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    Energy, war, and the crisis in Ukraine

    Russia’s invasion of Ukraine is having a global impact on many areas of the world today, affecting the balance of power among states and creating a contest between democratic and authoritarian alliances. It is also having a major impact on the global energy supply. European states have scrambled to reorient their consumption away from Russian natural gas, while Russia has used its energy assets as political leverage while finding new economic partners.

    In short, there is also a battle over energy surrounding the invasion, as a panel of experts analyzed at a public MIT event on Friday. The online discussion, “Energy As a Weapon of War,” was the latest Starr Forum, MIT’s prominent event series on foreign policy and international relations.

    The forum’s two featured speakers both discussed energy issues as well as the larger course of the war. Margarita Balmaceda, a professor of diplomacy and international relations at Seton Hall University and an associate of the Harvard Ukrainian Research Institute, listed three key aspects of the energy issue implicated in the invasion.

    In the first place, she noted, European reliance on Russian natural gas is a long-term issue that also existed with the Russian occupation of Crimea in 2014, but is only now being managed differently.

    “If we look at the case of Germany … you can see that the temptation of this reliance in particular on Russian natural gas was not simply something that you could ascribe to one or two corrupt politicians,” said Balmaceda, author of the book “Russian Energy Chains: The Remaking of Technopolitics from Siberia to Ukraine to the European Union.” Instead, she said, “it’s something that went to all levels of economic life,” including industrial consumers of natural gas, regional governments, and other stakeholders. 

    Secondly, Balmaceda observed, many core manufacturing industries, especially in Germany, have been particularly dependent on Russian energy, making the need for alternatives something that has direct effects in key production sectors.

    “In my view, the real story, and the story we have to pay much more attention to, has to do with … industrial users of natural gas,” Balmaceda said. In fact, she noted, gas consumption is a major part of the production cycle in Europe’s chemical, cement, steel, and paper industries, supporting about 8 million jobs.

    Finally, Balmaceda observed, European boycotts of Russian energy may have temporarily stymied Russia, but the regime has subsequently found new markets in China, India, and elsewhere.

    “It’s very important to understand that this story does not end in the European Union and North America, and if we don’t deal with the real energy concerns of global South countries, we will not get very far in trying to reduce Russia’s energy power moving forward,” she said.

    Constanze Steinmuller, director and Fritz Stern Chair of the Center on the United States and Europe at the Brookings Institution, offered some political context as well as her own perspective on paths forward in the war.

    While policymakers in Europe frequently praise the response of the Biden administration in the U.S., in support of Ukraine, “It’s also remarkable how steadfast the European response has been,” Steinmuller said. She added, “It’s something I was very worried about.” She also praised the German government for “decoupling German dependence from Russian gas and oil imports in ways I honestly would not have thought possible.”

    While the alliance supporting Ukraine has been valuable, Steinmuller said, she believes the U.S. and Europe need to give Ukraine even more backing in terms of weaponry in particular. “It is unclear, at this point still, whether Ukraine will have the means to retain full control over its territory.”

    Meanwhile, Russia’s relationship with China, she added, is profoundly consequential for the long-term trajectory of the war. So far, China has been nominally pledging broad support of Russia while publicly de-escalating the nuclear rhetoric arising from the war. However, Steinmuller added, if China decides to “actively support” Russia militarily, “That would be, I think, the worst game-changer of all, and one that … would be the single greatest challenge that I can envision to our ability to help Ukraine win, and to maintain our own security in Europe.”

    The Starr Forum is organized by MIT’s Center for International Studies (CIS). Friday’s event was co-sponsored by MIT’s Security Studies Program and the MIT-Eurasia program, in addition to CIS.

    The event’s moderators were Elizabeth Wood, a professor of history at MIT, author of the 2016 book “Roots of Russia’s War in Ukraine,” and co-director of the MISTI MIT-Eurasia Program; and Carol Saivetz, a senior advisor in MIT’s Security Studies Program and expert on Soviet and Russian foreign policy. Wood and Saivetz have helped host a series of Starr Forum events over the last year scrutinizing several aspects of Russia’s invasion and Ukraine’s defense.  

    Understanding the role of energy in the war “is obviously of critical importance today,” Wood said in her opening remarks. That includes, she noted, “How energy is being used by Russia as a tool of aggression, how Ukraine is suffering from attacks upon its critical infrastructure, and how the alliance of European [states] and the U.S. is responding.” 

    In response to audience questions, the scholars outlined multiple scenarios in which the war could end, either on more favorable terms for Ukraine or in ways that strengthen Russia. One audience member also queried about the extent to which the current war could also be thought of as a “carbon war, or climate war,” in which a move toward clean energy also lessens global dependence on large gas and oil suppliers, such as Russia.

    In response, Balmaceda noted that the ongoing infrastructure development in Ukraine might, in theory, leave it with no choice but to modernize its energy infrastructure (though its own orientation toward fossil fuels represents just a small portion of global demand). Steinmuller added that “Ukraine will need much more than just to reorient its energy [demand]. … It will have to change its role in the global economy,” given its own industrial reliance on coal and other fossil fuels.

    Overall, Balmaceda added, “Regardless of whether Russia wins this conflict or loses, the rottenness within Russia is deep enough to be bad news for all of us for a long time.” For her part, Steinmuller underscored again how vital increased alliance support would be.

    “We should show that we are willing and able to defend not just a country that has been attacked by a great power, but willing to defend ourselves,” Steinmuller said. Otherwise, she added, “If we didn’t do that, we would have set for all the world to see a precedent of giving in to blackmail, including nuclear blackmail, and allowing this to happen without us being willing to see the defense of Ukraine through to the end.” More

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    Promoting systemic change in the Middle East, the “MIT way”

    The Middle East is a region that is facing complicated challenges. MIT programs have been committed to building scalable methodologies through which students and the broader MIT community can learn and make an impact. These processes ensure programs work alongside others across cultures to support change aligned with their needs. Through MIT International Science and Technology Initiatives (MISTI), faculty and staff at the Institute continue to build opportunities to connect with and support the region.

    In this spirit, MISTI launched the Leaders Journey Workshop in 2021. This program partnered MIT students with Palestinian and Israeli alumni from three associate organizations: Middle East Entrepreneurs for Tomorrow (MEET), Our Generation Speaks (OGS), and Tech2Peace. Teams met monthly to engage with speakers and work with one another to explore the best ways to leverage science, technology, and entrepreneurship across borders.

    Building on the success of this workshop, the program piloted a for-credit course: SP.258 (MISTI: Middle East Cross-Border Development and Leadership) in fall 2021. The course involved engaging with subject matter experts through five mini-consulting projects in collaboration with regional stakeholders. Topics included climate, health care, and economic development. The course was co-instructed by associate director of the MIT Regional Entrepreneurship Acceleration Program (REAP) Sinan AbuShanab, managing director of MISTI programs in the Middle East David Dolev, and Kathleen Schwind ’19, with MIT CIS/ MISTI Research Affiliate Steven Koltai as lead mentor. The course also drew support from alumni mentors and regional industry partners.

    The course was developed during the height of the pandemic and thus successfully leveraged the intense culture of online engagement prevalent at the time by layering in-person coursework with strategic digital group engagement. Pedagogically, the structure was inspired by multiple MIT methodologies: MISTI preparation and training courses, Sloan Action Learning, REAP/REAL multi-party stakeholder model, the Media Lab Learning Initiative, and the multicultural framework of associate organizations.

    “We worked to develop a series of aims and a methodology that would enrich MIT students and their peers in the region and support the important efforts of Israelis and Palestinians to make systemic change,” said Dolev.

    During the on-campus sessions, MIT students explored the region’s political and historical complexities and the meaning of being a global leader and entrepreneur. Guest presenters included: Boston College Associate Professor Peter Krause (MIT Security Studies Program alumnus), Gilad Rosenzweig (MITdesignX), Ari Jacobovits (MIT-Africa), and Mollie Laffin-Rose Agbiboa (MIT-REAP). Group projects focused on topics that fell under three key regional verticals: water, health care, and economic development. The teams were given a technical or business challenge they were tasked with solving. These challenges were sourced directly from for-profit and nonprofit organizations in the region.

    “This was a unique opportunity for me to learn so much about the area I live in, work on a project together with people from the ‘other side,’ MIT students, and incredible mentors,” shared a participant from the region. “Furthermore, getting a glimpse of the world of MIT was a great experience for me.”

    For their final presentations, teams pitched their solutions, including their methodology for researching/addressing the problem, a description of solutions to be applied, what is needed to execute the idea itself, and potential challenges encountered. Teams received feedback and continued to deepen their experience in cross-cultural teamwork.

    “As an education manager, I needed guidance with these digital tools and how to approach them,” says an EcoPeace representative. “The MIT program provided me with clear deliverables I can now implement in my team’s work.”

    “This course has broadened my knowledge of conflicts, relationships, and how geography plays an important role in the region,” says an MIT student participant. “Moving forward, I feel more confident working with business and organizations to develop solutions for problems in real time, using the skills I have to supplement the project work.”

    Layers of engagement with mentors, facilitators, and whole-team leadership ensured that participants gained project management experience, learning objectives were met, and professional development opportunities were available. Each team was assigned an MIT-MEET alumni mentor with whom they met throughout the course. Mentors coached the teams on methods for managing a client project and how to collaborate for successful completion. Joint sessions with MIT guest speakers deepened participants’ regional understanding of water, health care, economic development, and their importance in the region. Speakers included: Mohamed Aburawi, Phil Budden (MIT-REAP) Steven Koltai, Shari Loessberg, Dina Sherif (MIT Legatum Center, Greg Sixt (J-WAFS), and Shriya Srinivasan.

    “The program is unlike any other I’ve come across,” says one of the alumni mentors. “The chance for MIT students to work directly with peers from the region, to propose and create technical solutions to real problems on the ground, and partner with local organizations is an incredibly meaningful opportunity. I wish I had been able to participate in something like this when I was at MIT.”

    Each team also assigned a fellow group member as a facilitator, who served as the main point of contact for the team and oversaw project management: organizing workstreams, ensuring deadlines were met, and mediating any group disagreements. This model led to successful project outcomes and innovative suggestions.

    “The superb work of the MISTI group gave us a critical eye and made significant headway on a product that can hopefully be a game changer to over 150 Israeli and Palestinian organizations,” says a representative from Alliance for Middle East Peace (ALLMEP).

    Leadership team meetings included MIT staff and Israeli and Palestinian leadership of the partner organizations for discussing process, content, recent geopolitical developments, and how to adapt the class to the ongoing changing situation.

    “The topic of Palestine/Israel is contentious: globally, in the region, and also, at times, on the MIT campus,” says Dolev. “I myself have questioned how we can make a systemic impact with our partners from the region. How can we be side-by-side on that journey for the betterment of all? I have now seen first-hand how this multilayered model can work.”

    MIT International Science and Technology Initiatives (MISTI) is MIT’s hub for global experiences. MISTI’s unparalleled internship, research, teaching, and study abroad programs offer students unique experiences that bring MIT’s one-of-a-kind education model to life in countries around the world. MISTI programs are carefully designed to complement on-campus course work and research, and rigorous, country-specific preparation enables students to forge cultural connections and play a role in addressing important global challenges while abroad. Students come away from their experiences with invaluable perspectives that inform their education, career, and worldview. MISTI embodies MIT’s commitment to global engagement and prepares students to thrive in an increasingly interconnected world. More

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    Helping cassava farmers by extending crop life

    The root vegetable cassava is a major food staple in dozens of countries across the world. Drought-resistant, nutritious, and tasty, it has also become a major source of income for small-scale, rural farmers in places like West Africa and Southeast Asia.

    But the utility of cassava has always been limited by its short postharvest shelf life of two to three days. That puts millions of farmers who rely on the crop in a difficult position. The farmers can’t plant more than they can sell quickly in local markets, and they’re often forced to sell below market prices because buyers know the harvest will spoil rapidly. As a result, cassava farmers are among the world’s poorest people.

    Now the startup CassVita is buying cassava directly from farmers and applying a patent-pending biotechnology to extend its shelf life to 18 months. The approach has the potential to transform economies in rural, impoverished regions where millions of families rely on the crop for income.

    CassVita tells farmers how much cassava the company will buy each month, and processes the cassava at a manufacturing facility in Cameroon. It currently sells the first version of its product as a powdered food to people in Cameroon and to West African immigrants in the U.S.

    But CassVita founder and CEO Pelkins Ajanoh ’18 says the future of the company will revolve around its next product: a cassava-based flour that can act as a direct substitute for wheat. The wheat substitute would dramatically broaden CassVita’s target market to include the fast-growing, trillion-dollar healthy food market.

    Ajanoh says CassVita is currently able to increase farmers’ incomes by about 400 percent through its purchases.

    “Our objective is to leverage proprietary technology to offer a healthier and better-tasting alternative to wheat while creating prosperity for local farmers,” Ajanoh says. “We’re hoping to tap into this huge market while empowering farmers, all by minimizing spoilage and incentivizing farmers to plant more.”

    Gaining confidence to help a community

    While growing up in Cameroon, Ajanoh’s parents always emphasized the importance of education for him and his three siblings. But Ajanoh lost his father when he was 13, and his mother moved to the U.S. a year later to help provide for the family. During that time, Ajanoh lived with his grandmother, a cassava farmer. For many years, Ajanoh watched his grandmother harvest cassava without making any lasting financial gains. He remembers feeling powerless as his grandmother struggled to pay for things like diabetes medication.

    Then Ajanoh earned the top marks on the national exams that Cameroonian students take before college. After high school, he joined his mother in the U.S. and came to MIT to study mechanical engineering. Once on campus, Ajanoh says he had lunch with new people all the time to learn from them.

    “I’d never had this community of intellectuals — and they were from all over the world — so I soaked up as much as I could,” Ajanoh says. “That sparked an interest in entrepreneurship, because MIT is super entrepreneurial. Everyone’s thinking of starting something cool.”

    Ajanoh also got a confidence boost during an internship in the summer after his junior year, when he created self-driving technology for General Motors that was eventually patented.

    “It made me realize I could do something really valuable for the world, and by the end of that internship I was thinking, ‘Now I want to solve a problem in my community,’” he says.

    Returning to the crop he knew well, Ajanoh received a series of grants from the MIT Sandbox Innovation Fund to experiment with ways to extend the shelf life of cassava. In the summer of 2018, the MIT-Africa program sponsored three MIT students to fly to Cameroon with him to participate in internships with the company.

    Today CassVita partners with development banks to help farmers get loans to buy the cassava sticks used for planting. Ajanoh says CassVita decided on a powdered food for its first product because it requires less marketing to sell to West Africans, who are familiar with the dish. Now the company is working on a cassava flour that it will market to all consumers looking for healthy alternatives to wheat that can be used in pastries and other baked goods.

    “Cassava makes sense as a global substitute to wheat because it’s gluten free, grain free, nut free, and it also helps with glucose regulation, to normalize blood sugar levels, to lower triglycerides, so the health benefits are exciting,” Ajanoh says. “But the farmers were still living in poverty, so if we could solve the shelf-life problem then we could empower these farmers to offer healthier wheat alternatives to the global market.”

    The project has taken on additional urgency now that the war in Ukraine is limiting that country’s wheat and grain exports, raising prices, and heightening food insecurity in regions around the globe.

    Showing the value of helping farmers

    Ajanoh says the majority of people farming cassava are women, and he says the challenges related to cassava’s shelf life have contributed to gender inequities in many communities. In fact, of the roughly 500 farmers CassVita works with in Cameroon, 95 percent are women.

    “That has always excited me because I was raised by women, so working on something that could empower women in their communities and give them authority is fulfilling,” Ajanoh says.

    Ajanoh has already heard from farmers who have been able to send their children to school for the first time because of improved financial situations. Now, as CassVita continues to scale, Ajanoh wants to stay focused on the technology that enables these new business models.

    “We’re evolving into a food technology company,” Ajanoh says. “We prefer to focus on leveraging technology to impact lives and improve outcomes in these communities. Right now, we’re going all the way to consumers because this is an opportunity the Nestles and the Unilevers of the world won’t pick up because the market doesn’t make sense to them yet. So, we have to build this company and show them the value.” More

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    Finding her way to fusion

    “I catch myself startling people in public.”

    Zoe Fisher’s animated hands carry part of the conversation as she describes how her naturally loud and expressive laughter turned heads in the streets of Yerevan. There during MIT’s Independent Activities period (IAP), she was helping teach nuclear science at the American University of Armenia, before returning to MIT to pursue fusion research at the Plasma Science and Fusion Center (PSFC).

    Startling people may simply be in Fisher’s DNA. She admits that when she first arrived at MIT, knowing nothing about nuclear science and engineering (NSE), she chose to join that department’s Freshman Pre-Orientation Program (FPOP) “for the shock value.” It was a choice unexpected by family, friends, and mostly herself. Now in her senior year, a 2021 recipient of NSE’s Irving Kaplan Award for academic achievements by a junior and entering a fifth-year master of science program in nuclear fusion, Fisher credits that original spontaneous impulse for introducing her to a subject she found so compelling that, after exploring multiple possibilities, she had to return to it.

    Fisher’s venture to Armenia, under the guidance of NSE associate professor Areg Danagoulian, is not the only time she has taught oversees with MISTI’s Global Teaching Labs, though it is the first time she has taught nuclear science, not to mention thermodynamics and materials science. During IAP 2020 she was a student teacher at a German high school, teaching life sciences, mathematics, and even English to grades five through 12. And after her first year she explored the transportation industry with a mechanical engineering internship in Tuscany, Italy.

    By the time she was ready to declare her NSE major she had sampled the alternatives both overseas and at home, taking advantage of MIT’s Undergraduate Research Opportunities Program (UROP). Drawn to fusion’s potential as an endless source of carbon-free energy on earth, she decided to try research at the PSFC, to see if the study was a good fit. 

    Much fusion research at MIT has favored heating hydrogen fuel inside a donut-shaped device called a tokamak, creating plasma that is hot and dense enough for fusion to occur. Because plasma will follow magnetic field lines, these devices are wrapped with magnets to keep the hot fuel from damaging the chamber walls.

    Fisher was assigned to SPARC, the PSFC’s new tokamak collaboration with MIT startup Commonwealth Fusion Systems (CSF), which uses a game-changing high-temperature superconducting (HTS) tape to create fusion magnets that minimize tokamak size and maximize performance. Working on a database reference book for SPARC materials, she was finding purpose even in the most repetitive tasks. “Which is how I knew I wanted to stay in fusion,” she laughs.

    Fisher’s latest UROP assignment takes her — literally — deeper into SPARC research. She works in a basement laboratory in building NW13 nicknamed “The Vault,” on a proton accelerator whose name conjures an underworld: DANTE. Supervised by PSFC Director Dennis Whyte and postdoc David Fischer, she is exploring the effects of radiation damage on the thin HTS tape that is key to SPARC’s design, and ultimately to the success of ARC, a prototype working fusion power plant.

    Because repetitive bombardment with neutrons produced during the fusion process can diminish the superconducting properties of the HTS, it is crucial to test the tape repeatedly. Fisher assists in assembling and testing the experimental setups for irradiating the HTS samples. Fisher recalls her first project was installing a “shutter” that would allow researchers to control exactly how much radiation reached the tape without having to turn off the entire experiment.

    “You could just push the button — block the radiation — then unblock it. It sounds super simple, but it took many trials. Because first I needed the right size solenoid, and then I couldn’t find a piece of metal that was small enough, and then we needed cryogenic glue…. To this day the actual final piece is made partially of paper towels.”

    She shrugs and laughs. “It worked, and it was the cheapest option.”

    Fisher is always ready to find the fun in fusion. Referring to DANTE as “A really cool dude,” she admits, “He’s perhaps a bit fickle. I may or may not have broken him once.” During a recent IAP seminar, she joined other PSFC UROP students to discuss her research, and expanded on how a mishap can become a gateway to understanding.

    “The grad student I work with and I got to repair almost the entire internal circuit when we blew the fuse — which originally was a really bad thing. But it ended up being great because we figured out exactly how it works.”

    Fisher’s upbeat spirit makes her ideal not only for the challenges of fusion research, but for serving the MIT community. As a student representative for NSE’s Diversity, Equity and Inclusion Committee, she meets monthly with the goal of growing and supporting diversity within the department.

    “This opportunity is impactful because I get my voice, and the voices of my peers, taken seriously,” she says. “Currently, we are spending most of our efforts trying to identify and eliminate hurdles based on race, ethnicity, gender, and income that prevent people from pursuing — and applying to — NSE.”

    To break from the lab and committees, she explores the Charles River as part of MIT’s varsity sailing team, refusing to miss a sunset. She also volunteers as an FPOP mentor, seeking to provide incoming first-years with the kind of experience that will make them want to return to the topic, as she did.

    She looks forward to continuing her studies on the HTS tapes she has been irradiating, proposing to send a current pulse above the critical current through the tape, to possibly anneal any defects from radiation, which would make repairs on future fusion power plants much easier.

    Fisher credits her current path to her UROP mentors and their infectious enthusiasm for the carbon-free potential of fusion energy.

    “UROPing around the PSFC showed me what I wanted to do with my life,” she says. “Who doesn’t want to save the world?” More

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    3 Questions: The future of international education

    Evan Lieberman is the Total Professor of Political Science and Contemporary Africa in the MIT Department of Political Science. He conducts research in the field of comparative politics, with a focus on development and ethnic conflict in sub-Saharan Africa. He directs the Global Diversity Lab (GDL) and was recently named faculty director of the MIT International Science and Technology Initiatives (MISTI), MIT’s global experiential learning program. Here, Lieberman describes international education and its import for solving global problems.

    Q: Why is now an especially important time for international education?

    A: The major challenges we currently face — climate change, the pandemic, supply chain management — are all global problems that require global solutions. We will need to collaborate across borders to a greater extent than ever before. There is no time more pressing for students to gain an international outlook on these challenges; the ideas, thinking, and perspectives from other parts of the world; and to build global networks. And yet, most of us have stayed very close to home for the past couple of years. While remote internships and communications have offered temporary solutions when travel was limited, these have been decidedly inferior to the opportunities for learning and making connections through in-person cultural and collaborative experiences at the heart of MISTI. It is important for students and faculty to be able to thrive in an interconnected world as they navigate their research/careers during this unusual time. The changing landscape of the past few years has left all of us somewhat anxious. Nonetheless, I am buoyed by important examples of global collaboration in problem-solving, with scientists, governments and other organizations working together on the things that unite us all.

    Q: How is MIT uniquely positioned to provide global opportunities for students and faculty?

    A: MISTI is a unique program with a long history of building robust partnerships with industry, universities, and other sectors in countries around the world, establishing opportunities that complement MIT students’ unique skill sets. MIT is fortunate to be the home of some of the top students and faculty in the world, and this is a benefit to partners seeking collaborators. The broad range of disciplines across the entire institute provides opportunities to match in nearly every sector. MISTI’s rigorous, country-specific preparation ensures that students build durable cultural connections while abroad and empowers them to play a role in addressing critical global challenges. The combination of technical and humanistic training that MIT students receive are exactly the profiles necessary to take advantage of opportunities abroad, hopefully with a long-term impact. Student participants have a depth of knowledge in their subject areas as well as MIT’s one-of-a-kind education model that is exceptionally valuable. The diversity of our community offers a wide variety of perspectives and life experiences, on top of academic expertise. Also, MISTI’s donor-funded programs provide the unique ability for all students to be able to participate in international programs, regardless of financial situation. This is a direct contrast with internship programs that often skew toward participants with little-to-no financial need.

    Q: How do these kinds of collaborations help tackle global problems?

    A: Of course, we don’t expect that even intensive internships of a few months are going to generate the global solutions we need. It is our hope that our students — who we anticipate being leaders in a range of sectors — will opt for global careers, and/or bring a global perspective to their work and in their lives. We believe that by building on their MISTI experiences and training, they will be able to forge the types of collaborations that lead to equity-enhancing solutions to universal problems — the climate emergency, ongoing threats to global public health, the liabilities associated with the computing revolution — and are able to improve human development more generally.

    More than anything, at MISTI we are planting the seeds for longer-term collaborations. We literally grant several millions of dollars in seed funds to establish faculty-led collaborations with student involvement in addition to supporting hundreds of internships around the world. The MISTI Global Seed Funds (GSF) program compounds the Institute’s impact by supporting partnerships abroad that often turn into long-standing research relationships addressing the critical challenges that require international solutions. GSF projects often have an impact far beyond their original scope. For example, a number of MISTI GSF projects have utilized their results to jump-start research efforts to combat the pandemic. More

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    Expanding the conversation about sustainability

    Stacy Godfreey-Igwe sat in her dorm room at MIT, staring frantically at her phone. An unprecedented snowstorm had hit her hometown of Richardson, Texas, and she was having difficulty contacting her family. She felt worried and frustrated, aware that nearby neighborhoods hadn’t lost power during the storm but that her family home had suffered significant damage. She finally got a hold of her parents, who had taken refuge in a nearby office building, but the experience left her shaken and more determined than ever to devote herself to addressing climate injustice.

    Godfreey-Igwe, the daughter of Nigerian immigrants, has long been concerned about how marginalized communities can shoulder a disproportionately heavy environmental burden. At MIT, she chose a double major in mechanical engineering with a concentration in global and sustainable development, and in African and African diaspora studies, a major she helped establish and became the first student to declare. Initially seeing the two fields as separate, she now embraces their intersectionality in her work in and out of the classroom.

    Through an Undergraduate Research Opportunity Program (UROP) project with Amah Edoh, the Homer A. Burnell Assistant Professor of Anthropology and African Studies at MIT, Godfreey-Igwe has learned more about her Igbo cultural heritage and hopes to understand what the future of climate change poses for the culture’s sustainability. Godfreey-Igwe herself is the “Ada” – or eldest child – in her family, a role that carries a responsibility for keeping her family’s culture alive. That sense of responsibility, to her community and to future generations, has stayed with her at MIT.

    For Independent Activities Period during her first year at the Institute, Godfreey-Igwe traveled to Kazakhstan through MIT’s Global Teaching Labs. As a student teacher, she taught Kazakh high school chemistry students about polymers and the impact plastic materials can have on the Earth’s climate. She was also an MIT International Science and Technology Initiatives (MISTI) Identity X Ambassador during her time there, blogging about her experiences as a Black woman in the country. She saw the role as an opportunity to shed light on the challenges of navigating her identity abroad, with hopes of fostering community through her posts.

    The following summer, Godfreey-Igwe interned for the Saathi Biodegradable Sanitary Napkins Startup in Ahmedabad, India. During her time there, she researched and wrote articles focused on educating the public about the benefits eco-friendly sanitary pads posed to public health and the environment. She also interviewed a director for the city’s Center for Environmental Education, about the importance of uplifting and supporting marginalized communities hit hardest by climate change. The conversation was eye-opening for Godfreey-Igwe; she saw not only how complex the process of mitigating climate change was, but also how diverse the solutions needed to be.

    She has also pursued her interest in plastics and sustainability through summer research projects. In of the summer of 2020, Godfreey-Igwe worked under a lab in Stanford University’s civil and environmental engineering department to create and design models maximizing the efficiency of bacterial processes leading to the creation of bioplastics. The project’s goal was to find a sustainable form of plastic breakdown for future applications in the environment.  She presented her research at the Harvard National Collegiate Research Conference and received a presentation award during the MIT Mechanical Engineering Research Exhibition. This past summer, she was awarded a grant through the NSF Center for Sustainable Polymers at the University of Minnesota to work on a research project seeking to understand microplastic generation.

    Ultimately, Godfreey-Igwe recognizes that to propose thoughtful solutions to climate issues, the people hit hardest must be a part of the conversation. For her, a key way to bring more people into conversations about sustainability and inclusion is through mentorship. This role is especially meaningful to Godfreey-Igwe because she knows firsthand how important for members of underrepresented groups to feel supported at a place like MIT. “The experience of coming to an institution like MIT, as someone who is low-income or of color, can be isolating. Especially if you feel like there are people who can’t relate to your background,” she says.

    Godfreey-Igwe is a member of Active Community Engagement FPOP (ACE), a social action group on campus that engages with local communities through public service work. Initially joining as a participant, Godfreey-Igwe became a counselor and then coordinator; she facilitates social action workshops and introduces students to service opportunities both at MIT and around Boston. She says her time in ACE has helped build her confidence in her abilities as a leader, mentor, and cultivator of inclusionary spaces. She is also a member of iHouse (International Development House), where she served for three years as the housing and service co-chair.

    Godfreey-Igwe also tutors one-on-one for Tutoring Plus in Cambridge, where since her first year she has provided mentorship and STEM tutoring to a low-income, high school student of color. Last spring, she was awarded the Tutoring Plus of Cambridge Unwavering Service Award for her service and commitment to the program.

    Looking ahead, Godfreey-Igwe hopes to use the skills learned from her mentorship and leadership roles to establish greater structures for collaboration on climate mitigation technologies, ideas, and practices. Focusing on mentoring young scientists of color, she wants to build up underprivileged groups and institutions for sustainable climate change research, ensuring everyone has a voice in the ongoing conversation.

    “In all this work, I’m hoping to make sure that globally marginalized communities are more visible in climate-related spaces, both in terms of who is doing the engineering and who the engineering works for,” she says. More