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    An education in climate change

    Several years ago, Christopher Knittel’s father, then a math teacher, shared a mailing he had received at his high school. When he opened the packet, alarm bells went off for Knittel, who is the George P. Shultz Professor of Energy Economics at the MIT Sloan School of Management and the deputy director for policy at the MIT Energy Initiative (MITEI). “It was a slickly produced package of materials purporting to show how to teach climate change,” he says. “In reality, it was a thinly veiled attempt to kindle climate change denial.”

    Knittel was especially concerned to learn that this package had been distributed to schools nationwide. “Many teachers in search of information on climate change might use this material because they are not in a position to judge its scientific validity,” says Knittel, who is also the faculty director of the MIT Center for Energy and Environmental Policy Research (CEEPR). “I decided that MIT, which is committed to true science, was in the perfect position to develop its own climate change curriculum.”

    Today, Knittel is spearheading the Climate Action Through Education (CATE) program, a curriculum rolling out in pilot form this year in more than a dozen Massachusetts high schools, and eventually in high schools across the United States. To spur its broad adoption, says Knittel, the CATE curriculum features a unique suite of attributes: the creation of climate-based lessons for a range of disciplines beyond science, adherence to state-based education standards to facilitate integration into established curricula, material connecting climate change impacts to specific regions, and opportunities for students to explore climate solutions.

    CATE aims to engage both students and teachers in a subject that can be overwhelming. “We will be honest about the threats posed by climate change but also give students a sense of agency that they can do something about this,” says Knittel. “And for the many teachers — especially non-science teachers — starved for knowledge and background material, CATE offers resources to give them confidence to implement our curriculum.”

    Partnering with teachers

    From the outset, CATE sought guidance and hands-on development help from educators. Project manager Aisling O’Grady surveyed teachers to learn about their experiences teaching about climate and to identify the kinds of resources they lacked. She networked with MIT’s K-12 education experts and with Antje Danielson, MITEI director of education, “bouncing ideas off of them to shape the direction of our effort,” she says.

    O’Grady gained two critical insights from this process: “I realized that we needed practicing high school teachers as curriculum developers and that they had to represent different subject areas, because climate change is inherently interdisciplinary,” she says. This echoes the philosophy behind MITEI’s Energy Studies minor, she remarks, which includes classes from MIT’s different schools. “While science helps us understand and find solutions for climate change, it touches so many other areas, from economics, policy, environmental justice and politics, to history and literature.”

    In line with this thinking, CATE recruited Massachusetts teachers representing key subject areas in the high school curriculum: Amy Block, a full-time math teacher, and Lisa Borgatti, a full-time science teacher, both at the Governor’s Academy in Byfield; and Kathryn Teissier du Cros, a full-time language arts teacher at Newton North High School.

    The fourth member of this cohort, Michael Kozuch, is a full-time history teacher at Newton South High School, where he has worked for 24 years. Kozuch became engaged with environmental issues 15 years ago, introducing an elective in sustainability at Newton South. He serves on the coordinating committee for the Climate Action Network at the Massachusetts Teachers Association. He also is president of Earth Day Boston and organized Boston’s 50th anniversary celebration of Earth Day. When he learned that MIT was seeking teachers to help develop a climate education curriculum, he immediately applied.

    “I’ve heard time and again from teachers across the state that they want to incorporate climate change into the curriculum but don’t know how to make it work, given lesson plans and schedules geared toward preparing students for specific tests,” says Kozuch. “I knew that for a climate curriculum to succeed, it had to be part of an integrated approach.”

    Using climate as a lens

    Over the course of a year, Kozuch and fellow educators created units that fit into their pre-existing syllabi but were woven through with relevant climate change themes. Kozuch already had some experience in this vein, describing the role of the Industrial Revolution in triggering the use of fossil fuels and the greenhouse gas emissions that resulted. For CATE, Kozuch explored additional ways of shifting focus in covering U.S. history. There are, for instance, lessons looking at westward expansion in terms of land use, expulsion of Indigenous people, and environmental justice, and at the Baby Boom period and the emergence of the environmental movement.

    In English/language arts, there are units dedicated to explaining terms used by scientists and policymakers, such as “anthropogenic,” as well as lessons devoted to climate change fiction and to student-originated sustainability projects.

    The science and math classes work independently but also dovetail. For instance, there are science lessons that demystify the greenhouse effect, utilizing experiments to track fossil fuel emissions, which link to math lessons that calculate and graph the average rate of change of global carbon emissions. To make these classes even more relevant, there are labs where students compare carbon emissions in Massachusetts to those of a neighboring state, and where they determine the environmental and economic costs of plugging in electric devices in their own homes.

    Throughout this curriculum-shaping process, O’Grady and the teachers sought feedback from MIT faculty from a range of disciplines, including David McGee, associate professor in the Department of Earth, Atmospheric and Planetary Sciences. With the help of CATE undergraduate researcher Heidi Li ’22, the team held a focus group with the Sustainable Energy Alliance, an undergraduate student club. In spring 2022, CATE convened a professional development workshop in collaboration with the Massachusetts Teachers Association Climate Action Network, Earth Day Boston, and MIT’s Office of Government and Community Relations, sponsored by the Beker Foundation, to evaluate 15 discrete CATE lessons. One of the workshop participants, Gary Smith, a teacher from St. John’s Preparatory School in Danvers, Massachusetts, signed on as a volunteer science curriculum developer.

    “We had a diverse pool of teachers who thought the lessons were fantastic, but among their suggestions noted that their student cohorts included new English speakers, who needed simpler language and more pictures,” says O’Grady. “This was extremely useful to us, and we revised the curriculum because we want to reach students at every level of learning.”

    Reaching all the schools

    Now, the CATE curriculum is in the hands of a cohort of Massachusetts teachers. Each of these educators will test one or more of the lessons and lab activities over the next year, checking in regularly with MIT partners to report on their classroom experiences. The CATE team is building a Climate Education Resource Network of MIT graduate students, postdocs, and research staff who can answer teachers’ specific climate questions and help them find additional resources or datasets. Additionally, teachers will have the opportunity to attend two in-person cohort meetings and be paired with graduate student “climate advisors.”

    In spring 2023, in honor of Earth Day, O’Grady and Knittel want to bring CATE first adopters — high school teachers, students, and their families — to campus. “We envision professors giving mini lectures, youth climate groups discussing how to get involved in local actions, and our team members handing out climate change packets to students to spark conversations with their families at home,” says O’Grady.

    By creating a positive experience around their curriculum in these pilot schools, the CATE team hopes to promote its dissemination to many more Massachusetts schools in 2023. The team plans on enhancing lessons, offering more paths to integration in high school studies, and creating a companion resource website for teachers. Knittel wants to establish footholds in school after school, in Massachusetts and beyond.

    “I plan to spend a lot of my time convincing districts and states to adopt,” he says. “If one teacher tells another that the curriculum is useful, with touchpoints in different disciplines, that’s how we get a foot in the door.”

    Knittel is not shying away from places where “climate change is a politicized topic.” He hopes to team up with universities in states where there might be resistance to including such lessons in schools to develop the curriculum. Although his day job involves computing household-level carbon footprints, determining the relationship between driving behavior and the price of gasoline, and promoting wise climate policy, Knittel plans to push CATE as far as he can. “I want this curriculum to be adopted by everybody — that’s my goal,” he says.

    “In one sense, I’m not the natural person for this job,” he admits. “But I share the mission and passion of MITEI and CEEPR for decarbonizing our economy in ways that are socially equitable and efficient, and part of doing that is educating Americans about the actual costs and consequences of climate change.”

    The CATE program is sponsored by MITEI, CEEPR, and the MIT Vice President for Research.

    This article appears in the Winter 2023 issue of Energy Futures, the magazine of the MIT Energy Initiative. More

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    Shrinky Dinks, nail polish, and smelly bacteria

    In a lab on the fourth floor of MIT’s Building 56, a group of Massachusetts high school students gathered around a device that measures conductivity.

    Vincent Nguyen, 15, from Saugus, thought of the times the material on their sample electrode flaked off the moment they took it out of the oven. Or how the electrode would fold weirdly onto itself. The big fails were kind of funny, but discouraging. The students had worked for a month, experimenting with different materials, and 17-year-old Brianna Tong of Malden wondered if they’d finally gotten it right: Would their electrode work well enough to power a microbial fuel cell?

    The students secured their electrode with alligator clips, someone hit start, and the teens watched anxiously as the device searched for even the faintest electrical current.

    Capturing electrons from bacteria

    Last July, Tong, Nguyen, and six other students from Malden Catholic High School commuted between the lab of MIT chemical engineer Ariel L. Furst and their school’s chemistry lab. Their goal was to fashion electrodes for low-cost microbial fuel cells — miniature bioreactors that generate small amounts of electricity by capturing electrons transferred from living microbes. These devices can double as electrochemical sensors.

    Furst, the Paul M. Cook Career Development Professor of Chemical Engineering, uses a mix of electrochemistry, microbial engineering, and materials science to address challenges in human health and clean energy. “The goal of all of our projects is to increase sustainability, clean energy, and health equity globally,” she says.

    Electrochemical sensors are powerful, sensitive detection and measurement tools. Typically, their electrodes need to be built in precisely engineered environments. “Thinking about ways of making devices without needing a cleanroom is important for coming up with inexpensive devices that can be deployed in low-resource settings under non-ideal conditions,” Furst says.

    For 17-year-old Angelina Ang of Everett, the project illuminated the significance of “coming together to problem-solve for a healthier and more sustainable earth,” she says. “It made me realize that we hold the answers to fix our dying planet.”

    With the help of a children’s toy called Shrinky Dinks, carbon-based materials, nail polish, and a certain smelly bacterium, the students got — literally — a trial-by-fire introduction to the scientific method. At one point, one of their experimental electrodes burst into flames. Other results were more promising.

    The students took advantage of the electrical properties of a bacterium — Shewanella oneidensis — that’s been called nature’s microscopic power plant. As part of their metabolism, Shewanella oneidensis generate electricity by oxidizing organic matter. In essence, they spit out electrons. Put enough together, and you get a few milliamps.

    To build bacteria-friendly electrodes, one of the first things the students did was culture Shewanella. They learned how to pour a growth medium into petri dishes where the reddish, normally lake-living bacteria could multiply. The microbes, Furst notes, are a little stinky, like cabbage. “But we think they’re really cool,” she says.

    With the right engineering, Shewanella can produce electric current when they detect toxins in water or soil. They could be used for bioremediation of wastewater. Low-cost versions could be useful for areas with limited or no access to reliable electricity and clean water.

    Next-generation chemists

    The Malden Catholic-MIT program resulted from a fluke encounter between Furst and a Malden Catholic parent.

    Mary-Margaret O’Donnell-Zablocki, then a medicinal chemist at a Kendall Square biotech startup, met Furst through a mutual friend. She asked Furst if she’d consider hosting high school chemistry students in her lab for the summer.

    Furst was intrigued. She traces her own passion for science to a program she’d happened upon between her junior and senior years in high school in St. Louis. The daughter of a software engineer and a businesswoman, Furst was casting around for potential career interests when she came across a summer program that enlisted scientists in academia and private research to introduce high school students and teachers to aspects of the scientific enterprise.

    “That’s when I realized that research is not like a lab class where there’s an expected outcome,” Furst recalls. “It’s so much cooler than that.”

    Using startup funding from an MIT Energy Initiative seed grant, Furst developed a curriculum with Malden Catholic chemistry teacher Seamus McGuire, and students were invited to apply. In addition to Tong, Ang, and Nguyen, participants included Chengxiang Lou, 18, from China; Christian Ogata, 14, of Wakefield; Kenneth Ramirez, 17, of Everett; Isaac Toscano, 17, of Medford; and MaryKatherine Zablocki, 15, of Revere and Wakefield. O’Donnell-Zablocki was surprised — and pleased — when her daughter applied to the program and was accepted.

    Furst notes that women are still underrepresented in chemical engineering. She was particularly excited to mentor young women through the program.

    A conductive ink

    The students were charged with identifying materials that had high conductivity, low resistance, were a bit soluble, and — with the help of a compatible “glue” — were able to stick to a substrate.

    Furst showed the Malden Catholic crew Shrinky Dinks — a common polymer popularized in the 1970s as a craft material that, when heated in a toaster oven, shrinks to a third of its size and becomes thicker and more rigid. Electrodes based on Shrinky Dinks would cost pennies, making it an ideal, inexpensive material for microbial fuel cells that could monitor, for instance, soil health in low- and middle-income countries.

    “Right now, monitoring soil health is problematic,” Furst says. “You have to collect a sample and bring it back to the lab to analyze in expensive equipment. But if we have these little devices that cost a couple of bucks each, we can monitor soil health remotely.”

    After a crash course in conductive carbon-based inks and solvent glues, the students went off to Malden Catholic to figure out what materials they wanted to try.

    Tong rattled them off: carbon nanotubes, carbon nanofibers, graphite powder, activated carbon. Potential solvents to help glue the carbon to the Shrinky Dinks included nail polish, corn syrup, and embossing ink, to name a few. They tested and retested. When they hit a dead end, they revised their hypotheses.

    They tried using a 3D printed stencil to daub the ink-glue mixture onto the Shrinky Dinks. They hand-painted them. They tried printing stickers. They worked with little squeegees. They tried scooping and dragging the material. Some of their electro-materials either flaked off or wouldn’t stick in the heating process.

    “Embossing ink never dried after baking the Shrinky Dink,” Ogata recalls. “In fact, it’s probably still liquid! And corn syrup had a tendency to boil. Seeing activated carbon ignite or corn syrup boiling in the convection oven was quite the spectacle.”

    “After the electrode was out of the oven and cooled down, we would check the conductivity,” says Tong, who plans to pursue a career in science. “If we saw there was a high conductivity, we got excited and thought those materials worked.”

    The moment of truth came in Furst’s MIT lab, where the students had access to more sophisticated testing equipment. Would their electrodes conduct electricity?

    Many of them didn’t. Tong says, “At first, we were sad, but then Dr. Furst told us that this is what science is, testing repeatedly and sometimes not getting the results we wanted.” Lou agrees. “If we just copy the data left by other scholars and don’t collect and figure it out by ourselves, then it is difficult to be a qualified researcher,” he says.

    Some of the students plan to continue the project one afternoon a week at MIT and as an independent study at Malden Catholic. The long-term goal is to create a field-based soil sensor that employs a bacterium like Shewanella.

    By chance, the students’ very first electrode — made of graphite powder ink and nail polish glue — generated the most current. One of the team’s biggest surprises was how much better black nail polish worked than clear nail polish. It turns out black nail polish contains iron-based pigment — a conductor. The unexpected win took some of the sting out of the failures.

    “They learned a very hard lesson: Your results might be awesome, and things are exciting, but then nothing else might work. And that’s totally fine,” Furst says.

    This article appears in the Winter 2023 issue of Energy Futures, the magazine of the MIT Energy Initiative. More

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    Fusion’s newest ambassador

    When high school senior Tuba Balta emailed MIT Plasma Science and Fusion Center (PSFC) Director Dennis Whyte in February, she was not certain she would get a response. As part of her final semester at BASIS Charter School, in Washington, she had been searching unsuccessfully for someone to sponsor an internship in fusion energy, a topic that had recently begun to fascinate her because “it’s not figured out yet.” Time was running out if she was to include the internship as part of her senior project.

    “I never say ‘no’ to a student,” says Whyte, who felt she could provide a youthful perspective on communicating the science of fusion to the general public.

    Posters explaining the basics of fusion science were being considered for the walls of a PSFC lounge area, a space used to welcome visitors who might not know much about the center’s focus: What is fusion? What is plasma? What is magnetic confinement fusion? What is a tokamak?

    Why couldn’t Balta be tasked with coming up with text for these posters, written specifically to be understandable, even intriguing, to her peers?

    Meeting the team

    Although most of the internship would be virtual, Balta visited MIT to meet Whyte and others who would guide her progress. A tour of the center showed her the past and future of the PSFC, one lab area revealing on her left the remains of the decades-long Alcator C-Mod tokamak and on her right the testing area for new superconducting magnets crucial to SPARC, designed in collaboration with MIT spinoff Commonwealth Fusion Systems.

    With Whyte, graduate student Rachel Bielajew, and Outreach Coordinator Paul Rivenberg guiding her content and style, Balta focused on one of eight posters each week. Her school also required her to keep a weekly blog of her progress, detailing what she was learning in the process of creating the posters.

    Finding her voice

    Balta admits that she was not looking forward to this part of the school assignment. But she decided to have fun with it, adopting an enthusiastic and conversational tone, as if she were sitting with friends around a lunch table. Each week, she was able to work out what she was composing for her posters and her final project by trying it out on her friends in the blog.

    Her posts won praise from her schoolmates for their clarity, as when in Week 3 she explained the concept of turbulence as it relates to fusion research, sending her readers to their kitchen faucets to experiment with the pressure and velocity of running tap water.

    The voice she found through her blog served her well during her final presentation about fusion at a school expo for classmates, parents, and the general public.

    “Most people are intimidated by the topic, which they shouldn’t be,” says Balta. “And it just made me happy to help other people understand it.”

    Her favorite part of the internship? “Getting to talk to people whose papers I was reading and ask them questions. Because when it comes to fusion, you can’t just look it up on Google.”

    Awaiting her first year at the University of Chicago, Balta reflects on the team spirit she experienced in communicating with researchers at the PSFC.

    “I think that was one of my big takeaways,” she says, “that you have to work together. And you should, because you’re always going to be missing some piece of information; but there’s always going to be somebody else who has that piece, and we can all help each other out.” More

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    MIT engineers introduce the Oreometer

    When you twist open an Oreo cookie to get to the creamy center, you’re mimicking a standard test in rheology — the study of how a non-Newtonian material flows when twisted, pressed, or otherwise stressed. MIT engineers have now subjected the sandwich cookie to rigorous materials tests to get to the center of a tantalizing question: Why does the cookie’s cream stick to just one wafer when twisted apart?

    “There’s the fascinating problem of trying to get the cream to distribute evenly between the two wafers, which turns out to be really hard,” says Max Fan, an undergraduate in MIT’s Department of Mechanical Engineering.

    In pursuit of an answer, the team subjected cookies to standard rheology tests in the lab and found that no matter the flavor or amount of stuffing, the cream at the center of an Oreo almost always sticks to one wafer when twisted open. Only for older boxes of cookies does the cream sometimes separate more evenly between both wafers.

    The researchers also measured the torque required to twist open an Oreo, and found it to be similar to the torque required to turn a doorknob and about 1/10th what’s needed to twist open a bottlecap. The cream’s failure stress — i.e. the force per area required to get the cream to flow, or deform — is twice that of cream cheese and peanut butter, and about the same magnitude as mozzarella cheese. Judging from the cream’s response to stress, the team classifies its texture as “mushy,” rather than brittle, tough, or rubbery.

    So, why does the cookie’s cream glom to one side rather than splitting evenly between both? The manufacturing process may be to blame.

    “Videos of the manufacturing process show that they put the first wafer down, then dispense a ball of cream onto that wafer before putting the second wafer on top,” says Crystal Owens, an MIT mechanical engineering PhD candidate who studies the properties of complex fluids. “Apparently that little time delay may make the cream stick better to the first wafer.”

    The team’s study isn’t simply a sweet diversion from bread-and-butter research; it’s also an opportunity to make the science of rheology accessible to others. To that end, the researchers have designed a 3D-printable “Oreometer” — a simple device that firmly grasps an Oreo cookie and uses pennies and rubber bands to control the twisting force that progressively twists the cookie open. Instructions for the tabletop device can be found here.

    The new study, “On Oreology, the fracture and flow of ‘milk’s favorite cookie,’” appears today in Kitchen Flows, a special issue of the journal Physics of Fluids. It was conceived of early in the Covid-19 pandemic, when many scientists’ labs were closed or difficult to access. In addition to Owens and Fan, co-authors are mechanical engineering professors Gareth McKinley and A. John Hart.

    Confection connection

    A standard test in rheology places a fluid, slurry, or other flowable material onto the base of an instrument known as a rheometer. A parallel plate above the base can be lowered onto the test material. The plate is then twisted as sensors track the applied rotation and torque.

    Owens, who regularly uses a laboratory rheometer to test fluid materials such as 3D-printable inks, couldn’t help noting a similarity with sandwich cookies. As she writes in the new study:

    “Scientifically, sandwich cookies present a paradigmatic model of parallel plate rheometry in which a fluid sample, the cream, is held between two parallel plates, the wafers. When the wafers are counter-rotated, the cream deforms, flows, and ultimately fractures, leading to separation of the cookie into two pieces.”

    While Oreo cream may not appear to possess fluid-like properties, it is considered a “yield stress fluid” — a soft solid when unperturbed that can start to flow under enough stress, the way toothpaste, frosting, certain cosmetics, and concrete do.

    Curious as to whether others had explored the connection between Oreos and rheology, Owens found mention of a 2016 Princeton University study in which physicists first reported that indeed, when twisting Oreos by hand, the cream almost always came off on one wafer.

    “We wanted to build on this to see what actually causes this effect and if we could control it if we mounted the Oreos carefully onto our rheometer,” she says.

    Play video

    Cookie twist

    In an experiment that they would repeat for multiple cookies of various fillings and flavors, the researchers glued an Oreo to both the top and bottom plates of a rheometer and applied varying degrees of torque and angular rotation, noting the values  that successfully twisted each cookie apart. They plugged the measurements into equations to calculate the cream’s viscoelasticity, or flowability. For each experiment, they also noted the cream’s “post-mortem distribution,” or where the cream ended up after twisting open.

    In all, the team went through about 20 boxes of Oreos, including regular, Double Stuf, and Mega Stuf levels of filling, and regular, dark chocolate, and “golden” wafer flavors. Surprisingly, they found that no matter the amount of cream filling or flavor, the cream almost always separated onto one wafer.

    “We had expected an effect based on size,” Owens says. “If there was more cream between layers, it should be easier to deform. But that’s not actually the case.”

    Curiously, when they mapped each cookie’s result to its original position in the box, they noticed the cream tended to stick to the inward-facing wafer: Cookies on the left side of the box twisted such that the cream ended up on the right wafer, whereas cookies on the right side separated with cream mostly on the left wafer. They suspect this box distribution may be a result of post-manufacturing environmental effects, such as heating or jostling that may cause cream to peel slightly away from the outer wafers, even before twisting.

    The understanding gained from the properties of Oreo cream could potentially be applied to the design of other complex fluid materials.

    “My 3D printing fluids are in the same class of materials as Oreo cream,” she says. “So, this new understanding can help me better design ink when I’m trying to print flexible electronics from a slurry of carbon nanotubes, because they deform in almost exactly the same way.”

    As for the cookie itself, she suggests that if the inside of Oreo wafers were more textured, the cream might grip better onto both sides and split more evenly when twisted.

    “As they are now, we found there’s no trick to twisting that would split the cream evenly,” Owens concludes.

    This research was supported, in part, by the MIT UROP program and by the National Defense Science and Engineering Graduate Fellowship Program. More

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    Nurturing human communities and natural ecosystems

    When she was in 7th grade, Heidi Li and the five other members of the Oyster Gardening Club cultivated hundreds of oysters to help repopulate the Chesapeake Bay. On the day they released the oysters into the bay, the event attracted TV journalists and local officials, including the governor. The attention opened the young Li’s eyes to the ways that a seemingly small effort in her local community could have a real-world impact.

    “I got to see firsthand how we can make change at a grassroots level and how that impacts where we are,” she says.

    Growing up in Howard County, Maryland, Li was constantly surrounded by nature. Her family made frequent trips to the Chesapeake Bay, as it reminded them of her parent’s home in Shandong, China. Li worked to bridge the cultural gap between parents, who grew up in China, and their children, who grew up in the U.S., and attended Chinese school every Sunday for 12 years. These experiences instilled in her a community-oriented mindset, which Li brought with her to MIT, where she now majors in materials science and engineering.

    During her first year, Li pursued a microbiology research project through the Undergraduate Research Opportunities Program (UROP) in the Department of Civil and Environmental Engineering. She studied microbes in aquatic environments, analyzing how the cleanliness of water impacted immunity and behavioral changes of the marine bacteria.

    The experience led her to consider the ways environmental policy affected sustainability efforts. She began applying the problem to energy, asking herself questions such as, “How can you take this specific economic principle and apply it to energy? What has energy policy looked like in the past and how can we tailor that to apply to our current energy system?”

    To explore the intersection of policy and energy, Li participated in the Roosevelt Project, through the Center of Energy and Environmental Policy Research, during the summer after her junior year. The project used case studies targeting specific communities in vulnerable areas to propose methods for a more sustainable future. Li focused on Pittsburgh, Pennsylvania, evaluating the efficiency of an energy transition from natural gas and fossil fuels to carbon-capture, which would mean redistributing the carbon dioxide produced by the coal industry. After traveling to Pittsburgh and interviewing stakeholders in the area, Li watched as local community leaders created physical places for citizens to share their ideas and opinions on the energy transition

    “I watched community leaders create a safe space for people from the surrounding town to share their ideas for entrepreneurship. I saw how important community is and how to create change at a grassroots level,” she says.

    In the summer of 2021, Li pursued an internship through the energy consulting firm Wood Mackenzie, where she looked at technologies that could potentially help with the energy transition from fossil fuels to renewable energy. Her job was to make sure the technology could be implemented efficiently and cost-effectively, optimizing the resources available to the surrounding area. The project allowed Li to engage with industry-based efforts to chart and analyze the technological advancements for various decarbonization scenarios. She hopes to continue looking at both the local, community-based, and external, industry-based, inputs on how economic policy would affect stakeholders.

    On campus, Li is the current president of the Sustainable Energy Alliance (SEA), where she aims to make students more conscious about climate change and their impact on the environment. During summer of her sophomore year, Li chaired a sustainability hackathon for over 200 high school students, where she designed and led the “Protecting Climate Refugees” and “Tackling Environmental Injustice” challenges to inspire students to think about humanitarian efforts for protecting frontline communities.

    “The whole goal of this is to empower students to think about solutions for themselves. Empowering students is really important to show them they can make change and inspire hope in themselves and the people around them,” she says.

    Li also hosted and produced “Open SEAcrets,” a podcast designed to engage MIT students with topics surrounding energy sustainability and provide them with the opportunity to share their opinions on the subject. She sees the podcast as a platform to raise awareness about energy, climate change, and environmental policy, while also inspiring a sense of community with listeners.

    When she is not in the classroom or the lab, Li relaxes by playing volleyball. She joined the Volleyball Club during her first year at MIT, though she has been playing since she was 12. The sport allows her to not only relieve stress, but also have conversations with both undergrads and graduate students, who bring different their backgrounds, interests, and experiences to conversations. The sport has also taught Li about teamwork, trust, and the importance of community in ways that her other experience doesn’t.

    Looking ahead, Li is currently working on a UROP project, called Climate Action Through Education (CATE), that designs climate change curriculum for K-12 grades and aims to show how climate change and energy are integral to peoples’ daily lives. Seeing the energy transition as an interdisciplinary problem, she wants to educate students about the problems of climate change and sustainability using perspectives from math, science, history, and psychology to name a few areas.

    But above all, Li wants to empower younger generations to develop solution-minded approaches to environmentalism. She hopes to give local communities a voice in policy implementation, with the end goal of a more sustainable future for all.

    “Finding a community you really thrive in will allow you to push yourself and be the best version of yourself you can be. I want to take this mindset and create spaces for people and establish and instill this sense of community,” she says. More