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    “Mens et manus” in Guatemala

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    In a new, well-equipped lab at the University del Valle de Guatemala (UVG) in June 2024, members of two Mayan farmers’ cooperatives watched closely as Rodrigo Aragón, professor of mechanical engineering at UVG, demonstrated the operation of an industrial ultrasound machine. Then he invited each of them to test the device.“For us, it is a dream to be able to interact with technology,” said Francisca Elizabeth Saloj Saloj, a member of the Ija´tz women’s collective, a group from Guatemala’s highlands.After a seven-hour bumpy bus ride, the farmers had arrived in Guatemala City with sacks full of rosemary, chamomile, and thyme. Their objective: to explore processes for extracting essential oils from their plants and to identify new products to manufacture with these oils. Currently, farmers sell their herbs in local markets for medicinal or culinary purposes. With new technology, says Aragón, they can add value to their harvest, using herb oils as the basis for perfumes, syrups, and tinctures that would reach broader markets. These goods could provide much-needed income to the farmers’ households.A strategy for transformationThis collaboration is just one part of a five-year, $15-million project funded by the U.S. Agency for International Development (USAID) and managed by MIT’s Department of Mechanical Engineering in collaboration with UVG and the Guatemalan Export Association (AGEXPORT). Launched in 2021 and called ASPIRE — Achieving Sustainable Partnerships for Innovation, Research, and Entrepreneurship — the project aims to collaboratively strengthen UVG, and eventually other universities in Central America, as problem-solving powerhouses that research, design, and build solutions with and for the people most in need.“The vision of ASPIRE is that within a decade, UVG researchers are collaborating with community members on research that generates results that are relevant to addressing local development challenges — results that are picked up and used by policymakers and actors in the private sector,” says MIT Research Scientist Elizabeth Hoffecker, a co-principal investigator of ASPIRE at MIT, and leader of the Institute’s Local Innovation Group.UVG, one of Guatemala’s top universities, has embraced ASPIRE as part of its long-term strategic plan, and is now pursuing wide-ranging changes based on a playbook developed at MIT — including at MIT D-Lab, which deploys participatory design, co-creation, low-cost technologies, and capacity building to meet the complex challenges of poverty — and piloted at UVG. The ASPIRE team is working to extend the reach of its research innovation and entrepreneurship activities to its two regional campuses and to other regional universities. The overall program is informed by MIT’s approach to development of research-driven innovation ecosystems.Although lacking the resources (and PhD programs) of a typical U.S. university, UVG has big ambitions for itself, and for Guatemala.“We want to thrive and lead the country in research and teaching, and to accomplish this, we are creating an innovation and entrepreneurship ecosystem, based on best practices drawn from D-Lab and other MIT groups,” says Mónica Stein, vice-rector for research and outreach at UVG, who holds a doctorate from Stanford University in plant biology. “ASPIRE can really change the way that development work and local research is done so that it has more impact,” says Stein. “And in theory, if you have more impact, then you improve environmental outcomes, health outcomes, educational outcomes, and economic outcomes.”Local innovation and entrepreneurshipShifting gears at a university and launching novel development initiatives are complex challenges, but with training and workshops conducted by D-Lab-trained collaborators and MIT-based ASPIRE staff, UVG faculty, staff, and students are embracing the change. Programs underway should sound familiar to anyone who has set foot recently on the campus of a U.S. research university: hackathons, makerspaces, pitchapaloozas, entrepreneurship competitions, and spinouts. But at UVG, all of these serve a larger purpose: addressing sustainable development goals.ASPIRE principal investigator Daniel Frey, professor of mechanical engineering at MIT, believes some of these programs are already paying off, particularly a UVG venture mentoring service (VMS), modeled after and facilitated by MIT’s own VMS program. “We’d like to see students building companies and improving their livelihoods and those of people from indigenous and marginalized communities,” says Frey.The ASPIRE project intends to enable the lowest-income communities to share more of Guatemala’s wealth, derived mainly from agricultural goods. In collaborating with AGEXPORT, which enables networking with companies across the country, the team zeroed in on creating or enhancing the value chain for several key crops.“Snow peas offer a great target for both research and innovation,” says Adilia Blandón, ASPIRE research project manager and professor of food engineering at UVG. Many farming communities grow snow peas, which they send along to companies for export to the U.S. Unless these peas are perfect in shape and color, Blandón explains, they don’t make it to market. Nearly a third of Guatemala’s crop is left at processing plants, turned into animal feed, or wasted.An ASPIRE snow pea team located farmers from two cooperatives who wanted to solve this problem. At a series of co-creation sessions, these growers and mechanical engineers at UVG developed a prototype for a low-tech cart for collecting snow peas, made from easily acquired local materials, which can navigate the steep and narrow paths on the hills where the plants grow. This method avoids crushing snow peas in a conventional harvest bag. In addition, the snow pea project has engaged women at a technical school to design a harvest apron for women snow pea farmers. “This could be a business opportunity for them,” Blandón says.Blandón vividly recalls her first ASPIRE workshop, focused on participatory design. “It opened my eyes as a researcher in so many ways,” she says. “I learned that instead of taking information from people, I can learn from them and create things with them that they are really excited about.” It completely changed how she approaches research, she says.Working with Mayan communities that produce snow peas, where malnourishment and illness are rampant, Blandón and ASPIRE researchers found that families don’t eat the protein-packed vegetable because they don’t find it palatable — even though so much of it is left over from harvest. Participatory design sessions with a group of mothers yielded an intriguing possibility: grinding snow peas into flour, which would then be incorporated into traditional bean- and corn-based dishes. The recipes born of this collaboration could land on WhatsApp or TikTok, mobile apps familiar to these families.Building value chainsAdditional research projects are teasing out novel ways of adding value to the products grown or made by Guatemalan hands.These include an educational toolkit developed with government farm extension workers to teach avocado producers how to improve their practices. The long-term goal is to grow and export larger and unblemished fruit for the lucrative U.S. market, currently dominated by Mexico. The kit, featuring simple graphics for growers who can’t read or don’t have the time, offers lessons on soil care, fertilizing, and protecting the fruit post-harvest.ASPIRE UVG Research Director Ana Lucia Solano is especially proud of “an immersive, animated, Monopoly-like game that shows farmers the impact of activities like buying fertilizer on their finances,” she says. “If small producers improve their practices, they will have better opportunities to sell their products at a better price, which may allow them to hire more people, teach others more easily, and offer better jobs and working conditions — and maybe this will help prevent farmworkers from having to leave the country.”Solano has just begun a similar program to educate cocoa producers. “The cocoa of Guatemala is wonderful, but the growers, who have great native knowledge, also need to learn new methods so they can transform their chocolate into the kind of high-quality product expected in European markets, with the help of AGEXPORT,” she says.At the UVG Altiplano campus, Mayan instructor Jeremías Morales, who runs the maker space, trained with Amy Smith, an MIT senior lecturer and founding director of the D-Lab, to facilitate creative capacity-building programs. He is working with nearby villages on a solution for the backbreaking labor of planting broccoli seedlings.“Here in Guatemala, small farm holders don’t have technology to do this task,” says Solano. Through design and prototyping workshops, the village and UVG professors have developed an inexpensive device that accomplishes this painful work. “After their next iteration of this technology, we can support the participants in starting a business,” says Solano.Opportunities to invent solutions to commonplace but vexing problems keep popping up. A small village of 100 families has to share two mills to grind corn for their tortillas. It’s a major household expense. With ASPIRE facilitators, a group of women designed a prototype corn mill for home use. “They were skeptical at first, especially when their initial prototypes didn’t work,” reports Solano, “but when they finally succeeded, there was so much excitement about the results, an energy and happiness that you could feel in the room.”Adopting an MIT mindsetThis feeling of empowerment, a pillar of sustainable development, has great meaning for UVG Professor Victor Hugo Ayerdi, an ASPIRE project manager and director of UVG’s Department of Mechanical Engineering.“In college and after I graduated, I thought since everything came from developed countries, and I was in a developing country, I couldn’t invent products.” With that mindset, he says, he went to work in manufacturing and sales for an international tire manufacturing company.But when he arrived at UVG in 2009, Ayerdi heard from mechanical engineering students who craved practical experience designing and building things. Determined to create maker spaces for the three UVG campuses, he took a field trip to MIT, whose motto is “mens et manus” or “mind and hand.”“The trip changed my life,” he says. “The MIT mindset is to believe in yourself, try things, and fail, but assume there has to be a way to do it.” As a result, he says, he realized UVG faculty and students could also use scientific and engineering knowledge to invent products, become entrepreneurs, spark economic growth; they had the capacity. He and other UVG colleagues were primed for change when the ASPIRE opportunity emerged.As some ASPIRE research projects wind down their initial phases, others are just gearing up, including an effort to fashion a water purification system from the shells of farmed shrimp. “We are only just starting to get results from our research,” says Stein. “But we are totally betting on the ASPIRE model because it works at MIT and other places.”The ASPIRE researchers acknowledge they are looking at long timelines to make significant inroads against environmental, health, educational, and economic challenges.“My greatest hope is that ASPIRE will have planted the seed of this innovation and entrepreneurship ecosystem model, and that in a decade, UVG will have optimized the different programs, whether in training, entrepreneurship, or research, enough to actively transfer them to other Central American universities,” says Stein.“We would like to be the hub of this network and we want to stay connected, because, in theory, we can work together on problems that we have in common in our region. That would be really cool.” More

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      3 Questions: Bridging anthropology and engineering for clean energy in Mongolia

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      In 2021, Michael Short, an associate professor of nuclear science and engineering, approached professor of anthropology Manduhai Buyandelger with an unusual pitch: collaborating on a project to prototype a molten salt heat bank in Mongolia, Buyandelger’s country of origin and place of her scholarship. It was also an invitation to forge a novel partnership between two disciplines that rarely overlap. Developed in collaboration with the National University of Mongolia (NUM), the device was built to provide heat for people in colder climates, and in places where clean energy is a challenge. Buyandelger and Short teamed up to launch Anthro-Engineering Decarbonization at the Million-Person Scale, an initiative intended to advance the heat bank idea in Mongolia, and ultimately demonstrate its potential as a scalable clean heat source in comparably challenging sites around the world. This project received funding from the inaugural MIT Climate and Sustainability Consortium Seed Awards program. In order to fund various components of the project, especially student involvement and additional staff, the project also received support from the MIT Global Seed Fund, New Engineering Education Transformation (NEET), Experiential Learning Office, Vice Provost for International Activities, and d’Arbeloff Fund for Excellence in Education.As part of this initiative, the partners developed a special topic course in anthropology to teach MIT undergraduates about Mongolia’s unique energy and climate challenges, as well as the historical, social, and economic context in which the heat bank would ideally find a place. The class 21A.S01 (Anthro-Engineering: Decarbonization at the Million-Person Scale) prepares MIT students for a January Independent Activities Period (IAP) trip to the Mongolian capital of Ulaanbaatar, where they embed with Mongolian families, conduct research, and collaborate with their peers. Mongolian students also engaged in the project. Anthropology research scientist and lecturer Lauren Bonilla, who has spent the past two decades working in Mongolia, joined to co-teach the class and lead the IAP trips to Mongolia. With the project now in its third year and yielding some promising solutions on the ground, Buyandelger and Bonilla reflect on the challenges for anthropologists of advancing a clean energy technology in a developing nation with a unique history, politics, and culture. Q: Your roles in the molten salt heat bank project mark departures from your typical academic routine. How did you first approach this venture?Buyandelger: As an anthropologist of contemporary religion, politics, and gender in Mongolia, I have had little contact with the hard sciences or building or prototyping technology. What I do best is listening to people and working with narratives. When I first learned about this device for off-the-grid heating, a host of issues came straight to mind right away that are based on socioeconomic and cultural context of the place. The salt brick, which is encased in steel, must be heated to 400 degrees Celsius in a central facility, then driven to people’s homes. Transportation is difficult in Ulaanbaatar, and I worried about road safety when driving the salt brick to gers [traditional Mongolian homes] where many residents live. The device seemed a bit utopian to me, but I realized that this was an amazing educational opportunity: We could use the heat bank as part of an ethnographic project, so students could learn about the everyday lives of people — crucially, in the dead of winter — and how they might respond to this new energy technology in the neighborhoods of Ulaanbaatar.Bonilla: When I first went to Mongolia in the early 2000s as an undergraduate student, the impacts of climate change were already being felt. There had been a massive migration to the capital after a series of terrible weather events that devastated the rural economy. Coal mining had emerged as a vital part of the economy, and I was interested in how people regarded this industry that both provided jobs and damaged the air they breathed. I am trained as a human geographer, which involves seeing how things happening in a local place correspond to things happening at a global scale. Thinking about climate or sustainability from this perspective means making linkages between social life and environmental life. In Mongolia, people associated coal with national progress. Based on historical experience, they had low expectations for interventions brought by outsiders to improve their lives. So my first take on the molten salt project was that this was no silver bullet solution. At the same time, I wanted to see how we could make this a great project-based learning experience for students, getting them to think about the kind of research necessary to see if some version of the molten salt would work.Q: After two years, what lessons have you and the students drawn from both the class and the Ulaanbaatar field trips?Buyandelger: We wanted to make sure MIT students would not go to Mongolia and act like consultants. We taught them anthropological methods so they could understand the experiences of real people and think about how to bring people and new technologies together. The students, from engineering and anthropological and social science backgrounds, became critical thinkers who could analyze how people live in ger districts. When they stay with families in Ulaanbaatar in January, they not only experience the cold and the pollution, but they observe what people do for work, how parents care for their children, how they cook, sleep, and get from one place to another. This enables them to better imagine and test out how these people might utilize the molten salt heat bank in their homes.Bonilla: In class, students learn that interventions like this often fail because the implementation process doesn’t work, or the technology doesn’t meet people’s real needs. This is where anthropology is so important, because it opens up the wider landscape in which you’re intervening. We had really difficult conversations about the professional socialization of engineers and social scientists. Engineers love to work within boxes, but don’t necessarily appreciate the context in which their invention will serve.As a group, we discussed the provocative notion that engineers construct and anthropologists deconstruct. This makes it seem as if engineers are creators, and anthropologists are brought in as add-ons to consult and critique engineers’ creations. Our group conversation concluded that a project such as ours benefits from an iterative back-and-forth between the techno-scientific and humanistic disciplines.Q: So where does the molten salt brick project stand?Bonilla: Our research in Mongolia helped us produce a prototype that can work: Our partners at NUM are developing a hybrid stove that incorporates the molten salt brick. Supervised by instructor Nathan Melenbrink of MIT’s NEET program, our engineering students have been involved in this prototyping as well.The concept is for a family to heat it up using a coal fire once a day and it warms their home overnight. Based on our anthropological research, we believe that this stove would work better than the device as originally conceived. It won’t eliminate coal use in residences, but it will reduce emissions enough to have a meaningful impact on ger districts in Ulaanbaatar. The challenge now is getting funding to NUM so they can test different salt combinations and stove models and employ local blacksmiths to work on the design.This integrated stove/heat bank will not be the ultimate solution to the heating and pollution crisis in Mongolia. But it will be something that can inspire even more ideas. We feel with this project we are planting all kinds of seeds that will germinate in ways we cannot anticipate. It has sparked new relationships between MIT and Mongolian students, and catalyzed engineers to integrate a more humanistic, anthropological perspective in their work.Buyandelger: Our work illustrates the importance of anthropology in responding to the unpredictable and diverse impacts of climate change. Without our ethnographic research — based on participant observation and interviews, led by Dr. Bonilla, — it would have been impossible to see how the prototyping and modifications could be done, and where the molten salt brick could work and what shape it needed to take. This project demonstrates how indispensable anthropology is in moving engineering out of labs and companies and directly into communities.Bonilla: This is where the real solutions for climate change are going to come from. Even though we need solutions quickly, it will also take time for new technologies like molten salt bricks to take root and grow. We don’t know where the outcomes of these experiments will take us. But there’s so much that’s emerging from this project that I feel very hopeful about. More

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      D-Lab off-grid brooder saves chicks and money using locally manufactured thermal batteries

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      MIT D-Lab students and instructors are improving the efficacy and economics of a brooder technology for newborn chicks that utilizes a practical, local resource: beeswax.Developed through participatory design with agricultural partners in Cameroon, their Off-Grid Brooder is a solution aimed at improving the profitability of the African nation’s small- and medium-scale poultry farms. Since it is common for smallholders in places with poor electricity supply to tend open fires overnight to keep chicks warm, the invention might also let farmers catch up on their sleep.“The target is eight hours. If farmers can sustain the warmth for eight hours, then they get to sleep,” says D-Lab instructor and former student Ahmad (Zak) Zakka SM ’23, who traveled to Cameroon in May to work on implementing brooder improvements tested at the D-Lab, along with D-Lab students, collaborators from African Solar Generation (ASG), and the African Diaspora Council of Switzerland – Branch Cameroon (CDAS–BC).Poultry farming is heavily concentrated in lower- and middle-income countries, where it is an important component of rural economies and provides an inexpensive source of protein for residents. Raising chickens is fraught with economic risk, however, largely because it is hard for small-scale farmers to keep newborn chicks warm enough to survive (33 to 35 degrees Celsius, or 91 to 95 degrees Fahrenheit, depending on age). After the cost of feed, firewood used to heat the chick space is the biggest input for rural poultry farmers.According to D-Lab researchers, an average smallholder in Cameroon using traditional brooding methods spends $17 per month on firewood, achieves a 10 percent profit margin, and experiences chick mortality that can be as high as a total loss due to overheating or insufficient heat. The Off-Grid Brooder is designed to replace open fires with inexpensive, renewable, and locally available beeswax — a phase-change material used to make thermal batteries.ASG initially developed a brooder technology, the SolarBox, that used photovoltaic panels and electric batteries to power incandescent bulbs. While this provided effective heating, it was prohibitively expensive and difficult to maintain. In 2020, students from the D-Lab Energy class took on the challenge of reducing the cost and complexity of the SolarBox heating system to make it more accessible to small farmers in Cameroon. Through participatory design — a collaborative approach that involves all stakeholders in early stages of the design process — the team discovered a unique solution. Beeswax stored in a used glass container (such as a mayonnaise jar) is melted using a double boiler over a fire and then installed inside insulated brooder boxes alongside the chicks. As the beeswax cools and solidifies, it releases heat for several hours, keeping the brooder within the temperature range that chicks need to grow and develop. Farmers can then recharge the cooled wax batteries and repeat the process again and again. “The big challenge was how to get heat,” says D-Lab Research Scientist Daniel Sweeney, who, with Zakka, co-teaches two D-Lab classes, 2.651/EC.711 (Introduction to Energy in Global Development), and 2.652/EC.712 (Applications of Energy in Global Development). “Decoupling the heat supplied by biomass (wood) from the heat the chicks need at night in the brooder, that’s the core of the innovation here.”D-Lab instructors, researchers, and students have tested and tuned the system with partners in Cameroon. A research box constructed during a D-Lab trip to Cameroon in January 2023 worked well, but was “very expensive to build,” Zakka says. “The research box was a proof of concept in the field. The next step was to figure out how to make it affordable,” he continues.A new brooder box, made entirely of locally sourced recycled materials at 5 percent of the cost of the research prototype, was developed during D-Lab’s January 2024 trip to Cameroon. Designed and produced in collaboration with CDAS-BC, the new brooder is much more affordable, but its functionality still needs fine-tuning. From late-May through mid-June, the D-Lab team, led by Zakka, worked with Cameroonian collaborators to improve the system again. This time, they assessed the efficacy of using straw, a readily available and low-cost material, arranged in panels to insulate the brooder box.The MIT team was hosted by CDAS-BC, including its president and founder Carole Erlemann Mengue and secretary and treasurer Kathrin Witschi, who operate an organic poultry farm in Afambassi, Cameroon. “The students will experiment with the box and try to improve the insulation of the box without neglecting that the chicks will need ventilation,” they say.In addition, the CDAS-BC partners say that they hoped to explore increasing the number of chicks that the box can keep warm. “If the system could heat 500 to 1,000 chicks at a time,” they note, “it would help farmers save firewood, to sleep through the night, and to minimize the risk of fire in the building and the risk of stepping on chicks while replacing firewood.” Earlier this spring, Erlemann Mengue and Witschi tested the low-cost Off-Grid Brooder Box, which can hold 30 to 40 chicks in its current design.“They were very interested in partnering with us to evaluate the technology. They are running the tests and doing a lot of technical measurement to track the temperature inside the brooder over time,” says Sweeney, adding that the CDAS-BC partners are amassing datasets that they send to the MIT D-Lab team. Sweeney and Zakka, along with PhD candidate Aly Kombargi, who worked on the research box in Cameroon last year, hope to not only improve the functionality of the Off-Grid Poultry Brooder but also broaden its use beyond Cameroon.“The goal of our trip was to have a working prototype, and the goal since then has been to scale this up,” Kombargi says. “It’s absolutely scalable.”Concurring that “the technology should work across developing countries in small-scale poultry sectors,” Zakka says this spring’s D-Lab trip included workshops for area poultry farmers to teach them about benefits of the Off-Grid Brooder and how to make their own. “I’m excited to see if we can get people excited about pushing this as a business … to see if they would build and sell it to other people in the community,” Zakka says.Adds Sweeney, “This isn’t rocket science. If we have some guidance and some open-source information we could share, I’m pretty sure (farmers) could put them together on their own.”Already, he says, partners identified through MIT’s networks in Zambia and Uganda are building their own brooders based on the D-Lab design.MIT’s Abdul Latif Jameel Water and Food Systems Lab (J-WAFS), which supports research, innovation, and cross-disciplinary collaborations involving water and food systems, awarded the Off-Grid Brooder project a $25,000 research and development grant in 2022. The program is “pleased that the project’s approach was grounded in engagement with MIT students and community collaborators,” says Executive Director Renee Robins. “The participatory design process helped produce innovative prototypes that are already making positive impacts for smallholder poultry farmers.”That process and the very real impact on communities in Cameroon is what draws students to the project and keeps them committed.Sweeney says a recent D-Lab design review for the chick brooder highlighted that the project continued to attract the attention and curiosity of students who participated in earlier stages and still want to be involved.“There’s something about this project. There’s this whole tribe of students that are still active on the broader project,” he says. “There’s something about it.” More

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      Going Dutch on climate

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      When MIT senior Rudiba Laiba saw that stores in the Netherlands eschewed plastic bags to save the planet, her first thought was, “that doesn’t happen in Bangladesh.”Laiba is one of eight MIT students who traveled to the Netherlands in June as part of an MIT Energy Initiative (MITEI)-sponsored trip to experience first-hand the country’s approach to the energy transition. The Netherlands aims to be carbon neutral by 2050, making it one of the top 10 countries leading the charge on climate change, according to U.S. News and World Report.MITEI sponsored the week-long trip to allow undergraduate and graduate students to collaboratively explore clean energy efforts with researchers, corporate leaders, and nongovernmental organizations. The students heard about projects ranging from creating hydrogen pipelines in the North Sea to climate-proofing a fuel-guzzling, asphalt-dense neighborhood.Felipe Abreu from Kissimmee, Florida, a rising second-year student studying materials science and engineering, is working this summer on ways to melt and reuse metal scraps discarded in manufacturing processes. “When MITEI put out this notice about visiting the Netherlands, I wanted to see if there were more advanced approaches to renewable energy that I’d never been exposed to,” Abreu says.Laiba notes that her native Bangladesh has not yet achieved the Netherlands’ nearly universal buy-in to tackling climate change, even though this South Asian country, like the Netherlands, is particularly vulnerable to rising sea levels due to topography and high population density.Laiba, who spent part of her childhood in New York City and lived in Bangladesh from ages 8 to 18, calls Bangladesh “on the front lines of climate change.“Even if I didn’t want to care about climate change, I had to, because I would see the effects of it,” she says.Key playersThe MIT students conducted hands-on exercises on how to switch from traditional energy sources to zero-carbon technologies. “We talked a lot about infrastructure, particularly how to repurpose natural gas infrastructure for hydrogen,” says Antje Danielson, director of education at MITEI, who led the trip with Em Schule, MITEI research and programming assistant. “The students were challenged to grapple with real-world decision-making.”The northern section of the Netherlands is known as the “hydrogen valley” of Europe. At the University of Groningen and Hanze University School of Applied Sciences, also in Groningen, the students heard about how the region profiles itself as a world capital for the energy transition through its push toward a hydrogen-based economy and its state-of-the-art global climate models.Erick Liang, a rising junior from Boston’s Roslindale neighborhood pursuing a dual major in nuclear science and engineering and physics, was intrigued by a massive wind farm in the port city of Eemshaven, one of the group’s first stops in the north of the country. “It was impressive as an engineering challenge, because they must have figured out ways to cheaply and effectively manufacture all these wind turbines,” he says.They visited German energy company RWE, which is generating 15 percent of Eemshaven’s electricity from biomass, replacing coal.Laiba, who is majoring in molecular biology and electrical engineering and computer science with a minor in business management, was intrigued by a presentation on biofuels. “It piqued my interest to see if they would use biomass on a large scale” because of the challenges and unpredictability associated with it as a fuel source.In Paddepoel, the students toured the first of several neighborhoods that once lacked greenery and used fossil fuel-based heating systems and now aim to generate more energy than they consume.“The students got to see what the size of the district heating pipes would be, and how they go through people’s gardens into the houses. We talked about the physical impact on the neighborhood of installing these pipes, as well as the potential social and political implications connected to a really difficult transition like this,” Danielson says.Going greenGreen hydrogen promises to be a key player in the energy transition, and Netherlands officials say they have committed to the new infrastructure and business models needed to move ahead with hydrogen as a fuel source.The students explored how green hydrogen differs from fossil fuel-generated hydrogen. They saw how Dutch companies grappled with siting hydrogen production facilities and handling hydrogen as a gas, which, unlike natural gas, does not yet have a detectable artificial odor. The students heard from energy network operator Gasunie about the science and engineering behind repurposing existing natural gas pipelines for a hydrogen network in the North Sea, and were challenged to solve the puzzle of combining hydrogen production with offshore wind energy. In the port of Rotterdam, they saw how the startup Battolyser Systems — which is working with Delft University of Technology on an electrolysis device that splits water into hydrogen and oxygen and doubles as a battery — is transitioning from lab bench to market.Laiba was impressed by how much capital was going into high-risk ventures and startups, “not only because they’re trying to make something revolutionary, but also because society needs to accept and use” their products.Abreu says that at Battolyser Systems, “I saw people my age on the forefront of green hydrogen, trying to make a difference.”The students visited the Global Center on Adaptation’s carbon-neutral floating offices and learned how this international organization supports climate adaptation actions around the world and the practice of mitigation.Also in Rotterdam, international marine contractor Van Oord took students to view a ship that installs wind turbines and explained how their new technology reduces the sound shockwave impact of the installations on marine life.At the Port of Rotterdam, the students heard about the challenges faced by Europe’s largest port in terms of global shipping and choosing the fuels of the future. The speaker tasked the MIT students with coming up with a plan to transition the privately owned, owner-inhabited barges that ply the region’s inland waterways to a zero-carbon system.“The Port Authority uses this exercise to illustrate the enormous complexity faced by companies in the energy transition,” Danielson says. “The fact that our students performed really well on the spot shows that we are doing something right at MIT.”Defining a path forwardLiang, Abreu, and Laiba were struck by how the Netherlands has come together as a country over climate change. “In the U.S., a lot of people disagree with the concept of climate change as a whole,” Liang says. “But in the Netherlands, everyone is on the same page that this is an issue that we should be working toward. They’re capable of seeing a path forward and trying to take action whenever possible.”Liang, a member of the MIT Solar Electric Vehicle Team, is doing undergraduate research sponsored by MITEI this summer, working to accelerate fusion manufacturing and development at the MIT Plasma Science and Fusion Center. He’s improving 3D printing processes to manufacture components that can accommodate the high temperatures and small space within a tokamak reactor, which uses magnetic fields to confine plasma and produce controlled thermonuclear fusion.“I personally would like to try finding a new solution” to achieving carbon neutrality, he says. That solution, to Liang, is fusion energy, with some entities hoping to demonstrate net energy gain through fusion in the next five years.Laiba is a researcher with the MIT Office of Sustainability, looking at ways to quantify and reduce the level of MIT’s Scope 3 greenhouse gas emissions. Scope 3 emissions are tied to the purchase of goods that use fossil fuels in their manufacture. She says, ​“Whatever I decide to do in the future will involve making a more sustainable future. And to me, renewable energy is the driving force behind that.”In the Netherlands, she says, “what we learned through the entire trip was that renewable energy powers the country to a large amount. Things I could see tangibly was Starbucks having paper cups even for our iced drinks, which I think would flop very hard in the U.S. I don’t think society’s ready for that yet.”Abreu says, “In America, sustainability has always been in the back seat while other things take the forefront. So going to a country where everybody you talk to has a stake (in sustainability) and actually cares, and they’re all pushing together for this common goal, it was inspiring. It gave me hope.” More

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      Students research pathways for MIT to reach decarbonization goals

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      A number of emerging technologies hold promise for helping organizations move away from fossil fuels and achieve deep decarbonization. The challenge is deciding which technologies to adopt, and when.MIT, which has a goal of eliminating direct campus emissions by 2050, must make such decisions sooner than most to achieve its mission. That was the challenge at the heart of the recently concluded class 4.s42 (Building Technology — Carbon Reduction Pathways for the MIT Campus).The class brought together undergraduate and graduate students from across the Institute to learn about different technologies and decide on the best path forward. It concluded with a final report as well as student presentations to members of MIT’s Climate Nucleus on May 9.“The mission of the class is to put together a cohesive document outlining how MIT can reach its goal of decarbonization by 2050,” says Morgan Johnson Quamina, an undergraduate in the Department of Civil and Environmental Engineering. “We’re evaluating how MIT can reach these goals on time, what sorts of technologies can help, and how quickly and aggressively we’ll have to move. The final report details a ton of scenarios for partial and full implementation of different technologies, outlines timelines for everything, and features recommendations.”The class was taught by professor of architecture Christoph Reinhart but included presentations by other faculty about low- and zero-carbon technology areas in their fields, including advanced nuclear reactors, deep geothermal energy, carbon capture, and more.The students’ work served as an extension of MIT’s Campus Decarbonization Working Group, which Reinhart co-chairs with Director of Sustainability Julie Newman. The group is charged with developing a technology roadmap for the campus to reach its goal of decarbonizing its energy systems.Reinhart says the class was a way to leverage the energy and creativity of students to accelerate his group’s work.“It’s very much focused on establishing a vision for what could happen at MIT,” Reinhart says. “We are trying to bring these technologies together so that we see how this [decarbonization process] would actually look on our campus.”A class with impactThroughout the semester, every Thursday from 9 a.m. to 12 p.m., around 20 students gathered to explore different decarbonization technology pathways. They also discussed energy policies, methods for evaluating risk, and future electric grid supply changes in New England.“I love that this work can have a real-world impact,” says Emile Germonpre, a master’s student in the Department of Nuclear Science and Engineering. “You can tell people aren’t thinking about grades or workload — I think people would’ve loved it even if the workload was doubled. Everyone is just intrinsically motivated to help solve this problem.”The classes typically began with an introduction to one of 10 different technologies. The introductions covered technical maturity, ease of implementation, costs, and how to model the technology’s impact on campus emissions. Students were then split into teams to evaluate each technology’s feasibility.“I’ve learned a lot about decarbonization and climate change,” says Johnson Quamina. “As an undergrad, I haven’t had many focused classes like this. But it was really beneficial to learn about some of these technologies I hadn’t even heard of before. It’s awesome to be contributing to the community like this.”As part of the class, students also developed a model that visualizes each intervention’s effect on emissions, allowing users to select interventions or combinations of interventions to see how they shape emissions trajectories.“We have a physics-based model that takes into account every building,” says Reinhart. “You can look at variants where we retrofit buildings, where we add rooftop photovoltaics, nuclear, carbon capture, and adopting different types of district underground heating systems. The point is you can start to see how fast we could do something like this and what the real game-changers are.”The class also designed and conducted a preliminary survey, to be expanded in the fall, that captures the MIT community’s attitudes towards the different technologies. Preliminary results were shared with the Climate Nucleus during students’ May 9 presentations.“I think it’s this unique and wonderful intersection of the forward-looking and innovative nature of academia with real world impact and specificity that you’d typically only find in industry,” Germonpre says. “It lets you work on a tangible project, the MIT campus, while exploring technologies that companies today find too risky to be the first mover on.”From MIT’s campus to the worldThe students recommended MIT form a building energy team to audit and retrofit all campus buildings. They also suggested MIT order a comprehensive geological feasibility survey to support planning regarding shallow and deep borehole fields for harvesting underground heat. A third recommendation was to communicate with the MIT community as well as with regulators and policymakers in the area about the deployment of nuclear batteries and deep geothermal boreholes on campus.The students’ modeling tool can also help members of the working group explore various decarbonization pathways. For instance, installing rooftop photovoltaics now would effectively reduce emissions, but installing them in a few decades, when the regional electricity grid is expected to be reducing its reliance on fossil fuels anyways, would have a much smaller impact.“When you have students working together, the recommendations are a little less filtered, which I think is a good thing,” Reinhart says. “I think there’s a real sense of urgency in the class. For certain choices, we have to basically act now.”Reinhart plans to do more activities related to the Working Group and the class’ recommendations in the fall, and he says he’s currently engaged with the Massachusetts Governor’s Office to explore doing something similar for the state.Students say they plan to keep working on the survey this summer and continue studying their technology areas. In the longer term, they believe the experience will help them in their careers.“Decarbonization is really important, and understanding how we can implement new technologies on campuses or in buildings provides me with a more well-rounded vision for what I could design in my career,” says Johnson Quamina, who wants to work as a structural or environmental engineer but says the class has also inspired her to consider careers in energy.The students’ findings also have implications beyond MIT campus. In accordance with MIT’s 2015 climate plan that committed to using the campus community as a “test bed for change,” the students’ recommendations also hold value for organizations around the world.“The mission is definitely broader than just MIT,” Germonpre says. “We don’t just want to solve MIT’s problem. We’ve dismissed technologies that were too specific to MIT. The goal is for MIT to lead by example and help certain technologies mature so that we can accelerate their impact.” More

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      in Security

      Sophia Chen: It’s our duty to make the world better through empathy, patience, and respect

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      Sophia Chen, a fifth-year senior double majoring in mechanical engineering and art and design, learned about MIT D-Lab when she was a Florida middle schooler. She drove with her family from their home in Clearwater to Tampa to an MIT informational open house for prospective students. There, she heard about a moringa seed press that had been developed by D-Lab students. Those students, Kwami Williams ’12 and Emily Cunningham (a cross-registered Harvard University student), went on to found MoringaConnect with a goal of increasing Ghanaian farmer incomes. Over the past 12 years, the company has done just that, sometimes by a factor of 10 or more, by selling to wholesalers and establishing their own line of moringa skin and hair care products, as well as nutritional supplements and teas.“I remember getting chills,” says Sophia. “I was so in awe. MIT had always been my dream college growing up, but hearing this particular story truly cemented that dream. I even talked about D-Lab during my admissions interview. Once I came to MIT, I knew I had to take a D-Lab class — and now, at the end of my five years, I’ve taken four.”Taking four D-Lab classes during her undergraduate years may make Sophia exceptional, though not unusual. Of the nearly 4,000 enrollments in D-Lab classes over the past 22 years, as many as 20 percent took at least two classes, and many take three or more by the time the graduate. For Sophia, her D-Lab classes were a logical progression that both confirmed and expanded her career goals in global medicine.Centering the role of project community partnersSophia’s first D-Lab class was 2.722J / EC.720 (D-Lab: Design). Like all D-Lab classes, D-Lab: Design is project-based and centers the knowledge and contributions of each project’s community partner. Her team worked with a group in Uganda called Safe Water Harvesters on a project aimed at creating a solar-powered atmospheric water harvester using desiccants. They focused on early research and development for the desiccant technology by running tests for vapor absorption. Safe Water Harvesters designed the parameters and goals of the project and collaborated with the students remotely throughout the semester.Safe Water Harvesters’ role in the project was key to the project’s success. “At D-Lab, I learned the importance of understanding that solutions in international development must come from the voices and needs of people whom the intervention is trying to serve,” she says. “Some of the first questions we were taught to ask are ‘what materials and manufacturing processes are available?’ and ‘how is this technology going to be maintained by the community?’”The link between water access and gender inequityElecting to join the water harvesting project in Uganda was no accident. The previous summer, Sophia had interned with a startup targeting the spread of cholera in developing areas by engineering a new type of rapid detection technology that would sample from users’ local water sources. From there, she joined Professor Amos Winter’s Global Engineering and Research (GEAR) Lab as an Undergraduate Research Opportunities Program student and worked on a point-of-use desalination unit for households in India. Taking EC.715 (D-Lab: Water, Sanitation, and Hygiene) was a logical next step for Sophia. “This class was life-changing,” she says. “I was already passionate about clean water access and global resource equity, but I quickly discovered the complexity of WASH not just as an issue of poverty but as an issue of gender.” She joined a project spearheaded by a classmate from Nepal, which aimed to address the social taboos surrounding menstruation among Nepalese schoolgirls.“This class and project helped me realize that water insecurity and gender inequality — especially gender-based violence — ​are highly intertwined,” comments Sophia. This plays out in a variety of ways. Where there is poor sanitation infrastructure in schools, girls often miss classes or drop out altogether when menstruating. And where water is scarce, women and girls often walk miles to collect water to accommodate daily drinking, cooking, and hygiene needs. During this trek, they are vulnerable to assault and the pressure to engage in transactional sex at water access points.“It became clear to me that women are disproportionately affected by water insecurity, and that water is key to understanding women’s empowerment,” comments Sophia, “and that I wanted to keep learning about the field of development and how it intersects with gender!”So, in fall 2023, Sophia took both 11.025/EC.701 (D-Lab: Development) and WGS.277/EC.718 (D-Lab: Gender and Development). In D-Lab: Development, her team worked with Tatirano, a nongovernmental organization in Madagascar, to develop a vapor-condensing chamber for a water desalination system, a prototype they were able to test and iterate in Madagascar at the end of the semester.Getting out into the world through D-Lab fieldwork“Fieldwork with D-Lab is an eye-opening experience that anyone could benefit from,” says Sophia. “It’s easy to get lost in the MIT and tech bubble. But there’s a whole world out there with people who live such different lives than many of us, and we can learn even more from them than we can from our psets.”For Sophia’s D-Lab: Gender and Development class, she worked with the Society Empowerment Project in Kenya, ultimately traveling there during MIT’s Independent Activities Period last January. In Kenya, she worked with her team to run a workshop with teen parents to identify risk factors prior to pregnancy and postpartum challenges, in order to then ideate and develop solutions such as social programs. “Through my fieldwork in Kenya and Madagascar,” says Sophia, “it became clear how important it is to create community-based solutions that are led and maintained by community members. Solutions need community input, leadership, and trust. Ultimately, this is the only way to have long-lasting, high-impact, sustainable change. One of my D-Lab trip leaders said that you cannot import solutions. I hope all engineers recognize the significance of this statement. It is our duty as engineers and scientists to make the world a better place while carrying values of empathy, patience, and respect.”Pursuing passion and purpose at the intersection of medicine, technology, and policyAfter graduation in June, Sophia will be traveling to South Africa through MISTI Africa to help with a clinical trial and community outreach. She then intends to pursue a master’s in global health and apply to medical school, with the goal of working in global health at the intersection of medicine, technology, and policy.“It is no understatement to say that D-Lab has played a central role in helping me discover what I’m passionate about and what my purpose is in life,” she says. “I hope to dedicate my career towards solving global health inequity and gender inequality.” ​ More

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      in Environment

      New major crosses disciplines to address climate change

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      Lauren Aguilar knew she wanted to study energy systems at MIT, but before Course 1-12 (Climate System Science and Engineering) became a new undergraduate major, she didn’t see an obvious path to study the systems aspects of energy, policy, and climate associated with the energy transition.

      Aguilar was drawn to the new major that was jointly launched by the departments of Civil and Environmental Engineering (CEE) and Earth, Atmospheric and Planetary Sciences (EAPS) in 2023. She could take engineering systems classes and gain knowledge in climate.

      “Having climate knowledge enriches my understanding of how to build reliable and resilient energy systems for climate change mitigation. Understanding upon what scale we can forecast and predict climate change is crucial to build the appropriate level of energy infrastructure,” says Aguilar.

      The interdisciplinary structure of the 1-12 major has students engaging with and learning from professors in different disciplines across the Institute. The blended major was designed to provide a foundational understanding of the Earth system and engineering principles — as well as an understanding of human and institutional behavior as it relates to the climate challenge. Students learn the fundamental sciences through subjects like an atmospheric chemistry class focused on the global carbon cycle or a physics class on low-carbon energy systems. The major also covers topics in data science and machine learning as they relate to forecasting climate risks and building resilience, in addition to policy, economics, and environmental justice studies.

      Junior Ananda Figueiredo was one of the first students to declare the 1-12 major. Her decision to change majors stemmed from a motivation to improve people’s lives, especially when it comes to equality. “I like to look at things from a systems perspective, and climate change is such a complicated issue connected to many different pieces of our society,” says Figueiredo.

      A multifaceted field of study

      The 1-12 major prepares students with the necessary foundational expertise across disciplines to confront climate change. Andrew Babbin, an academic advisor in the new degree program and the Cecil and Ida Green Career Development Associate Professor in EAPS, says the new major harnesses rigorous training encompassing science, engineering, and policy to design and execute a way forward for society.

      Within its first year, Course 1-12 has attracted students with a diverse set of interests, ranging from machine learning for sustainability to nature-based solutions for carbon management to developing the next renewable energy technology and integrating it into the power system.

      Academic advisor Michael Howland, the Esther and Harold E. Edgerton Assistant Professor of Civil and Environmental Engineering, says the best part of this degree is the students, and the enthusiasm and optimism they bring to the climate challenge.

      “We have students seeking to impact policy and students double-majoring in computer science. For this generation, climate change is a challenge for today, not for the future. Their actions inside and outside the classroom speak to the urgency of the challenge and the promise that we can solve it,” Howland says.

      The degree program also leaves plenty of space for students to develop and follow their interests. Sophomore Katherine Kempff began this spring semester as a 1-12 major interested in sustainability and renewable energy. Kempff was worried she wouldn’t be able to finish 1-12 once she made the switch to a different set of classes, but Howland assured her there would be no problems, based on the structure of 1-12.

      “I really like how flexible 1-12 is. There’s a lot of classes that satisfy the requirements, and you are not pigeonholed. I feel like I’m going to be able to do what I’m interested in, rather than just following a set path of a major,” says Kempff.

      Kempff is leveraging her skills she developed this semester and exploring different career interests. She is interviewing for sustainability and energy-sector internships in Boston and MIT this summer, and is particularly interested in assisting MIT in meeting its new sustainability goals.

      Engineering a sustainable future

      The new major dovetail’s MIT’s commitment to address climate change with its steps in prioritizing and enhancing climate education. As the Institute continues making strides to accelerate solutions, students can play a leading role in changing the future.   

      “Climate awareness is critical to all MIT students, most of whom will face the consequences of the projection models for the end of the century,” says Babbin. “One-12 will be a focal point of the climate education mission to train the brightest and most creative students to engineer a better world and understand the complex science necessary to design and verify any solutions they invent.”

      Justin Cole, who transferred to MIT in January from the University of Colorado, served in the U.S. Air Force for nine years. Over the course of his service, he had a front row seat to the changing climate. From helping with the wildfire cleanup in Black Forest, Colorado — after the state’s most destructive fire at the time — to witnessing two category 5 typhoons in Japan in 2018, Cole’s experiences of these natural disasters impressed upon him that climate security was a prerequisite to international security. 

      Cole was recently accepted into the MIT Energy and Climate Club Launchpad initiative where he will work to solve real-world climate and energy problems with professionals in industry.

      “All of the dots are connecting so far in my classes, and all the hopes that I have for studying the climate crisis and the solutions to it at MIT are coming true,” says Cole.

      With a career path that is increasingly growing, there is a rising demand for scientists and engineers who have both deep knowledge of environmental and climate systems and expertise in methods for climate change mitigation.

      “Climate science must be coupled with climate solutions. As we experience worsening climate change, the environmental system will increasingly behave in new ways that we haven’t seen in the past,” says Howland. “Solutions to climate change must go beyond good engineering of small-scale components. We need to ensure that our system-scale solutions are maximally effective in reducing climate change, but are also resilient to climate change. And there is no time to waste,” he says. More

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      in Environment

      Robert van der Hilst to step down as head of the Department of Earth, Atmospheric and Planetary Sciences

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      Robert van der Hilst, the Schlumberger Professor of Earth and Planetary Sciences, has announced his decision to step down as the head of the Department of Earth, Atmospheric and Planetary Sciences at the end of this academic year.  A search committee will convene later this spring to recommend candidates for Van der Hilst’s successor.

      “Rob is a consummate seismologist whose images of Earth’s interior structure have deepened our understanding of how tectonic plates move, how mantle convection works, and why some areas of the Earth are hot-spots for seismic and geothermal activity,” says Nergis Mavalvala, the Curtis and Kathleen Marble Professor of Astrophysics and the dean of the MIT School of Science. “As an academic leader, Rob has been a steadfast champion of the department’s cross-cutting research and education missions, especially regarding climate sciences writ large at MIT. His commitment to diversity and community have made the department — and indeed, MIT — a better place to do our best work.”

      “For 12 years, it has been my honor to lead this department and collaborate with all our community members — faculty, staff, and students,” says Van der Hilst. “EAPS is at the vanguard of climate science research at MIT, as well Earth and planetary sciences and studies into the co-evolution of life and changing environments.”

      Among his other leadership roles on campus, Van der Hilst most recently served as co-chair of the faculty review committee for MIT’s Climate Grand Challenges in which EAPS researchers secured nine finalists and two, funded flagship projects. He also serves on the Institute’s Climate Nucleus to help enact Fast Forward: MIT’s Climate Action Plan for the Decade.

      In his more-than-decade as department head, one of Van der Hilst’s major initiatives has been developing, funding, and constructing the Tina and Hamid Moghadam Building, rapidly nearing completion adjacent to Building 54. The $35 million, LEED-platinum Building 55 will be a vital center and showcase for environmental and climate research on MIT’s campus. With assistance from the Institute and generous donors, the renovations and expansion will add classrooms, meeting, and event spaces, and bring headquarters offices for EAPS, the MIT/Woods Hole Oceanographic Institution (WHOI) Joint Program in Oceanography/Applied Ocean Science, and MIT’s Environmental Solutions Initiative (ESI) together, all under one roof.

      He also helped secure the generous gift that funded the Norman C. Rasmussen Laboratory for climate research in Building 4, as well as the Peter H. Stone and Paola Malanotte Stone Professorship, now held by prominent atmospheric scientist Arlene Fiore.

      On the academic side of the house, Van der Hilst and his counterpart from the Department of Civil and Environmental Engineering (CEE), Ali Jadbabaie, the JR East Professor and CEE department head, helped develop MIT’s new bachelor of science in climate system science and engineering (Course 1-12), jointly offered by EAPS and CEE.

      As part of MIT’s commitment to aid the global response to climate change, the new degree program is designed to train the next generation of leaders, providing a foundational understanding of both the Earth system and engineering principles — as well as an understanding of human and institutional behavior as it relates to the climate challenge.

      Beyond climate research, Van der Hilst’s tenure at the helm of the department has seen many research breakthroughs and accomplishments: from high-profile NASA missions with EAPS science leadership, including the most recent launch of the Psyche mission and the successful asteroid sample return from OSIRIS-REx, to the development of next-generation models capable of describing Earth systems with increasing detail and accuracy. Van der Hilst helped enable such scientific advancements through major improvements to experimental facilities across the department, and, more generally, his mission to double the number of fellowships available to EAPS graduate students.

      “By reducing the silos and inequities created by our disciplinary groups, we were able to foster collaborations that allow faculty, students, and researchers to explore fundamental science questions in novel ways that expand our understanding of the natural world — with profound implications for helping to guide communities and policymakers toward a sustainable future,” says Van der Hilst.

      Community-focused

      In 2019, Van der Hilst began looking ahead to the department’s 40th anniversary in 2023 and charged a number of working groups to evaluate the department’s past and present, and to re-imagine its future. Led by faculty, staff, and students, Task Force 2023 was a yearlong exercise of data-gathering and community deliberation, looking broadly at three focus areas: Image, Visibility, and Relevance; External Synergies: collaboration and partnerships across campus; and Departmental Organization and Cohesion. Despite being interrupted by the pandemic, the resulting reports became a detailed blueprint for EAPS to capitalize on its strengths and begin to effect systemic improvements in areas like undergraduate education, external messaging, and recognition and belonging for administrative and research staff.

      In addition to helping the department mark its 40th anniversary with a celebration this coming spring, Van der Hilst will oversee the dedication of the Moghadam Building, including the renaming of lecture hall 54-100 for Dixie Lee Bryant, the first recipient (woman or man) of a geology degree from MIT in 1891.

      As department head, faculty renewal and retention were key areas of focus for Van der Hilst. In addition to improvements in the faculty search process, he was responsible for the appointment of 20 new faculty members, and in the process shifted the gender ratio from one-fifth to one-third of the faculty identifying as female; he also oversaw the development and implementation of a successful junior faculty mentoring program within EAPS in 2013.

      Van der Hilst also made great strides toward improving diversity, equity, and inclusion within the department in other ways. In 2016, he formed the inaugural EAPS Diversity Council (now the Diversity, Equity and Inclusion Committee) and, in 2020, made EAPS the first department at MIT to appoint an associate department head for diversity, equity, and inclusion, tapping Associate Professor David McGee to guide ongoing community dialogues and initiatives supporting improvements in composition, achievement, belonging, engagement, and accountability.

      With McGee and EAPS student leadership, Van der Hilst supported the EAPS response to calls for social justice leadership and participation in national initiatives such as the American Geophysical Union’s Unlearning Racism in Geoscience program, and he helped navigate the changes brought on by the Covid-19 pandemic while maintaining a sense of community.

      Seismic shift

      After stepping down from his current role, Van der Hilst will have more time to catch up on research aimed at understanding of Earth’s deep interior structure and its evolution. With research collaborators, he developed seismic imaging methods to explore Earth’s interior from sedimentary basins near its surface down to the core–mantle boundary some 2,800 kilometers under the surface. Recently, he authored a Nature Communications paper with doctoral student Shujuan Mao PhD ’21 on a pilot application that uses seismometers as a cost-effective way to monitor and map groundwater fluctuations in order to measure groundwater reserves.

      Before becoming department head, Van der Hilst served as the director of the Earth Resources Laboratory (ERL). In the eight years he served as director, he helped to integrate across disciplines, departments, and schools, transforming ERL into MIT’s primary home for research and education focused on subsurface energy resources.

      Van der Hilst was named a fellow of the American Geophysical Union (AGU) in 1997 and became a fellow of the American Academy of Arts and Sciences in 2014. Before he was named the Schlumberger Professor in 2011, Van der Hilst held a Cecil and Ida Green professorship chair. He has received many awards, including the Doornbos Memorial Prize from the International Association of Seismology and Physics of the Earth’s Interior, AGU’s James B. Macelwane Medal, a Packard Fellowship, and a VICI Innovative Research Award from the Dutch National Science Foundation.

      Van der Hilst received his PhD in geophysics from Utrecht University in 1990. After postdoctoral research at the University of Leeds and the Australian National University, he joined the MIT faculty in 1996. He was ERL director from 2004 to 2012, when he was then named EAPS department head, succeeding Maria Zuber, the E. A. Griswold Professor of Geophysics, MIT vice president for research, and presidential advisor for science and technology policy. More

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      in Environment

      Putting public service into practice

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      Salomé Otero ’23 doesn’t mince words about the social impact internship she had in 2022. “It was transformational for me,” she says.

      Otero, who majored in management with a concentration in education, always felt that education would play some role in her career path after MIT, but she wasn’t sure how. That all changed her junior year, when she got an email from the Priscilla King Gray Public Service Center (PKG Center) about an internship at The Last Mile, a San Francisco-based nonprofit that provides education and technology training for justice-impacted individuals.

      Otero applied and was selected as a web curriculum and re-entry intern at The Last Mile the summer between her junior and senior year — an eye-opening experience that cemented her post-graduation plans. “You hear some amazing stories, like this person was incarcerated before the iPhone had come out. Now he’s a software developer,” she explains. “And for me, the idea of using computer science education for good appealed to me on many fronts. But even if I hadn’t gotten the opportunity to work at The Last Mile, the fact that I saw a job description for this role and learned that companies have the resources to make a difference … I didn’t know that there were people and organizations dedicating their time and energy into this.”

      She was so inspired that, when she returned for her senior year, Otero found work at two education labs at MIT, completed another social impact internship over Independent Activities Period (IAP) at G{Code}, an education nonprofit that provides computer science education to women and nonbinary people of color, and decided to apply to graduate school. “I can tell you with 100 percent certainty that I would not be pursuing a PhD in education policy right now if it weren’t for the PKG Center,” she says. She will begin her doctorate this fall.

      Otero’s experience doesn’t surprise Jill Bassett, associate dean and director of the PKG Center. “MIT students are deeply concerned about the world’s most challenging problems,” she says. “And social impact internships are an incredible way for them to leverage their unique talents and skills to help create meaningful change while broadening their perspectives and discovering potential career paths.”

      “There’s a lot more out there”

      Founded 35 years ago, the PKG Center offers a robust portfolio of experiential learning programs broadly focused on four themes: climate change, health equity, racial justice, and tech for social good. The Center’s Social Impact Internship Program provides funded internships to students interested in working with government agencies, nonprofits, and social ventures. Students reap rich rewards from these experiences, including learning ways to make social change, informing their academic journey and career path, and gaining valuable professional skills.

      “It was a really good learning opportunity,” says Juliet Liao ’23, a graduate of MIT’s Naval ROTC program who commissioned as a submarine officer in June. She completed a social impact internship with the World Wildlife Fund, where she researched greenhouse gas emissions related to the salmon industry. “I haven’t had much exposure to what work outside of the Navy looks like and what I’m interested in working on. And I really liked the science-based approach to mitigating greenhouse gas emissions.”

      Amina Abdalla, a rising junior in biological engineering, arrived at MIT with a strong interest in health care and determined to go to medical school. But her internship at MassHealth, the Medicaid and Children’s Health Insurance Program provider for the state of Massachusetts, broadened her understanding of the complexity of the health care system and introduced her to many career options that she didn’t know existed.

      “They did coffee chats between interns and various people who work in MassHealth, such as doctors, lawyers, policy advocates, and consultants. There’s a lot more out there that one can do with the degree that they get and the knowledge they gain. It just depends on your interests, and I came away from that really excited,” she says. The experience inspired her to take a class in health policy before she graduates. “I know I want to be a doctor and I have a lot of interest in science in general, but if I could do some kind of public sector impact with that knowledge, I would definitely be interested in doing that.”

      Social impact internships also provide an opportunity for students to hone their analytical, technical, and people skills. Selma Sharaf ’22 worked on developing a first-ever climate action plan for Bennett College in Greensboro, North Carolina, one of two all-women’s historically Black colleges and universities in the United States. She conducted research and stakeholder interviews with nonprofits; sustainability directors at similar colleges; local utility companies; and faculty, staff, and students at Bennett.

      “Our external outreach efforts with certain organizations allowed me to practice having conversations about energy justice and climate issues with people who aren’t already in this space. I learned how useful it can be to not only discuss the overall issues of climate change and carbon emissions, but to also zoom in on more relatable personal-level impacts,” she says. Sharaf is currently working in clean energy consulting and plans to pursue a master’s degree at Stanford University’s Atmosphere/Energy Program this fall.

      Working with “all stars”

      Organizations that partner with the PKG Center are often constrained by limited technical and financial resources. Since the program is funded by the PKG Center, these internships help expand their organizational capacity and broaden their impact; MIT students can take on projects that might not otherwise get done, and they also bring fresh skills and ideas to the organization — and the zeal to pursue those ideas.

      Emily Moberg ’11, PhD ’16 got involved with the social impact internship programs in 2020. Moberg, who is the director of Scope 3 Carbon Measurement and Mitigation at the World Wildlife Fund, has worked with 20 MIT students since then, including Liao. The body of work that Liao and several other interns completed has been published in the form of 10 briefs onmitigating greenhouse gas emissions from key commodities, such as soy, beef, coffee, and palm oil.

      “Social impact interns bring technical skills, deep curiosity, and tenacity,” Moberg says. “I’ve worked with students across many majors, including computer and materials science; all of them bring a new, fresh perspective to our problems and often sophisticated quantitative ability. Their presence often helps us to investigate new ideas or expand a project. In some cases, interns have proposed new projects and ideas themselves. The support from the PKG Center for us to host these interns has been critical, especially for these new explorations.”

      Anne Carrington Hayes, associate professor and executive director of the Global Leadership and Interdisciplinary Studies program at Bennett College, calls the MIT interns she’s worked with since 2021 “all stars.” The work Sharaf and three other students performed has culminated in a draft climate action plan that will inform campus renovations and other measures that will be implemented at the college in the coming years.

      “They have been foundational in helping me to research, frame, collect data, and engage with our students and the community around issues of environmental justice and sustainability, particularly from the lens of what would be impactful and meaningful for women of color at Bennett College,” she says.

      Balancing supply and demand

      Bassett says that the social impact internship program has grown exponentially in the past few years. Before the pandemic, the program served five students from summer 2019 to spring 2020; it now serves about 125 students per year. Over that time, funding has become a significant limiting factor; demand for internships was three times the number of available internships in summer 2022, and five times the supply during IAP 2023.

      “MIT students have no shortage of opportunities available to them in the private sector, yet students are seeking social impact internships because they want to apply their skills to issues that they care about,” says Julie Uva, the PKG Center’s program administrator for social impact internships and employment. “We want to ensure every student who wants a social impact internship can access that experience.”

      MIT has taken note of this financial shortfall: the Task Force 2021 report recommended fundraising to alleviate the under-supply of social impact experiential learning opportunities (ELOs), and MIT’s Fast Forward Climate Action Plan called on the Institute to make a climate or clean-energy ELOs available to every undergraduate who wants one. As a result, the Office of Experiential Learning is working with Resource Development to raise new funding to support many more opportunities, which would be available to students not only through the PKG Center but also other offices and programs, such as MIT D-Lab, Undergraduate Research Opportunity Programs, MISTI, and the Environmental Solutions Initiative, among others.

      That’s welcome news to Salomé Otero. She’s familiar with the Institute’s fundraising efforts, having worked as one of the Alumni Association’s Tech Callers. Now, as an alumna herself and a former social impact intern, she has an appreciation for the power of philanthropy.

      “MIT is ahead of the game compared to so many universities, in so many ways,” she says. “But if they want to continue to do that in the most impactful way possible, I think investing in ideas and missions like the PKG Center is the way to go. So when that call comes, I’ll tell whoever is working that night shift, ‘Yeah, I’ll donate to the PKG Center.’” More