Office. They have a set of advisors there that are dedicated to helping the writing medical school letters, interviewing, and anything else needed.

For example, last week I was part of a mock medical school interview process. The Pre-Health Office creates those types of events. As major and minor advisors, we ensure the students' academic course work will earn their desired degree and that students’ courses are getting applied appropriately, while edging them along the pre-health path. 

Q: What other key resources are there for students on the pre-health path?

A: Again, the Pre-Health Office is fantastic. They’re very busy, so to get a meeting with their advisors such as Mr. Castelan or Ms. Liggins, it’s important to book in advance. 

Additionally, advisors are still not the only experts in what the students need. I find that the best solution is to utilize peer advisors as well as a student groups. The Pre-Health Office has many resources; they have their own set of peer advisors; they have a very active Piazza page, that allows you to connect with the pre-health community to get quick answers to your pre-health questions; and they have a list of pre-health student organizations.

I’m also a faculty advisor for a new club, the American Physician Scientist Association. They are students who are looking to be physicians, scientists, or something similar. They’ll have speakers come who are focused on that subject.

Additionally, I am faculty advisor for Minority Association of Pre-Medical Students. It’s not just limited to minority identity students, it’s a very diverse group of students and open to all. This semester they hosted a medical school showcase where they had representatives from different medical schools come and talk the attendees through the application process.

There’s also an American Medical Student Association, a Pre-Dental Society, and many more places where you can connect with senior students who are going through the application cycle, as well as participate in their events where they bring in guest or representatives of medical schools to provide great insight. The pre-health path is really a collaborative process. 

There’s not one single resource. You have to pick and choose what resources you need. If you have questions about classes, I’ll be a person to talk to. If you have questions about the application cycle, you can talk to me, but I’ll refer you to the Pre-Health Office as they have all these peer advisors, all these student associations. The community is great, and there are plenty of supportive resources.

Q: In your experience, what kind of activities do students on the Pre-Health Track do to ensure they take the right steps to pursue the rigorous process of applying to these difficult schools?

A: I think one of the biggest things is thinking beyond GPA and Medical College Admission Test (MCAT) score. While those are important factors for the application, currently the holistic view of the student is huge. There are some shifts and trends in the application experience. 

I would say many students are waiting a year or two after their undergraduate graduation as a way to build up their credentials. Maybe they need more clinical hours, or they’re taking positions as a medical assistant, Emergency Medical Technician (EMT), things like that, to get hands-on experience to show that they can thrive in a medical environment. Maybe they don’t have the strongest GPA, so they’ll do a one- or two-year master’s in something like genetics to show that they can achieve academically and handle the rigor of medical school. 

Three important things that students do are leadership positions, getting involved in clubs, and research. 

Showing commitment to clubs is important by staying active not just for one semester but two or three years if possible. Additionally, research is becoming popular. Working in biomedical, neuroscience, chemistry, or other research lab shows that students can commit to a project that’s high-level science. We have these opportunities at Georgia Tech where students can successfully write a thesis, get some publications or poster presentations.

That’s a lot of what I see for strong candidates – along with maintaining a good attitude throughout that all, because when recommendation letters are written, it won’t matter how much you’ve done if you’ve had a sour attitude the whole time! As advisors, we want to ensure that we’re putting students in the position to become a good clinician. When we’re thinking about who we’re sending to medical school, we think, who do we want to be treated by when we’re older? Do I want some student who is grumpy, even if they’re the smartest? That’s one of the reasons for graduate school interviews – personality does matter for who you choose as your doctor.

Q: For students who are on the Pre-Health Track, but have a major that is not explicitly science related, how does their path differentiate from students studying a healthcare related subject?

A: The College of Sciences majors, in particular neuroscience and biology, have a lot of pre-health courses already built into the major requirements … Whereas if you’re studying computer science or engineering, you don’t have the lab science requirements built into the degree the same way. You have other courses you must take, so you have to find a place in your schedule to fit the pre-health courses in. 

For students studying biomedical engineering, for example, because of the heavy credit requirements to complete that major, students are often really stretched to find every free elective that completes a pre-health requirement … So, there’s a bit more pressure.

There are plenty of non-science students who attend medical school after graduation successfully. In fact, some schools are looking for students with diverse skill sets. For example, some schools want engineering students who want to be doctors, because that’s how they design medical devices well. 

Q: What would you tell prospective students interested in pursuing a pre-health career through Georgia Tech?

A: The rigor of Georgia Tech has a national, if not international, reputation. You leave Georgia Tech prepared for the rigor of medical school. That’s what we hear from our students who have gone off to places like Emory for a medical degree – they say that Georgia Tech prepared them to excel and succeed in their medical school courses. You can go to many different institutions and earn high marks, but you’re going to get your world turned over when you go off to medical school. The struggle is helpful, because you build skills to succeed while struggling, and then when you step up to the challenge of medical school, you’re ready for it.

Q: What other advice do you have for students on the Pre-Health Track to ensure they have a successful time here?

A: Again, I think it’s important that students don’t focus solely on GPA. A “C” is not the end of your pre-health path. A “D” is not even the end of your pre-health path. Think about the whole picture. There are plenty of students who struggle their first year and that’s expected. So, you have to adjust, and have some grace there, understanding that there’s more to the process than GPA.

I also encourage students, regardless of if they’re straight “A” students or straight “B” students, to have an open mindset to other careers. You may have come to Georgia Tech thinking that you want to be pre-health, but I would suggest still exploring other paths. Consider, “What if I were to start my career with a bachelor’s degree and not go to medical school, what would I do? What would I enjoy?” And then tailor their minor towards that. For example, if they like programming, pursue a Computer Science Minor. If they like writing science communication, a Language, Media, and Communications Minor. There are many things they can do in addition to their major, along with the pre-health requirements. So, if they get to graduation and decide they don’t want to go to medical school, they have something that they’re also equally excited about.

Some of the best medical school applicants I've seen have had activities like projects where they worked in conjunction with local hospitals to design new algorithms for them to read how patients are treated upon arrival. That’s taking their interests and putting in into this pre-health context. And that you would be great for public health, if they decide they don’t want to pursue a medical doctorate. A multimodal, diverse skill set is really important to think outside the box of what it means to be a typical pre-med student, to move to being something more creative and unique.

Q: My last question is a little more personal to you. What do you like about advising for the Health and Medical Sciences minor? 

A: I love the energy that students bring. The HMED minor requirements are flexible, diverse and very interdisciplinary – similar to the Neuroscience major. We have students taking classes in science, bioethics, and any of the College of Sciences programs. I love seeing the diversity of classes that they pull together and the interesting things that they’re doing. And I think that the freedom to explore these interdisciplinary courses is important. They really choose their own adventure to complete the minor.

Just to show how varied the minor is, you could complete the HMED minor and not take a single class that is a pre-requisite for medical school. If you’re a neuroscience student also interested in physics and psychology, you could take those courses through the minor, none of which will serve as pre-health requirements. So, people can cater the minor to what their future path may be. 

How to Pre-Health at Tech is a new series of stories and experiences with our faculty, current students, and alumni working in healthcare and medical fields. Check back throughout the spring for interviews with:

  • Alonzo Whyte, faculty member, academic advisor for the Health and Medical Sciences (HMED) Minor, director of academic advising for the Bachelor of Science in Neuroscience, and development leader in the School of Biological Sciences
  • Ritika Chanda, fourth-year neuroscience undergraduate with dual-minors in health and medical sciences and leadership studies
  • Jenna Nash (NEUR '21), physician assistant graduate student
  • Charles Winter (BIO '12), anesthesiologist assistant

Jeffrey Kramer’s first semester at Georgia Tech was a running start. With the post-grad goal of attending medical school to be a physician, the biology major from Marietta, Georgia has set ambitious plans to prepare for graduate school, focusing on his studies, three unique organizations, and learning “what it means to be a Yellow Jacket.”

Here are Kramer’s recommendations for “How to Pre-Health” at Georgia Tech:

Q: What attracted you to pursue a pre-health career at Georgia Tech?

A: I decided to pursue pre-health here at Georgia Tech for a variety of reasons. First, as an in-state student eligible for the Zell Miller Scholarship, it is difficult to beat the price and quality of a Georgia Tech education. Compared to out of state or private institutions, Georgia Tech is significantly more affordable while still offering a high level of prestige.

Second, Georgia Tech is in close proximity to a huge number of hospitals and clinics including Grady, Children’s Healthcare of Atlanta, Atlanta Medical Center, and Emory. This makes it significantly easier to obtain clinical volunteering and experience.

Third, Georgia Tech has an incredibly active pre-health community. There are a number of pre-health campus organizations, including Student Hospital Connections and the American Medical Student Association (AMSA), dedicated to helping students navigate the pre-health process. These organizations provide access to a wealth of opportunities and connections, and were a huge factor in my decision to attend Georgia Tech.

Q: What have you been involved with on campus?

A: In the past semester, I have become an active member of three organizations: Student Hospital Connections, AMSA, and the Student Center Programs Council.

Q: How did you find your first semester of classes?

A: I found my first semester of classes to be very difficult, but very manageable as well. It's a lot of content, but I'm very satisfied with my professors and their teaching. I've found it necessary to radically change my study habits, but Georgia Tech provides a wide variety of resources, such as office hours and Peer-Led Undergraduate Study (PLUS) sessions, to make this transition easier. Looking forward to future semesters, I'm thrilled to continue my science education here.

Q: How do you plan to make the most of your time at GT to prepare for a pre-health career?

A: Outside of my coursework, I plan on participating in a number of extracurriculars during my time here at GT to prepare me for a pre-health career. First, I plan on volunteering as often as possible throughout my time here. Fortunately, there are a huge number of campus organizations dedicated to facilitating community service opportunities.

Second, I plan on getting involved in scientific research. Luckily, Georgia Tech makes it easier than perhaps any other university to begin research as an undergrad.

Third, I plan on gaining clinical experience by both volunteering at local hospitals and clinics and shadowing physicians.

Q: Do you have any future career plans, or ideas for what you would like to do upon graduation?

A: After graduation, I currently plan on attending medical school with the goal of becoming a physician. I am not yet decided whether I wish to pursue a dual M.D./Ph.D. degree.

Q: What advice would you share with others interested in coming to Georgia Tech on a pre-health path?

A: I would advise them to look into the huge variety of pre-health resources here at Georgia Tech. Taking classes is only one component of the pre-health journey. The campus organizations, academic support resources, and research opportunities provided at Georgia Tech are unrivaled. They were a huge factor in my decision to attend GT.

How to Pre-Health at Tech is a new series of stories and experiences with our faculty, current students, and alumni working in healthcare and medical fields. Check back throughout the spring for interviews with:

  • Alonzo Whyte, faculty member, academic advisor for the Health and Medical Sciences (HMED) Minor, director of academic advising for the Bachelor of Science in Neuroscience, and development leader in the School of Biological Sciences
  • Ritika Chanda, fourth-year neuroscience undergraduate with dual-minors in health and medical sciences and leadership studies
  • Jeffrey Kramer, first-year biology undergraduate
  • Charles Winter (BIO '12), anesthesiologist assistant

If it wasn’t for her dad’s encouragement, Jenna Nash may never have applied to Georgia Tech. After her admission to Tech, Nash says the resources available for pre-health students at Tech felt like “the missing puzzle piece that fell in place” when deciding what college to attend.

Four years and countless memories later, the Canton, Georgia native graduated in May 2021 with a degree in neuroscience and a minor in health and medical sciences. From her involvement in the Physician Assistant Club as a member and vice president of marketing, to support from peers, professors, and the Neuroscience Club, Nash shares that coming to campus was “the best decision I have ever made.”

Her time at Georgia Tech helped Nash achieve her goal of physician assistant (PA) school. This semester, she begins classes at Mercer University for the Master of Medical Science (MMSc) degree.

Here are Nash’s tips on “How to Pre-Health” at Georgia Tech:

Q: Why did you decide to pursue pre-health at Georgia Tech?

A: I knew going into college that I wanted to pursue a pre-health career, but Tech actually helped secure my decision to become a physician assistant. I was weighing heavily between nurse practitioner, which requires a complete Bachelor of Nursing, then going back to school to become a nurse practitioner for around two years; versus physician assistant, where you can choose your own undergraduate degree and then complete around 27 months of school; versus doctor, which requires a complete undergraduate degree then four or more years of school depending on specialty.

While choosing what school to attend, I knew I wanted to stay in state because of financial reasons, but most schools in Georgia that offered nursing programs did not seem challenging enough to me.

My dad actually encouraged me to apply to Tech, even though I thought there was no way I would get in, and I didn't think it had a huge pre-health program. However, checked all the boxes – challenging, football team, great location – so when I got in, I knew that it was meant to be. From there, I decided to become a physician assistant instead of a doctor because of a mentor in high school that told me about the flexibility and freedom that comes with becoming a PA instead of doctor – then, I knew it was for me. Additionally, I found out there was a club for pre-physician assistant students at Tech which sealed the deal. It was kind of my missing puzzle piece that fell in place. It was the best decision I have ever made.

Q: What resources did you use at Georgia Tech to support your career aspirations, such as clubs, advisors, or supportive professors?

A: One of the best resources for me during my time at Tech was the Physician Assistant Club (PAC). It is tricky navigating how to get into graduate school and it was getting super overwhelming trying to figure it out on my own. My pre-health advisor, Maria Krakovski, and one of my sisters in my sorority, Claudia Varnedoe, encouraged me to join PAC. I am so happy that I did! It helped me figure out what I needed to do while in college, allowed me to form connections with other people that aspired to become PAs, gave me job and volunteering options, and walked me through the application process which was so helpful when it came time to apply for schools my senior year.

One of the best things that came from PAC was the opportunity to work with Good Shepherd’s Clinic, which provided healthcare to uninsured people of Atlanta. At this clinic, I learned how much I loved working with underserved populations and learned a lot about the inequality in the healthcare system of Georgia and the United States.

Another thing I am so thankful for was one-on-one tutoring through the Tutoring & Academic Support Office at the Clough Undergraduate Commons (CULC). I was studying there nearly three times a week for help on subjects that I could not figure out for the life of me. It increased my confidence in my ability to solve problems and allowed me to reflect on what I really understood. Tutoring is a very underused resource at Tech, and I cannot encourage people to take advantage of the tutoring resources enough!

Q: How did Georgia Tech help you during the application cycle for graduate school? Any tips that process?

A: I am so thankful that I had Georgia Tech resources available during my application cycle. I used lots of the available resources, especially when it came to writing my personal statement. I took advantage of the Communication Center to edit my essay a lot. They really helped to critique and organize my thoughts. Writing has always been a weakness of mine, because I write just like I talk, and my message can get confusing; they went through it with me sentence by sentence to make sure every word in my essay was meaningful.

I put to use every bit of knowledge I gained from PAC during the application process. I utilized other students in the Club that I made connections with to review my application and make sure that I did not miss any small details. I encourage students to take advantage of peers with similar goals to share the stress of the application cycle with, because they are an invaluable resource.

Q: What graduate degree are you pursuing and where? Why did you choose that program?

A: I am studying to become a physician assistant (PA) at Mercer University. I knew from high school I wanted to become a physician assistant because of my desire to form connections with patients while still having time to enjoy life outside of my career.  I chose the PA program at Mercer because of its proximity to Atlanta. During my time at Tech, I became connected to the city and realized how much it has to provide. But, living in Atlanta and through my involvement at Tech, I also noticed the large population of people in need of healthcare, shelter, food, and more. Since Mercer focuses on service opportunities, I thought this would be a great way for me to give back to the city I learned so much from in college.

Q: What advice do you have for current Georgia Tech pre-health students?

A: Get as many healthcare experiences as possible that you can while you are at Tech. In Atlanta you have access to many different fields – take advantage of that! Try different things, because each thing you do will give you more information and shape your future as a healthcare provider. During those experiences, keep a journal of conversations, patients, or advice that make an impact on you. This will help you in future interviews, when writing your personal statements, or talking about your career. And it is fun to look back at it all when you are questioning whether you have chosen the correct path for yourself.

One of the most important pieces of advice that was given to me is: this is the only time in your healthcare journey where you will get the opportunity to see how different providers handle situations differently. Take advantage of shadowing experiences to determine how you will act as a healthcare provider in the future.

Lastly, develop a network of people that have a career path that is similar to you. For me I had three main people: someone who already was working in the field, someone currently in my chosen graduate program, and then someone that was at the same stage as myself. Having these people to go to with “stupid” questions was so useful and really eased my stress about the whole application process. In my experience, people are flattered when you ask them for help because it makes them feel important, so don’t be afraid to reach out!

Q: What makes Georgia Tech special?

A: I had the best four years of my life at Georgia Tech, and I am forever thankful for everything I learned from my professors, friends, and peers. It was challenging, but at the end of the day, you come out of Tech ready to accomplish anything that is ahead of you. Cherish the moments getting to learn in such a stimulating academic environment. You were chosen to be at this school for a reason.

Feel free to reach out to me if you ever need advice or encouragement! I’m always available. Email Jenna Nash. 

How to Pre-Health at Tech is a new series of stories and experiences with our faculty, current students, and alumni working in healthcare and medical fields. Check back throughout the spring for interviews with:

  • Alonzo Whyte, faculty member, academic advisor for the Health and Medical Sciences (HMED) Minor, director of academic advising for the Bachelor of Science in Neuroscience, and development leader in the School of Biological Sciences
  • Jeffrey Kramer, first-year biology undergraduate
  • Jenna Nash (NEUR '21), physician assistant graduate student
  • Charles Winter (BIO '12), anesthesiologist assistant

Ritika Chanda has made the most of her time at Georgia Tech. Through challenging classes, undergraduate research, leadership roles in student organizations, and an internship, Chanda shares she's ready to enter the healthcare field after graduation.

She encourages all students to take advantage of their time at Tech to get involved in various activities to learn more about their future career path. She shares that “I am someone who strives to challenge myself and try new things,” and her time at Georgia Tech certainly has been full of excitement and discovery.

While serving as president of Student Hospital Connections (SHC), the organization was awarded “Burdell’s Best for Community Champion” award at Tech’s Up with the White and Gold Ceremony. From volunteering at pop-up vaccine clinics, to helping on a Covid-19 helpline, to making masks for local charitable clinics and homeless shelters, service has been a vital part of Chanda’s Georgia Tech experience.

Here are Chanda’s recommendations for “How to Pre-Health” at Georgia Tech:

Q: What is your degree, year, and hometown?

A: I am a fourth-year Neuroscience major with minors in health and medical sciences and leadership studies. I am from Columbus, Georgia, which is located about two hours south from Atlanta!

Q: What activities are you involved with on campus?

A: On campus, I am involved in several student organizations, research and mentoring. I currently serve as the president of SHC, executive vice president of American Medical Student Association (AMSA) and vice president of Support, Health, and Education (S.H.E) for Women.

SHC is an organization focused on promoting volunteerism and healthcare awareness among Georgia Tech students. Our goal is to provide students interested in leadership and volunteerism with the opportunities and resources to make an impact in our community! 

AMSA is an organization with the mission of supporting, informing, and inspiring future physicians to make healthcare a better place. Our goal is to provide support for the academic aspects of being a pre-health student through our workshops and initiatives. 

Last, but not least, S.H.E for Women is a newly chartered organization with the mission of spreading awareness to women’s health issues, especially in the realm of homelessness. Our goal is to provide support to larger Atlanta-based organizations with similar missions by advocating for them, informing our Georgia Tech students of these issues, and hosting service projects to help alleviate said issues. 

My role in each of organizations involves coordinating the operations of the organizations and most importantly supporting all members in their future endeavors. My goal is to be a resource for others and to share my experiences. As a teaching leader for a Neuroscience GT 1000 course, I have the opportunity to continue this goal as a mentor for first-year students! I also serve as an undergraduate research assistant in professor Eric Schumacher’s Cognitive Neuroscience at Tech Research Lab (CoNTRoL). I am currently completing the research option on my own project investigating whether attentional brain networks, which are neural pathways in the brain modulating attention, can predict learning in an online environment using fMRI techniques!

Off campus, I am involved in several different activities as well. I serve as a medical intern at the Good Samaritan Health Center, or Good Sam, which is a charitable clinic just five minutes away from Georgia Tech. Through this position, I support the hard-working medical staff, while also practicing skills essential for future healthcare providers, such as making patients feel safe and comfortable, managing the demands of healthcare, and being adaptable and flexible. Throughout my four years at Tech, this experience has been the most eye-opening and impactful to me. Before Good Sam, I was blind to many of the issues related to healthcare, such as the effects of healthcare disparities, the lack of healthcare accessibility and more. 

This experience inspired me to also be an advocate for more accessible and equitable healthcare and motivated me to use my resources to help spread awareness and educate other Georgia Tech students through AMSA’s Urban Clinic of Atlanta (UCA) team and Student Hospital Connection’s Outreach team. With Good Sam, I also serve as a clinical caller and shift coordinator on their Covid-19 helpline and a volunteer for their Covid-19 and flu pop-up vaccine sites! I also work as a medical scribe for Comprehensive Women’s Care of Columbus (CWCC), a private OBGYN practice in my hometown dedicated to providing accessible and women-focused healthcare. During my free time, I do some dancing here and there!

Q: When did you know you wanted a career in pre-health?

A: When I was about eight years old, my uncle came to live with us while studying for the United States Medical License Exam, which is a three-step examination program to receive your medical license. During this time, my uncle was also responsible for watching me while my parents worked. He would encourage me to study with him by giving me case studies to memorize. I was responsible for learning the patient’s symptoms and history, and then presenting the case to him so he could “diagnose” me. That was the summer I realized I wanted to pursue medicine because connecting with and being able to help others has always been something I have been passionate about! As I grew older, I began seeing the positive and life-changing impact physicians had on individuals, families and groups of people, and my Georgia Tech experience inspired me to use my education to help underserved and uninsured populations receive quality healthcare.

Q: Why did you choose to pursue pre-health at Georgia Tech?

A: When I was a prospective student, I came to tour Georgia Tech. Prior to the tour, I was quite hesitant in coming to Tech for pre-health, but very quickly I realized that Georgia Tech was located in a vibrant community full of opportunities just steps away from campus! Additionally, I am someone who strives to challenge myself and try new things. I value personal growth and I knew Georgia Tech would help facilitate that for me. I am really thankful for choosing to come here for my undergraduate experience.

Q: What resources at Georgia Tech have prepared you for a pre-health career?

A: Student organizations and the Pre-Health Advising Office have been really impactful in preparing me for my pre-health career. Through student organizations, I found an open and welcoming community, as well as support from my upperclassmen peers. As a current upperclassman participating in student organizations, I am grateful to be able to provide support those still learning about the path! The Pre-Health Advising Office has been crucial in supporting me academically as I pursue this path. They have many programs to help assist through the process and are always available during their drop-in hours to talk. Talking about your career can be really stressful and make you feel vulnerable, but the Office does a great job with building relationships with students, so you have a safe place to go to for career-related discussions.

Q: What have some of your favorite classes at Georgia Tech been and why?

A: One of my favorite classes to participate in was Vertical Integrated Projects (VIP). During my first and second year at Tech, I joined a VIP regarding Health Informatics on FHIR, or Fast Healthcare Interoperability Resources. This project was heavily industrial engineering-based, but very interesting! I appreciated learning about how other fields, especially engineering, could improve healthcare. 

As a leadership studies minor, I am required to delve a little bit into management and business, which led me to taking MGT 3662, Management in the Healthcare Sector. This course was extremely eye-opening as it exposed me to many conflicts in healthcare and delved into how business and technology make an impact on the patient experience. I would highly recommend this course to pre-health students! I am currently taking the practicum portion of this course and working closely with the Children’s Healthcare of Atlanta to help resolve an issue they are currently facing using the skills I have learned in MGT 3662 and my experience working in and learning more the healthcare field. 

I also really enjoyed taking physics for life sciences and organic chemistry, as these courses challenged me the most! In the end, despite the challenge, I realized how much they helped me improve my critical thinking skills. Additionally, it was great seeing how they could be applied in medicine and pharmaceuticals to improve healthcare.

Q: What professors, advisors, or older students have helped you prepare for your career?

A: During my first semester at Georgia Tech, my GT 1000 and PSYC 1101 professor Mary Holder played a huge role in helping me adapt to college life. With her support, I learned the necessary time management and study skills needed to succeed at Georgia Tech. This also gave me the opportunity to try out other interests of mine inspired by Tech, such as industrial engineering through a VIP program and my leadership studies minor! I am really thankful for the support of my family, friends, and academic and career advisors!

Thirteen College of Sciences students and alumni are among nearly 90 Georgia Tech students and alumni being awarded five-year fellowships and honorable mentions for their research in STEM disciplines through the National Science Foundation (NSF) Graduate Research Fellowship Program (GRFP).

They are among 50 graduate student researchers at Georgia Tech and 39 Institute alumni being recognized by GRFP for research excellence.

The program supports outstanding students in NSF-supported science, technology, engineering, and mathematics disciplines through five-year fellowships, which include an annual stipend to each fellow, as well as a cost of education allowance for tuition and fees to their academic institutions. 

Georgia Tech Sciences students and alumni recognized this year hail from the Schools of Earth and Atmospheric Sciences, Biological Sciences, Chemistry and Biochemistry, Physics, and the Georgia Tech Neuroscience program.

College of Sciences student researchers receiving GRFP awards and honorable mentions are:

Half a dozen College of Sciences alumni who received their undergraduate degrees at Tech and are now conducting graduate research at other universities and organizations, are also receiving 2022 GRFP Awards:

Hardt, a Georgia Tech Stamps President's Scholar, and Verboncouer are also prior recipients of the Rutt Bridges Undergraduate Research Initiative Award for Earth and Atmospheric Sciences (EAS) students. Gibson, an AGU Bridge Fellow, and Elbon, a Georgia Tech President’s Fellow, also hail from EAS. Hanna, who majored in chemistry at Georgia Tech, also conducted undergraduate research in EAS. 

More information on the NSF Graduate Research Fellowship Program can be found here.

As the academic year nears its end, a season of celebration begins. Several students were recognized for excellence this year at the annual Student Honors Celebration on Thursday, April 21. See photos from the event on Flickr.

The following students were recognized at this year's event:

College of Computing

Donald V. Jackson Fellowship
Shoale Badr, Lohith Burra, Raj Sanjay Shah

Marshall D. Williamson Fellowship
Cole Anderson, Tricia Dang, Abrahim Ladha, Pengda Xie

Outstanding Graduate Head Teaching Assistant Award
Rusty Otomo

Outstanding Graduate Teaching Assistant Award
Sam Jijina

Outstanding Undergraduate Head Teaching Assistant Award
Mitchell Gacuzana

Outstanding Undergraduate Teaching Assistant Award
Anthony Zheng

 

Ivan Allen College of Liberal Arts

History and Sociology

The Bellon Award
Katie Marchese and Yihua Xu

Modern Languages

Excellence in Applied Languages and Intercultural Studies (ALIS) Award
Ella Tiller

International Affairs

International Affairs Graduate Teaching Assistant of the Year
Amelia Rousseau

International Affairs Online Teaching Assistant of the Year
Leslie Dwolatzky

International Affairs Outstanding Graduate Student Award
Brian Stewart

International Affairs Outstanding Undergraduate Student Award
Samuel Ellis

Economics

Outstanding Economics Student Award
Samantha Cameron

Public Policy

Outstanding Public Policy Undergraduate Student Award
Archa Amin, Kathryn Earles, Adam Lederer

 

College of Design

AIA Medal for Academic Excellence
Weston Byerly and Monica Rizk

AICP Outstanding Student Award
Freyja Brandel-Tanis

Alpha Rho Chi Medal
AnLi French

Industrial Designers Society of America Student Merit Award
Sophia De Lurgio

John and Joyce Caddell Student Merit Award
Blaine Allen and Naomi Censullo

Kim Scott Logan Award
Mir Jeffres

Stanley, Love-Stanley, P.C. Award
Breanna Rhoden and Christian Waweru

 

Scheller College of Business

Dow Chemical-P.C. McCutcheon Prize for Outstanding Student Achievement in Business
Cindy Qiu

Jennifer R. and Charles B. Rewis Award for Student Excellence in Accounting
Katherine Fishman and Vicky Yang

John R. Battle Award for Student Excellence
Ben Barnett and Kara Pomerantz

Naresh K. Malhotra Scholarship for Marketing Research
Clara McKay

 

College of Sciences

A. Joyce Nickelson and John C. Sutherland Prize
Sarah Eisenstadt

Cynthia L. Bossart and James Efron Scholarship
Sena Ghobadi

Larry S. O’Hara Fellowship
Jason Tsukahara, Youngho Yoo, Pedro Marquez Zacarias

Mehta Phingbodhipakkiya Undergraduate Memorial Scholarship
Nabojeet Das

Roger M. Wartell, Ph.D., and Stephen E. Brossette, M.D., Ph.D. Award for Multidisciplinary Studies in Biology, Physics, and Mathematics
Lila Nassar

Virginia C. and Herschel V. Clanton Jr. Scholarship
Griffin Wagner

College-Wide Award

Robert A. Pierotti Memorial Scholarship
Holly McCann and Soham Kulkarni

 

College of Engineering

Aerospace Engineering

Aerospace Engineering Outstanding Senior Scholar Award
Anonto Zaman

Donnell W. Dutton Outstanding Senior in Aerospace Engineering Award
Stacey Tian

Biomedical Engineering

G.D. Jain Outstanding Senior in Biomedical Engineering Award
Kevin McCoy

Outstanding Academic Achievement in Biomedical Engineering Award
Adith Srivasta

S.K. Jain Outstanding Research Award in Biomedical Engineering
Mary Kate Gale

Chemical and Biomolecular Engineering

Chair’s Award — Outstanding Chemical and Biomolecular Junior
Ethan Guglielmo

Chair’s Award — Outstanding Chemical and Biomolecular Senior
Christina Whetzel

Civil and Environmental Engineering

Buck Stith Outstanding Junior Award in Civil Engineering
Anthony Sanseverino

Buck Stith Outstanding Junior Award in Environmental Engineering
Aidan Labrozzi

Buck Stith Outstanding Senior Award in Civil and Environmental Engineering
Zoe Zhang

School Chair’s Outstanding Senior Award in Civil Engineering
Thomas Papageorge

School Chair’s Outstanding Senior Award in Environmental Engineering
Johanna Hall

Electrical and Computer Engineering

Electrical and Computer Engineering Undergraduate Research Award
Pradyot Yadav

Outstanding Computer Engineering Senior Award
Zachary Olkin

Outstanding Electrical Engineering Senior Award
Katherine Roberts

Industrial and Systems Engineering

Alpha Pi Mu Academic Excellence Award
Oscar Aguilar and Xufei Liu

Evelyn Pennington Outstanding Service Award
Hung Doan and Duncan Siebert

Institute of Industrial and Systems Engineers Excellence in Leadership Award
Dany Shwayri

Materials Science and Engineering

American Association of Textile Chemists and Colorists (AATCC) Student Chapter Award for Graduating Senior
Alp Kulaksizoglu

School of Materials Science and Engineering Outstanding Senior Award
Alp Kulaksizoglu and Matthew Kuner

Mechanical Engineering

George W. Woodruff School of Mechanical Engineering Outstanding Scholar Award
Andrew Galassi

George W. Woodruff School of Mechanical Engineering School Chair’s Award
Joseph Stein

Richard K. Whitehead Jr. Memorial Awards
Julia Binegar, Blake Castleman, Sarah Chen, William Compton, Rebekah Travis

Nuclear and Radiological Engineering

Outstanding Scholastic Achievement Award — Nuclear and Radiological Engineering Program, School of Mechanical Engineering
MaryEmma Hughes

College-Wide Awards

College of Engineering (COE) Honors Awards
Evan Beckley, Denzel Carter, Eliezer Zavala Gonzalez, Zhiyi Li, Matthew Liu,
Bain McHale, Kristina Malinowski, Jana Shade, Taryn Trigler, Sophia Ung, Nick Vu

Davidson Family Tau Beta Pi Senior Engineering Award
Zachary Olkin

 

Institute Awards

Alvin M. Ferst Leadership and Entrepreneur Scholarship Award
Adam Lederer and Chris Ozgo

Naugle Communication Center Assistant of the Year Award
Jose Miranda-Hernandez

Georgia Tech Faculty Women’s Club Scholarships
Alexander Emelianov, Kelly Haas, Ben Howard, Parth Parashar, Shiloh Emma Thomas-Wilkinson

Jordan Lockwood Peer Tutor of the Year Award
Emily Nguyen and Raneem Rizvi

Outstanding Learning Assistant Award
Aboubacar Barrie

Outstanding PLUS Leader Award
Jerry Schweiger

Outstanding Student Assistant Award
Vivi Tran

Outstanding Tutor Award
Raymond Copeland

Provost’s Academic Excellence Award
Kathryn Earles, Jocelyn Kavanagh, Emily Salmond, Conner Yurkon

Love Family Foundation Award
Yashvardhan Tomar

The following members of the Tech community were honored at the 2022 Faculty and Staff Honors Luncheon on Friday, April 29. See photos from this year's event.

 

Georgia Tech Chapter Sigma Xi Awards

Best Faculty Paper Award

Roman Grigoriev
Professor, Physics

Nga Lee (Sally) Ng
Associate Professor, Chemical and Biomolecular Engineering

Young Faculty Award

Samuel Coogan
Assistant Professor, Electrical and Computer Engineering

Diyi Yang
Assistant Professor, Interactive Computing

Sustained Research Award

Dimitri Mavris
Regents Professor, Aerospace Systems Design Lab

 

Institute Research Awards

Outstanding Achievement in Research Enterprise Enhancement

Michelle Wong
Assistant Director, Business Operations, Parker H. Petit Institute for Bioengineering and Bioscience

Outstanding Achievement in Advancing Diversity, Equity, and Inclusion in Research

Cassie Mitchell
Assistant Professor, Biomedical Engineering

Outstanding Achievement in Early Career Research Award

Matthew McDowell
Associate Professor, Mechanical Engineering

Outstanding Achievement in Research Innovation Award

Natalie Stingelin-Stutzmann
Professor, Materials Science and Engineering

Outstanding Doctoral Thesis Advisor Award

Manos Tentzeris
Professor, Electrical and Computer Engineering

Outstanding Faculty Research Author Award

Zhiqun Lin
Professor, Materials Science and Engineering

Outstanding Achievement in Research Program Development Award
RADX TEAM (The Rapid Acceleration of Diagnostics)

Oliver Brand
Professor, Electrical and Computer Engineering

Hang Chen
Senior Research Scientist, Institute for Electronics and Nanotechnology

Sarah Farmer
Research Scientist I, Center for Advanced Communications Policy

David Gottfried
Regents Researcher, Institute for Electronics and Nanotechnology

David Ku
Regents Professor, Mechanical Engineering

Wilbur Lam
Professor, Biomedical Engineering

Amanda Peagler
Research Scientist II, Center for Advanced Communications Policy

Erika Tyburski
Program and Operations Manager, Institute for Electronics and Nanotechnology

 

ANAK Award

Carol Senf
Professor, Literature, Media, and Communication

Joi Alexander
Director, Health Initiatives

 

Staff Performance Awards

Acting With Ethics First Award

Terry Lee Grumley Bridges
Unit Director, Ethics and Compliance, GTRI

Cultivating Well-Being Award

Denise Ocasio Thomas
Assistant Director, Retention Initiatives, OMED

One Small Step Award

Shandra R. Jones
Public Services Associate Lead, Library

One Giant Leap Award
Office of The Arts

Justin Camp
Theater Production Assistant, Office of the Arts

Paul D. Cottongim
Theater Production Manager, Office of the Arts

Joe T. Davis
Stage Audio Technician, Office of the Arts

Ben A. Dosta
General Operations Manager, Office of the Arts

Dorcas Louise Ford-Jones
Senior Administrative Professional, Office of the Arts

Elizabeth B. Geiger
Communications Officer I, Student Engagement and Well-Being

Rachel C. Haage
Event Coordinator II, Office of the Arts

Almelida Rene Merriewether Baker
Patron and Event Services Assistant, Office of the Arts

Holley E. Mitchell
Box Office Coordinator, Office of the Arts

Twanesia Rucker
Box Office Assistant, Office of the Arts

Aaron David Shackelford
Director, Office of the Arts

Leadership in Action Award

Kevin M. Ellis
Assistant Director, Financial Operations, Aerospace Engineering

Samuel Evans III
Fleet Services Manager, Infrastructure and Sustainability

Leading By Example in Sustainability Award

Emma C. Brodzik
Campus Sustainability Project Manager, Infrastructure and Sustainability

Rising Wreck Award

Samba Diop
Senior Digital Learning Specialist, Office of Information Technology

Service to the Community Award

Richard A. Bedell
Electrical Engineer III, Chemistry and Biochemistry

Sarah Strohmenger
Student Life Program Director, Student Engagement and Well-Being

Putting Students First Award

Laura Tyler Paige
Academic Advisor II, Parker B. Petit Institute for Bioengineering and Bioscience

ChBE Academic Advising Team

Adrienne Rice Hillman
Academic Advisor II, Chemical and Biomolecular Engineering

Ellen Murkison
Academic Advising Manager, Chemical and Biomolecular Engineering

Ami B. Waller-Ivanecky
Academic Program Manager I, Chemical and Biomolecular Engineering

Excellence Award
Large-Scale Covid-19 Vaccination Clinic

Ina Collins
Nursing Manager, Stamps Health Services

Benjamin Royce Holton, M.D.
Senior Director, Stamps Health Services

John W. Scuderi
Director, Health Operations, Stamps Health Services

Theron Harold Stancil III
Assistant Director, Health Systems, Stamps Health Services

Nina Lee Thoman
Pharmacy Manager, Stamps Health Services

Lettie Pate Whitehead Evans Gender Equity Award

Carol Colatrella
Associate Dean, Literature, Media, and Communications

Sybrina Atwaters
Academic Professional, Institute Diversity, Equity, and Inclusion

Spirit of Georgia Tech Award

Lauren B. Evans
Program and Operations Manager, Honors Program

Robert William Hampson
Administrative Manager II, History and Sociology

Joshua E. Stewart
Communications Manager, Biomedical Engineering

 

Center for Teaching and Learning Award

Curriculum Innovation Awards
School of Chemical and Biomolecular Engineering

Fani Boukouvala
Assistant Professor, Chemical and Biomolecular Engineering

Martha Grover
Chair, Chemical and Biomolecular Engineering

A.J. Medford
Assistant Professor, Chemical and Biomolecular Engineering

J. Carson Meredith
Professor, Chemical and Biomolecular Engineering

David Sholl
School Chair, Chemical and Biomolecular Engineering

Undergraduate Educator Award

Jacqueline Garner
Senior Lecturer, Scheller College of Business

Amit S. Jariwala
Senior Academic Professional, Mechanical Engineering

Geoffrey G. Eichholz Faculty Teaching Award

Michael Evans
Senior Academic Professional, Chemistry and Biochemistry

Christie N. Stewart
Senior Academic Professional, Biological Sciences

CTL/BP Junior Faculty Teaching Excellence Award

Katie Badura
Assistant Professor, Scheller College of Business

John James Blazeck
Assistant Professor, Chemical and Biomolecular Engineering

Neha Garg
Assistant Professor, Chemistry and Biochemistry

Allen Hyde
Assistant Professor, History and Sociology

Natalie Khazaal
Assistant Professor, Modern Languages

Annabelle C. Singer
Assistant Professor, Biomedical Engineering

Innovation and Excellence in Laboratory Instruction Award

Christy O’Mahony
Senior Academic Professional, Chemistry and Biochemistry

Faculty Award for Academic Outreach

James R. Sowell
Principal Academic Professional Physics

Innovation in Co-Curricular Education Award

Mary Hudachek-Buswell
Lecturer, Computing

Fisayo Omojokun
Senior Lecturer, Computing

Jake D. Soper
Associate Professor, Chemistry and Biochemistry

Teachinig Excellence Award for Online Teaching

Michael Evans III
Senior Academic Professional, Chemistry and Biochemistry

Scholarship of Teaching and Learning Award

Emily G. Weigel
Senior Academic Professional, Biological Sciences

 

International Initiatives Award

Steven A. Denning Faculty Award for Global Engagement

Aris Georgakakos
Professor, Civil and Environmental Engineering

 

Faculty Honors Committee Awards

Outstanding Undergraduate Research Mentor Award
Junior Faculty

Cassie Mitchell
Assistant Professor, Biomedical Engineering

Senior Faculty

Jaydev P. Desai
Professor, Biomedical Engineering

Outstanding Use of Educational Technology

Aselia Urmanbetova
Academic Professional, Economics

Class of 1934 Outstanding Service Award

Pinar Keskinocak
Professor, Industrial and Systems Engineering

Class of 1934 Outstanding Interdisciplinary Activities Award

Thomas Orlando
Professor, Chemistry and Biochemistry

Class of 1940 W. Roane Beard Outstanding Teacher Award

Brendan Saltaformaggio
Assistant Professor, School of Cybersecurity and Privacy

Class of 1940 W. Howard Ector Outstanding Teacher Award

Carrie Shepler
Principal Academic Professional, Chemistry and Biochemistry

 

Class of 1934 Distinguished Professor Award

Marilyn Brown
Regents Professor, Public Policy

This school year, dozens of College of Sciences undergraduate students have been recognized across Georgia Tech and beyond for significant academic achievements and excellence, including several honored during Tech’s Student Honors Celebration, held on April 21 at the Academy of Medicine.

College of Sciences graduate students and researchers have also been recognized with Georgia Tech Teaching Assistant Awards and special certificates during the Institute’s Teaching Assistant (TA) and Future Faculty Award ceremonies, held on April 20 at the Bill Moore Student Success Center.

Please join us in congratulating these special recipients across our community:

 

Love Family Foundation Award

Yashvardhan Tomar, a double major in the School of Physics and the Daniel Guggenheim School of Aerospace Engineering, is the recipient of one of the highest academic honors given to a Georgia Tech graduating senior, the Love Family Foundation Award. 

The accolade is made possible by a generous grant from the Gay and Erskine Love Foundation, and recognizes the undergraduate student with the most outstanding scholastic record of all members of the class. 

Each of Georgia Tech’s six colleges nominates its top graduating student, and the winner is ultimately selected by the academic associate deans in coordination with the Office of Undergraduate Education (OUE). 

“I find myself at a loss for words to truly convey how grateful I feel to the institute for selecting me for this really high honor,” Tomar says.

“I still remember my first day as a freshman at Tech—a young boy beyond-eager to learn so many new things and get involved in so much exciting research—an excitement that has stayed with me since," he shares.

"The news of this award comes as a strong boost of encouragement and appreciation to propel with me strengthened promise towards the fulfillment of my aspirations. I express my most heartfelt thanks to everyone who invested their belief in my candidature for this highly prestigious award.”

 

Roger M. Wartell and Stephen E. Brossette Award for Multidisciplinary Studies in Biology, Physics, and Mathematics

This award is presented to an undergraduate student with demonstrated accomplishments at the interface of biology with either physics or mathematics. The award was established by a generous donation from alumnus Stephen E. Brossette in recognition of the many contributions of Roger M. Wartell to the Georgia Institute of Technology.

The 2022 winner, Lila Nassar, is a physics major with a concentration in the physics of living systems. Nassar has a broad set of research experiences with faculty Martin Mourigal and Jennifer Curtis in the School of Physics. Nassar has also served as the secretary and president of the Georgia Tech Society of Women in Physics.

“Lila has broad interests and lots of ambition,” says Curtis. “She brings both an intensity that is useful for driving forward progress and dealing with setbacks. She brings that same fire and energy to her role as president of the Society of Women in Physics.”

In summer 2021, Nassar also participated in a National Science Foundation Research Experience for Undergraduates program at Vanderbilt University.

 

A. Joyce Nickelson and John C. Sutherland Undergraduate Research Award 

This award was created by the endowment gift of Joyce E. Nickelson and John C. Sutherland to honor Joyce’s late mother, alumna A. Joyce Nickelson, and Sutherland. The scholarship, which recognizes excellence at the interface of mathematics and physics, is awarded to an undergraduate student who has jointly studied mathematics and physics, and who has engaged in scientific research.

Nickelson-Sutherland award winner Sarah Eisenstadt is completing majors in physics and mathematics, and also studies applied languages and intercultural studies.

Eisenstadt has completed research with Michael Loss in the School of Mathematics on mathematical physics and the development of an energy functional to describe superconductivity, and with Stephanie Boulard on the artist Marc Chagall. She has also served as a teaching assistant for linear algebra and multivariable calculus. 

 

Cynthia L. Bossart and James Efron Scholarship 

This honor was created by alumna Cindy Bossart to recognize high academic achievement by a student in the College of Sciences who is a non-Georgia resident. 

The 2022-3 recipient of this award, Sena Ghobadi, is a resident of Florida who graduated from American Heritage School in Broward County. Ghobadi has made a strong start as a first-year as a physics major at Georgia Tech: she has already begun work as a teaching assistant for Physics 2211. 

 

Metha Phingbodhipakkiya Memorial Scholarship 

This honor was established by Maranee Phingbodhipakkiya to honor her father, his love for physics, and the sacrifices he made to assure that she would have the finest education. This award is made to a junior or senior in the College of Sciences based on academic merit.

The recipient of this award, Nabojeet Das, is a graduate of Tucker High School and is a candidate for the Bachelor of Science in Biology with the Research Option designation and Biologically Inspired Design certificate.

Das has served as a teaching assistant for the introductory Organismal Biology course, and as a resident assistant for Georgia Tech Housing. His research with Aniruddh Sarkar, an assistant professor in the Wallace H. Coulter Department of Biomedical Engineering, focuses on the creation of small and portable biosensors for Covid-19 and other diseases.

He has presented his research at a meeting of the Biomedical Engineering Society. Das is a member of DramaTech, the Minority Association of Premed Students, and Buzz Mobile Health. 

 

Virginia C. and Herschel V. Clanton Jr. Scholarship 

This scholarship was established by alumnus Herschel V. Clanton Jr. to honor his wife, Virginia. The scholarship is awarded annually to a student in the College of Sciences who has demonstrated outstanding academic achievement.

The 2022 recipient of the Clanton Scholarship, Griffin Wagner, is a graduate of Vero Beach High School in Florida and is currently a biology major.

Wagner’s research with Jennette Yen in the School of Biological Sciences, with collaborators at the Carter Center, the University of Georgia, Texas A&M, and the African country of Chad, focuses on inhibiting the transmission of African guinea worm disease.

He has completed an internship at the Harbor Branch Oceanographic Institute, and a National Science Foundation Research Experiences for Undergraduates (REU) program at Georgia Tech. Wagner presented his research at the 2022 Ocean Sciences meeting. 

 

Robert A. Pierotti Memorial Scholarship

The College of Sciences presents this scholarship in honor of Robert “Bob” Pierotti, past dean of the College and founder of the Center for Education Integrating Science, Mathematics, and Computing (CEISMC). The award is made to top graduating seniors in the College who have excelled both academically and in research.

The two recipients of the 2022 Pierotti Award are Holly McCann and Soham Kulkarni.

McCann is a biology major who is completing the Biomolecular Technology certificate. She is a researcher with Loren Williams in the School of Chemistry and Biochemistry, working on the prediction and visualization of the structure of RNA. McCann’s work led to the publication of a paper in the journal Nucleic Acids Research. She has also participated in the BeeSnap Vertically Integrated Project with Jennifer Leavey. McCann has also completed internships with Syngenta and Fidelity Investments.

“Holly is remarkable,” says Williams. “She is highly intelligent, creative, motivated, functional and productive. She is destined to be an extremely successful scientist.”

Kulkarni, a graduate of Chattahoochee High School, is a biochemistry major who will also complete the Health and Medical Sciences and Computational Data Analysis minors.

He has conducted research with Cassie S. Mitchell in the Chronic Myeloid Leukemia laboratory. He is a coauthor of a paper in the journal Pharmaceutics and has presented his research at the Biomedical Engineering Society (BMES) conference. He also serves as an Undergraduate Research Ambassador.

 

Larry O’Hara Graduate Scholarship

This honor is provided by an endowment bequeathed by alumnus Larry O’Hara. It is presented to outstanding graduate students in the College of Sciences. 

All of the 2022 winners have established a strong record of research with multiple publications in peer-reviewed journals, as well as multiple conference presentations:

Yoo is currently studying graph theory with Xingxing Xu and holds a prestigious NSERC Postgraduate Scholarship to support her doctoral studies.

Márquez-Zacarias’ doctoral research with William Ratcliff focuses on developing theories to understand how multicellular organisms became more complex, and how microbial populations are structured in space.

Tsukahara, who is studying cognition and brain science with Randall Engle, focuses on investigating the nature of attention control with the use of pupillometry and mind-wandering reports. 

 

Herbert P. Haley Fellowship

This graduate fellowship recognizes significant accomplishments and outstanding academic achievements for students at Georgia Tech.

The 2022 winners are:

 

Teaching Assistant Awards

The College of Science had four winners among the 2022 Georgia Tech Teaching Assistant Awardees, with three hailing from the School of Mathematics. The awards are presented annually by the Center for Teaching and Learning to celebrate the contributions to teaching excellence at Georgia Tech made by graduate and undergraduate teaching assistants:

  • Undergraduate Teaching Assistant of the Year:
    Bryan Clark, Mathematics 

  • Graduate Teaching Assistant of the Year:
    Tao Yu, Mathematics

  • Graduate Student Instructor of the Year:
    Elizabeth (Liz) Jones, Chemistry and Biochemistry

  • Online Head Teaching Assistant of the Year:
    Jaewoo Jung, Mathematics

 

Tech to Teaching Certificates

Tech to Teaching Certificates are designed to prepare Georgia Tech graduate and postdoctoral associates for college teaching positions.

Through this certificate program, participants will develop a thorough understanding of the scholarship of teaching and learning, and will demonstrate their ability to apply these skills in the classroom.

The following College of Sciences students were awarded Tech to Teaching Certificates:

 

Center for the Integration of Research, Teaching, and Learning (CIRTL) Certificates

As a member institution in the CIRTL national network, Georgia Tech joins with 37 other universities on a mission to improve undergraduate education through the preparation of future faculty.

Participants in these certificate programs learn about how students learn, how differences among students affect their learning, evidence-based teaching and assessment practices, and teaching with technology.

Participants who complete these foundation-level learning outcomes through a combination of coursework, workshops, or online learning, receive the CIRTL Associate certificate.   

The following College of Sciences students were awarded CIRTL Certificates:

 

Georgia Tech has received two Department of Defense (DoD) 2022 Multidisciplinary University Research Initiative (MURI) awards totaling almost $14 million. The highly competitive government program supports interdisciplinary teams of investigators developing innovative solutions in DoD interest areas. This year, the DoD awarded $195 million to 28 research teams across the country.

Georgia Tech’s MURIs are both primarily within the School of Physics. First, Simon Sponberg, a Dunn Family Associate Professor of Physics and Biological Sciences, leads a team discovering how animals strategically use sensing and cognition to make decisions in complex environments. The project, Fast, Lexicographic Agile Perception Integrates Decision and Control in a Spike-Resolved, Sensorimotor Program (FLAP), specifically addresses the  core DoD topic area of understanding neural systems integration for competent autonomy in decision and control.

“We have all these great, sophisticated algorithms for processing big data, but an animal doesn't have time to process a million samples of its environment and then figure out what’s a predator,” said Sponberg.

Studying moths for their agile, sophisticated flying and complex sensing abilities, the team will record electrical activity in the brain to determine how the moths make decisions and use natural language processing techniques to see how a moth derives meaning from sensory cues and movements. The goal is to develop an information processing framework that enables quick, flexible decision-making that could facilitate the next generation of autonomous bio-inspired systems and better integrate living systems with engineered technologies

The interdisciplinary nature of the team makes complex research possible. Half the team is made of experimentalists: Sponberg specializes in sensors connected to motor systems with precisely timed signals; Jeff Riffell, a professor at the University of Washington, studies how the nervous system processes sensory signals to control behavior; and as a vision neuroscientist at Florida International University, Jamie Theobald, determines how animals parse complex environments. The other half of the team will build the framework: Duke Professor Vahid Tarokh models complex datasets, Georgia Tech School of Mathematics Assistant Professor Hannah Choi focuses on neural networks, and Cornell Professor Silvia Ferrari ties it all together as a control theorist embedding control in neural structures.

“MURIs were originally training grants for the DoD to develop the next generation of scientists who would make progress,” said Sponberg. “This funding will allow us to have postdocs and graduate students across all six labs and disciplines working together tightly and creating a community.”

For the second MURI, Programming Multistable Origami and Kirigami Structures via Topological Design, Georgia Tech Assistant Professor Zeb Rocklin is part of a team exploring a new class of origami- and kirigami-inspired flexible, lightweight structures capable of transitioning between many stable shapes to perform different tasks or adapt to changing environmental conditions. These structures could be used in a range of applications, from multifunctional robots and collapsible antennae to rapidly assembled bridges and temporary structures, and force protection elements like origami-inspired bulletproof shields.

The team combines experts in mathematics, physics, material science, mechanics, robotics, numerical modeling, and computation, including Harvard University Professors Katie Betoldi, Jennifer Lewis, L. Mahadevan, and Robert Wood, as well as University of Pennsylvania Associate Professor Eleni Katifori

The researchers will develop mathematical models to characterize and design the complex mechanical behavior of multi-stable origami and kirigami structures; new scale-spanning manufacturing processes that efficiently integrate actuation and sensing; and experimental test beds to serve as a platform for evaluation and optimization of design concepts.

"This project benefits from Georgia Tech's ability to develop tight, powerful connections between engineering advanced technologies and developing universal, mathematically rigorous physical theories,” Rocklin said. “We'll be starting from concepts that anyone can get a sense of by looking at or feeling a piece of origami and using robotics and multifunctional 3D printing to create complex, flexible and robust dynamical structures that can do things nobody has ever seen before."

This story by Jennifer Woodruff is shared jointly with the University of Colorado Denver.

In response to rising global temperatures, many plants and animals are moving to higher elevations to survive in cooler temperatures. But a new study from the University of Colorado Denver (CU Denver) and Georgia Tech finds that for flying insects — including bees and moths — this escape route may have insurmountable issues that could mean their doom.

The research team examined more than 800 species of insects from around the world and discovered that many winged insects are moving to higher elevations much slower than their non-flying counterparts. This is because the thinner air at higher elevations provides less oxygen for species to use. Because flight requires more oxygen to generate energy for movement than other styles of movement, such as walking, these species are migrating more slowly. 

The team’s findings were published in this week’s Nature Climate Change journal. Jesse Shaich, postbaccalaureate student at CU Denver, is also a member of the research team.

“When we think about where species will be able to live under climate change in the coming decades, we need to remember that animals are sensitive to more than just how hot or cold they are,” said CU Denver Assistant Professor of Integrated Biology Michael Moore, who led the study. 

Declining insect biodiversity has direct impact on humans

If flying insects’ native habitats get too warm too quickly, and they can’t find a suitable alternative or adapt in time, that will likely lead to their extinction. Beyond just being bad for the bugs themselves, loss of insects is bad news for humans as well. Most crop pollinators are the flying species the researchers expect to be vulnerable, and their extinction would be catastrophic to global food supply. Not only would this have implications for agriculture and food supply chains, but similar challenges are likely true for other species that need a lot of oxygen to live.

“Our earth’s biodiversity is rapidly declining, especially amongst insects. The global loss of insects will be ecologically catastrophic, so we urgently need to understand why and how this is happening,” said James Stroud, assistant professor of Biological Sciences at Georgia Tech.

Broadening research on high elevation challenges

To conserve as many species as possible, researchers need to grasp the full scope of challenges plants and animals face, whether they can overcome these challenges, and to predict the locations where they can survive. High elevation environments are also difficult for new species because of the scarcity of food, stronger winds, more extreme cold snaps, and increased ultraviolet radiation.

Moore concludes, “If we want to design effective conservation strategies, we must consider a broader range of environmental factors that species need to live.” 

 

 

About Georgia Institute of Technology
The Georgia Institute of Technology, or Georgia Tech, is one of the top public research universities in the U.S., developing leaders who advance technology and improve the human condition. The Institute offers business, computing, design, engineering, liberal arts, and sciences degrees. Its more than 45,000 undergraduate and graduate students, representing 50 states and more than 148 countries, study at the main campus in Atlanta, at campuses in France and China, and through distance and online learning. As a leading technological university, Georgia Tech is an engine of economic development for Georgia, the Southeast, and the nation, conducting more than $1 billion in research annually for government, industry, and society.

About the University of Colorado Denver
The University of Colorado Denver is the state’s premier public urban research university and equity-serving institution. Globally connected and locally invested, CU Denver partners with future-focused learners and communities to design accessible, relevant, and transformative educational experiences for every stage of life and career. Across seven schools and colleges in the heart of downtown Denver, our leading faculty inspires and works alongside students to solve complex challenges through boundary-breaking innovation, impactful research, and creative work. As part of the state’s largest university system, CU Denver is a major contributor to the Colorado economy, with 2,000 employees and an annual economic impact of $800 million. For more information, visit ucdenver.edu.

https://doi.org/10.1038/s41558-023-01794-2

Acknowledgments: Support was generously provided by the University of Colorado Denver (to M.P.M. and J.S.) and Washington University in St. Louis and the Georgia Institute of Technology (to J.T.S.). Conversations with J. de Mayo, J. Grady and A. Lenard and input from three reviewers improved this study.

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