College of Science

New Smithsonian-�鶹��Ƶ opportunity offers students a pathway to conservation science

Colleen Rich — Wed, 29 Oct 2025 18:43:54 +0000

New Smithsonian-�鶹��Ƶ opportunity offers students a pathway to conservation science Colleen Rich Wed, 10/29/2025 - 14:43

From cloning endangered black-footed ferrets to using drone technology to track wildlife to caring for red pandas up close, researchers at the Smithsonian’s National Zoo and Conservation Biology Institute are working at the forefront of conservation science. As a global leader in conservation research, the Smithsonian-�鶹��Ƶ School of Conservation (SMSC), which is a partnership between �鶹��Ƶ and the Smithsonian, offers hands-on experiences to undergraduate students that few other institutions can match.

Photo by Cristian Torres/Office of University Branding

Now, students across the country can apply to take part in this kind of hands-on opportunity thanks to a ten-week summer research experience at SMSC through the National Science Foundation-funded Research Experiences for Undergraduates (REU) program.

The 2025 REU Saving Critically Endangered Species and Habitats: Next-Generation Education, Research, and Training for Conservation Biologists is only the second REU awarded to George �鶹��Ƶ. The program is led by College of Science dean and principal investigator Cody W. Edwards, alongside biology professor and co-principal investigator David Luther.

At the Smithsonian’s Front Royal, Virginia, site, 10 participants will take part in field-based conservation projects. These students will work on developing strategies to preserve endangered species and acquire skills applicable to careers in conservation biology.

“One of the best things about George �鶹��Ƶ is the wide range of backgrounds and experiences our students bring, along with the access we provide to top-tier research thanks to our location and partnerships with leading institutions like the Smithsonian,” said Edwards. “Hosting an REU allows us to expand that access nationwide, reaching students who are passionate about conservation and eager to make an impact, but who may not yet be aware of the opportunities available at George �鶹��Ƶ.”

Edwards said the REU will act as an “amplifier,” offering a launchpad for students who have the passion and potential but lack exposure to advanced training in the field.

“This learning opportunity is incredibly difficult to replicate as you get both a world-class education, along with an expanded network of top industry professionals,” said Edwards. “Many students apply to work with Smithsonian scientists and researchers at George �鶹��Ƶ, and now this REU provides a broader pathway to do that.”

Participants will engage with researchers and mentors like Edwards and Luther in a collaborative setting that blends fieldwork and lab-based research. Through these collaborations, students will deepen their research experience, gain critical career skills, grow professional networks, and generate findings with potential to impact conservation efforts globally.

“Everyone I’ve met got their start with the help of a good mentor,” said Luther. “People can do a lot of good work on their own, but having someone to guide you early on, someone who helps shape how you approach problems, work through challenges, and make sound decisions is invaluable. That’s why I think this grant and the research experience it offers undergraduates is so special.”

Students will focus their work in one of three core areas aligned with the school’s expertise: assessing and monitoring wild populations, studying ecological resilience in the face of environmental threats, or improving the care and management of species in human care.

The SMSC is distinguished by its rich history of renowned experts and visionary faculty dedicated to educating and inspiring the next generation of conservation leaders. Over the years, the school has welcomed some of the most influential figures in environmental science. The late Jane Goodall, a global icon of wildlife conservation, visited the campus in 2017, 2018, and 2019 to share her insights and engage with students. George �鶹��Ƶ’s Department of Environmental Science and Policy was also home to the legendary Thomas Lovejoy, often referred to as the “Godfather of Biodiversity,” who mentored some of SMSC’s current faculty.

“What excites me most about the REU is the opportunity it creates, not just for the individual students, but for the broader conservation community,” Edwards said. “Their work can spark new ideas and help drive forward conservation initiatives beyond their own project, and builds networks of individuals who can collaborate to drive big changes.”

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Environmental science major lands internship with U.S. Geological Survey

Katarina Benson — Wed, 15 Oct 2025 19:35:51 +0000

Environmental science major lands internship with U.S. Geological Survey Katarina Benson Wed, 10/15/2025 - 15:35

�鶹��Ƶ Environmental Science and Policy major Melanie Medrano has long aspired to work in the federal government, ideally on the front lines of creating meaningful environmental change. She took a major step toward that goal by starting an internship with the U.S. Geological Survey (USGS), where she will assist in their communication efforts through December 2025.

USGS provides a range of data and expertise on earth sciences, water, biology, and mapping to aid decisions on environmental and public safety issues. At USGS’s National Climate Adaptation Science Center, Medrano supports two principal investigators working on the Resist-Accept-Direct (RAD) framework. This decision-making tool helps resource managers develop informed strategies for responding to ecological transformations within landscapes caused by climate change.

Melanie Medrano (center) with her mentors Abby Lynch (left) and Jackson Valler (right) at the Reston office. Photo provided

In her communications role, Medrano is helping expand the reach of the RAD framework beyond the USGS by supporting the launch of newsletters, producing case studies that highlight real-world applications of the RAD framework in different transforming landscapes, and interviewing scientists and managers who are implementing or researching RAD.

Although her internship, which started in February, is fully remote—which Medrano said aids in the balancing of her workload with coursework—she met the team in-person this past summer at the USGS headquarters in Reston, Virginia. Medrano said her mentors have taught her a great deal about the importance of engaging in interagency conversations and how to communicate science in ways that are both clear and meaningful. Her experience with USGS has so far reinforced a key lesson: learning never stops.

One of the most significant takeaways, she noted, is the greater understanding of how science informs decision-making across various branches of the federal government, including the U.S. Department of State and the U.S. Department of War. Medrano’s work with the USGS, combined with her environmental studies, offers her a comprehensive view of what’s possible when classroom learning is applied to real-world challenges.

Medrano said Department of Environmental Science and Policy professor Younsung Kim played a central role in securing her internship, helping with the application process and facilitating communications between her and USGS.

“It was definitely an opportunity I couldn’t miss,” Medrano said. “Dr. Kim always pushes students to gain real-world experience. She would constantly share opportunities with us, and one of those opportunities was the USGS program.”

Just as impactful, she said, was the encouragement she received from a close friend and fellow George �鶹��Ƶ student already in the program. “She gave me the push I needed to apply,” Medrano said. “That kind of peer support reflects the culture at �鶹��Ƶ.”

A first-generation college student, Medrano chose to study at George �鶹��Ƶ because of its diversity and proximity to Washington, D.C. She is actively involved on campus, serving as the multimedia director of the Hispanic Latina Leadership Alliance, handling outreach to Hispanic students on campus.

She is also the social media director for the Sycamore Institute branch at George �鶹��Ƶ, the first undergraduate Think Tank run entirely by undergraduate students, focused on foreign policy and issues of international security.

When reflecting on her experience with USGS, the only regret Medrano has is the doubt she had for herself before applying to the internship. Her advice for others who are applying for internships is not to self-restrain based on the skills you feel you might be lacking.

“It’s important to network, especially with your professors,” Medrano said. “Let them know what you’re interested in, because you never know what opportunities might be out there.”

Medrano hopes to gain additional field experience and further her research before completing her undergraduate degree this fall. She is eager to continue her work within the federal government, with a particular interest in remaining with the USGS.

“I love what I do right now,” she said.

Since beginning her internship, Medrano has published member profiles for RADish and written a case study on applying the RAD framework to Alaska’s Kenai Peninsula.

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George �鶹��Ƶ faculty awarded 14 grants from 4-VA

Katarina Benson — Thu, 09 Oct 2025 16:32:04 +0000

George �鶹��Ƶ faculty awarded 14 grants from 4-VA Katarina Benson Thu, 10/09/2025 - 12:32

Faculty across �鶹��Ƶ are leading or participating in innovative new projects to further research and education this academic year, thanks to grants recently awarded by 4-VA, a statewide consortium of nine higher education institutions in Virginia.

“The core purpose of 4-VA is to improve efficiencies in higher education and launch novel research via collaborations that leverage the strengths of each university,” said Janette Muir, 4-VA @ �鶹��Ƶ campus coordinator and vice provost of academic affairs. “Through 4-VA, we encourage teamwork to bring great ideas to fruition.”

4-VA is funding four Collaborative Research Grants led by George �鶹��Ƶ faculty with partners from other institutions.

Younsung Kim in the College of Science (COS) received funding for a project titled “Designing Experiential Learning Modules for Stormwater Management and Climate Adaptation via Spatial Analysis Tools.” She is working with faculty at the University of Virginia (UVA) and Virginia Tech (VT).
Quentin Sanders of College of Engineering and Computing (CEC) is working on “Enhancing Daily Living Activities in Stroke Survivors Through Semi-Autonomous Hand Exoskeletons with Multi-Modal Sensing” with faculty at UVA.
Shaghayegh (Shay) Bagheri, also of CEC, is working on a project titled “Bio-Inspired Metamaterials: Design for Additive Manufacturing” with collaborators at VT and Virginia Commonwealth University (VCU).
Yanika Kowitlawakul of the College of Public Health received a grant for her project titled “Development and integration of Escape Room games to enhance undergraduate nursing students’ collaboration, problem-solving skills, and academic performance.” She is working with collaborators at UVA and VCU.

The following researchers have received 4-VA Complementary Grants to support projects managed at partner schools (listed in parentheses).

Silvia Danielak of the Carter School for Peace and Conflict Resolution is working on “Environmental peacebuilding as an approach for promoting just and sustainable data center governance in Virginia” (James Madison University [JMU]).
David Luther, COS, for “Sound Ecology: Acoustic Niche Partitioning and the effects of 17-year cicadas on avian communities across an urban gradient” (JMU).
Armita Kar, COS, for “Safe Streets: AI-Powered Digital Twin Framework for Enhancing Urban Pedestrian Safety” (VT).
Ziwei Zhu, CEC, for “Towards Fair Decision Systems: Augmenting LLMs with Causual Graph Discovery” (UVA).
Ethan Ahn, CEC, for “CMOS-CIM Collaboration on CMOS+Xarrays for Compute-in-Memory” (UVA).
Xijin “Emma” Zhang, CEC, for “Safety Machine Learning-Driven Bio-Upcycling of Waste Concrete into High-Value Materials” (VT).
Tamara A. Maddox, CEC, for “Designing a Classroom Platform for Accountable Use of Generative AI in Writing” (VT).
Gregory Stein, CEC, for “Leveraging Digital Twin Environments and AI-Embodied Reasoning Models for Human–Robot Collaboration in Construction Tasks” (VT).

Additionally, George �鶹��Ƶ faculty members were awarded grants to support course redesign and bring updated and relevant materials to students in a cost-efficient manner.

Tammy Stitz of University Libraries (assisted by George �鶹��Ƶ faculty James Baldo, Bernard Schmidt, and Susan Lawrence) is updating the course DAEN 690 Data Analytics Engineering.

Sara-Lynn Gopalkrishna of CEC is renovating the course CS 108 Introduction to Computer Programming.

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From persistence to pandas: How one George �鶹��Ƶ alumna found her dream job

Colleen Rich — Thu, 09 Oct 2025 16:06:57 +0000

From persistence to pandas: How one George �鶹��Ƶ alumna found her dream job Colleen Rich Thu, 10/09/2025 - 12:06

When Trish Jarvis, BS Biology ’10, tells people what she does for a living, their eyes usually light up. As an employee at the Smithsonian’s National Zoo and Conservation Biology Institute in Washington, D.C., Jarvis has one of the most coveted—and adorable—jobs around: She’s a panda keeper.

Trish Jarvis (right) accompanying the crated pandas to their new home at the National Zoo. Photo by Rosh Patel/Smithsonian’s National Zoo and Conservation Biology Institute

Jarvis was on the zoo team in November 2023 that helped prepare the zoo’s giant pandas Tian Tian, Mei Xiang, and Xiao Qi Ji for their return to China. She was also on the flight in October 2024 that brought the panda pair, Qing Bao and Bao Li, to their new home in the United States.

“It’s literally everything career-wise you would want as a keeper—except maybe holding a panda baby,” Jarvis said. And yes, she’s done that too—holding baby Xiao Qi Ji during vet exams in 2020.

“If I hadn't already been totally into pandas that probably would've been the moment for me,” added Jarvis.

Pandas are her thing, but the journey to her dream job wasn’t an easy one. It took a lot of hard work and initiative. After graduating from �鶹��Ƶ in 2010, Jarvis accepted a job in government contracting and quickly realized it wasn’t for her. That revelation pushed her to volunteer at the National Zoo, where she took on internships working with red pandas and gorillas. “That’s when it all kind of fell into place for me,” she said.

Observing animals up close, designing enrichment activities for them, and managing their environments sparked something in Jarvis. She learned as much as she could about the field, made some connections, and asked professionals for advice.

Trish Jarvis works with a red panda named Asa. Photo by Mariel Lally/Smithsonian’s National Zoo and Conservation Biology Institute

“And I got some really good advice,” she said. “I decided that I would volunteer and intern until I could apply for the job and be qualified for it. I wanted people to see that I put in the work, and that I'm good.”

In 2018, her persistence paid off, and she landed a two-year appointment at the National Zoo, where she assisted several units and got some quality time working with the giant pandas. At the end of her appointment, a panda keeper position opened up at Zoo Atlanta, and Jarvis was ready. In that position, she was able to further hone her skills. When the opportunity to return to the National Zoo team presented itself, however, she jumped at the chance. “This is home for me,” she said.

Jarvis lives in Northern Virginia with her husband, Christopher Jarvis, BA Economics ’10, who she met at George �鶹��Ƶ in a classical music course, and their young daughter—also an animal lover.

Jarvis’s love for pandas is both professional and personal. She said saying goodbye to Tian Tian, Mei Xiang, and Xiao Qi Ji was hard and bittersweet. “I knew them. I learned how to be a keeper with them,” she said. “It breaks your heart [to have to say goodbye], but if anyone was going to help make that transition easy for them, I’m glad I got to be part of the team to do it.

In her work, Jarvis also advocates for red pandas. She currently serves on the steering committee for Saving Animals From Extinction (SAFE): Red Panda. One of the group’s projects involves testing canopy connectors at zoos to inform conservation efforts in red pandas’ native habitats like Nepal and Bhutan where deforestation is posing a threat. “It’s incredibly meaningful to see how our zoo-based work can help wild populations,” she said.

To students hoping to follow a similar path, Jarvis offers this advice: “Take every opportunity. Volunteer. Intern. Even if it’s not with your ‘dream’ animal, give it your all. If you stay committed, the dream job can come.”

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Alumni

Smithsonian's National Zoo and Conservation Biology Institute

College of Science

George �鶹��Ƶ pathways program introduces high schoolers to quantum

Katarina Benson — Fri, 03 Oct 2025 19:01:23 +0000

George �鶹��Ƶ pathways program introduces high schoolers to quantum Katarina Benson Fri, 10/03/2025 - 15:01

Quantum science may operate at the tiniest scales of the universe, but its potential to reshape our world is anything but small. This summer, �鶹��Ƶ hosted the Pathways to Quantum Immersion Program, preparing high school students for careers in the rapidly emerging field of quantum science.

The program welcomed rising seniors from across the Washington, D.C., metropolitan area and Virginia for an immersive, two-part experience consisting of a two-week virtual course covering the fundamentals of quantum science, followed by an in-person week centered at the George �鶹��Ƶ Fairfax Campus. During the in-person experience students engaged with hands-on learning and saw how quantum concepts are already shaping the world around them. They also visited leading institutions in research, technology, and policy.

Program leads Nancy Holincheck and Jessica Rosenberg. Photo by Zander Leon/College of Science

“Before this experience, I always associated 'quantum' with quantum physics,” said participant Benjamin Fu. “But I’ve learned that quantum technologies power many of the applications and systems we rely on every day.”

The program is led by Jessica Rosenberg, professor of Physics and Astronomy and director of education at George �鶹��Ƶ’s Quantum Science and Engineering Center, and Nancy Holincheck, associate professor in the College of Education and Human Development and associate director of the Center for Social Equity Through Science Education.

"We want to give the students a feel for why it is interesting and important so that they consider taking that next step in a field that can be challenging," said Rosenberg. "If we can get these students interested, there will be plenty of time for them to dive into the math and other details that you need to really pursue the field. We also make sure to introduce them to a lot of people with a lot of different backgrounds and experiences to show them the variety of ways they can engage with and make an impact in the field."

Both Rosenberg and Holincheck guided students this summer through interactive sessions and field experiences, with many participants citing the visits as a highlight of their experience. For Fu, the visit to the MITRE Corporation, an organization that manages federally funded research and development, left a lasting impression.

“I met so many working professionals, and I admire their curiosity and how well they communicate their expertise,” he said. “They have to work closely with government agencies and serve as a bridge between academic research and real-world policy, and I could definitely see myself doing something like that in the future.”

2025 Quantum Pathways Program participants. Photo by Zander Leon/College of Science

Fellow participant Laura De also liked visiting MITRE. “I’m interested in industry-based applications of quantum and so seeing how people in the workforce implement the technologies, outside of academia, was the coolest thing. I think seeing that helped me envision doing that in the future.”

Participant Colette Cookson described the visit to NASA’s Goddard Space Flight Center as the highlight of the program, where she witnessed aerospace engineering in action and saw the massive machinery used in final-stage rocket testing. The students were shown how the facility uses vibration, sound, and extreme temperatures to ensure a rocket is sound before sending it to space. “I didn’t realize how many people were involved in making a single launch possible and that each step had its own specialist come in to do their part. There’s a lot of collaboration and interdisciplinary work,” she said.

Rosenberg and Holincheck also took participants through George �鶹��Ƶ’s labs and let them see some of the work being done by current George �鶹��Ƶ students.

Participant Horayn Gibson uses a handheld spectrometer to look at the different light waves that make up helium. Photo by Kimberly Cruz-Cruz

“I had no idea George �鶹��Ƶ had so many resources or was investing this much in STEM,” said Cookson. “Every lab we visited was amazing, and it was cool to hear the postdocs talk about their research. One was working on something they said they hoped could cure cancer.”

For Avanthika Thodupunuri, the most exciting part was meeting current George �鶹��Ƶ students whose research connected with her own interests. “I want to know how quantum can be applied to the stock market, and one student was working on a physics-based study in that area,” she said. “This program was incredible. I was surrounded by people who were not only incredibly smart, but also genuinely curious, asking thoughtful questions and interested in the subject.”

The Quantum Pathways Immersion program is part of QSEC’s K12 Quantum Workforce Development Project, which was funded by an appropriation sponsored by former U.S. Rep. Jennifer Wexton and aims to inspire the next generation of students to pursue the field while simultaneously preparing a diverse quantum workforce in the Washington, D.C., metropolitan region.

“As the next generation, I think everyone is going to want to at least have some basic understanding [of quantum], and this program definitely gives you a head start on it,” said Thodupunuri.

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Four George �鶹��Ƶ faculty members inducted into the Virginia Academy of Science, Engineering, and Medicine

Katarina Benson — Fri, 03 Oct 2025 15:39:19 +0000

Four George �鶹��Ƶ faculty members inducted into the Virginia Academy of Science, Engineering, and Medicine Katarina Benson Fri, 10/03/2025 - 11:39

Four �鶹��Ƶ faculty members have been elected to the Virginia Academy of Science, Engineering, and Medicine (VASEM) and were recognized at the 2025 VASEM’s annual summit held at the Virginia Tech Institute for Advanced Computing in Alexandria, Virginia.

Since 1863, the National Academies have tapped the expertise of the country’s most accomplished and innovative leaders in science, engineering, and medicine, and tasked them with providing nonpartisan, objective guidance to decision-makers across the nation.

In 2013, with the support of Senator Mark Warner, National Academy members and other key individuals from Virginia formed a similar group to serve the commonwealth by providing nonpartisan, objective guidance to decision-makers in Virginia. According to its website, the VASEM is charged with informing and educating the state’s executive branch agencies, as well as its residents, on issues related to policy, the economy, and quality of life. The organization also promotes research, the application of knowledge, and engagement of future generations.

The 2025 elected class includes two College of Science professors and two College of Engineering and Computing professors.

Missy Cummings. Photo by Ron Aira/Office of University Branding

Missy Cummings

Professor, College of Engineering and Computing, Director of the Responsible AI Program and �鶹��Ƶ Autonomy and Robotics Center

Cummings’ research interests include the application of artificial intelligence to safety-critical systems, assured autonomy, human-systems engineering, and the ethical and social impact of technology. She holds faculty appointments in the Departments of Mechanical Engineering, Electrical and Computer Engineering, and Computer Science. A naval officer and military pilot from 1988 to 1999, she was one of the U.S. Navy’s first female fighter pilots. She is a fellow of the American Institute of Aeronautics and Astronautics and recently served as the senior safety advisor to the National Highway Traffic Safety Administration.

Lance Liotta. Photo by Evan Cantwell/Office of University Branding

Lance Liotta, MD

Distinguished University Professor, College of Science, School of Systems Biology

Prior to joining George �鶹��Ƶ in 2005 as the codirector of the Center For Applied Proteomics and Molecular Medicine, Liotta served in the National Institutes of Health (NIH) National Cancer Institute as chief of the Laboratory of Pathology, chief of the Section of Tumor Invasion and Metastasis, and NIH deputy director of intramural research. As a highly cited ISI investigator, he is recognized internationally for his pioneering work in the molecular mechanisms of cancer invasion and metastasis, and as an inventor of medical research analytical tools in the fields of laser microdissection, proteomics, biomarker discovery, and personalized therapy. He received the NIH PHS Distinguished Service Award and Commendation Medal, and the U.S. Surgeons General Medallion. He received the State Council of Higher Education for Virginia (SCHEV) Outstanding Faculty Award in 2015, the George �鶹��Ƶ Dean’s Challenge Award in 2021, and George �鶹��Ƶ’s Lifetime Innovation Award in 2023. He is a Fellow in the American Institute for Medical and Biomedical Engineering.

Elise Miller-Hooks. Photo by Evan Cantwell/Office of University Branding

Elise Miller-Hooks

Professor, College of Engineering and Computing, Bill and Eleanor Hazel Endowed Chair in Infrastructure Engineering, Chair of the Sid and Reva Dewberry Department of Civil, Environmental, and Infrastructure Engineering

Miller-Hooks was a program director at the National Science Foundation and is a former faculty member at the University of Maryland, Pennsylvania State University, and Duke University. Her research applies operations research concepts to transportation and infrastructure, with emphasis on disaster protection and resilience. Miller-Hooks served on the U.S. Congress-initiated Transportation Resilience Metrics Committee for the National Academies of Science, Engineering, and Medicine and as chair for the 2023 Roundtable on Transport System Resilience at the Organization for Economic Cooperation and Development’s International Transport Forum. She is founding editor-in-chief of Sustainability Analytics and Modeling and has advised the World Bank.

Jagadish Shukla. Photo by Lathan Goumas/Office of University Branding

Jagadish Shukla

Distinguished University Professor Emeritus, College of Science, Atmospheric, Oceanic and Earth Science

During his time at George �鶹��Ƶ, Shukla founded the Department of Atmospheric, Oceanic, and Earth Science and the Climate Dynamics Doctoral Program. His research on monsoons, deforestation, and climate predictability led to the concept of predictability in the midst of chaos, and he contributed to the Intergovernmental Panel on Climate Change report, which shared the 2007 Nobel Peace Prize. Shukla has authored more than 250 scientific papers and received honors including India’s Padma Shri Award, the Walker Gold Medal, NASA’s Exceptional Scientific Achievement Medal of the Indian Meteorological Society (IMS), the Rossby Medal, and the International Meteorological Prize. He serves as a fellow of the IMS and an associate fellow of the World Academy of Sciences and the Indian Prime Minister’s Council on Climate Change. Shukla and his wife, Anastasia, founded Gandhi Degree College in his home village in India to empower rural students, especially women, through education.

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Podcast: Are Earth's oceans suffocating?

Sarah Holland — Mon, 29 Sep 2025 13:58:51 +0000

Podcast: Are Earth's oceans suffocating? Sarah Holland Mon, 09/29/2025 - 09:58

Oceans cover 71% of our Earth. Formed over 3.8 billion years ago, these vast depths could hold some of the answers to our questions about Earth’s long and mysterious history, as well as offer predictions for the future of our planet. And the key might be found in, of all places, rocks.

On this episode of Access to Excellence, President Washington speaks with Geoffrey Gilleaudeau, associate professor in the Department of Atmospheric, Oceanic, and Earth Sciences Department in the College of Science, about the past, present, and future of Earth’s oceans according to the physical and chemical characteristics of sedimentary rocks.

I think that one of the things that's really important to note is that the Earth has been much warmer at times in the past over the course of our planet's entire history. We're actually in a relatively cold interval right now. But the thing that matters is actually the rate of change and the rate at which ecosystems can adapt to climate change. So we have a clear understanding from the geological record that rapid periods of climate change have wreaked havoc on global ecosystems. And what's happening now is a rate of increase of carbon in the atmosphere, a rate of increase of temperature that is off the charts compared to what's happened naturally in the past. So we're seeing lots of different detrimental effects already occurring focused on ocean oxygen levels.—Geoffrey Gilleaudeau

Read the transcript

Intro (00:04):

Trailblazers in research; innovators in technology; and those who simply have a good story: all make up the fabric that is �鶹��Ƶ, where taking on the grand challenges that face our students graduates in higher education is our mission and our passion. Hosted by �鶹��Ƶ President Gregory Washington, this is the Access to Excellence podcast.

President Gregory Washington (00:27):

71% of our Earth is covered by ocean formed over 3.8 billion years ago. These vast depths could hold some of the answers to our questions about the Earth's long and mysterious history, as well as offer predictions for the future of our planet. And the key might be found, in of all places, rocks. It sounds like we're in need of a geologist. Geoffrey Gilleaudeau is an associate professor in the Department of Atmospheric, Oceanic and Earth Sciences in the College of Science. He specializes in the physical and chemical characteristics of sedimentary rocks. His research focuses on the evolution of ocean atmosphere, chemistry, and its effect on biological development throughout Earth's history. Geoffrey, welcome to the show.

Geoffrey Gilleaudeau (01:27):

Thank you very much, president.

President Gregory Washington (01:30):

So one of your areas of study is, and I don't wanna screw this up, <laugh>, the Proterozoic.

Geoffrey Gilleaudeau (01:38):

Yeah. Proterozoic, right.

President Gregory Washington (01:39):

The Proterozoic world AKA, the geological age in which the earliest forms of complex right. Life began to take shape. So what criteria do scientists use to define complex life, number one, and why is it important to define it? And then we'll talk a little bit about what these complex life forms are.

Geoffrey Gilleaudeau (02:00):

Yeah, sure. So we think of all life on Earth as belonging to three different domains: bacteria, archaea, and eukaryotes and eukaryotes are special because that, uh, they---we're eukaryotes and, and our cells have a nucleus, that's a fundamentally more complex organization of life than exists in bacteria or exists in archaea. So eukaryotes, uh, first evolved during the Proterozoic. Bacteria, uh, we know were around way back 3 billion years or, or earlier, but eukaryotes only evolved in the Proterozoic. And then in particular when we have things like algae that are single-cell eukaryotes, but we also have multicellular eukaryotes, right? So the first really multicellular eukaryotes that seem to have, you know, more of a complex set of, uh, organization also occur toward the very end of the Proterozoic. And yeah, a big question for a long time has been, you know, why was there such a long delay between the first evolution of bacteria and then finally having something complex that we can actually see as a fossil and is made up of eukaryotes with, with a complex biological structure.

President Gregory Washington (03:09):

So non-complex life are like simple bacteria.

Geoffrey Gilleaudeau (03:12):

Yeah, exactly. Bacteria and what we call archaea, which are another single cell type of life.

President Gregory Washington (03:18):

Right. But at some point in time, you shift to more complex life. Right. Okay. So gimme the understanding of where those lines occur and how does it relate to what many of us would call complex life?

Geoffrey Gilleaudeau (03:32):

Yeah, great question. So the first time that we see evidence in the fossil record of a eukaryote, an organism that has a nucleus, is around 1.7 billion years ago, which is kind of a arbitrary number, but, um, but the, as I said, the Earth is four and a half billion years old. So that's already more than half through Earth history before we see the first eukaryote, that, uh, an organism with a nucleus. Right. And then we, we see various kinds of, sometimes multicellular, but still simple eukaryotes for the next billion years or so. And it's not until really the final 10% of our planet's history that we start to see fossils of things that we would recognize like an animal. And it's only around five or six hundred million years ago that we start to see fossils of things that we recognize as animal phyla. Right.

President Gregory Washington (04:23):

Wait, is this post dinosaur or pre--

Geoffrey Gilleaudeau (04:26):

Pre dinosaur. Yeah. And if you think about dinosaurs, right? Again, it's like, are interesting to put this all in perspective, when our planet is four and a half billion years old, right? Dinosaurs were around something like a hundred million years ago up to 66 million years ago. So that's only occurring in like the last 1%, you know, of our planet's history, um, are those things that, that we sort of recognize and learn about when we're kids even, you know, the most simple thing like a jellyfish or a sponge is only really showing up in our fossil record in kind of the last 10% of our planet's history.

President Gregory Washington (05:03):

That's amazing.

Geoffrey Gilleaudeau (05:04):

Yeah. <laugh>.

President Gregory Washington (05:05):

So for that 90%, it was all simple life or no life.

Geoffrey Gilleaudeau (05:10):

Yeah. I mean, so that, that's really interesting because the oldest rocks we have on Earth that go back, uh, 3.8 billion years already have evidence for life in them. So we think that that simple life like bacteria evolved very early in our planet's history, probably more than 4 billion years ago when the Earth was very young. So life has been around the whole time, and we have evidence for, you know, ubiquitous bacteria and simple life through Earth history. But it's not that we, you know, we get something that we would recognize as an animal. That comes very late.

President Gregory Washington (05:46):

And so why did it take so long?

Geoffrey Gilleaudeau (05:48):

Yeah, that's been a, a question that like when I was an undergrad really motivated me. Uh, I learned about that at a paleobiology class. It really struck my interest and I've really dedicated a lot of my career to trying to understand that. One of the big things that I study is oxygen, right? One of the things that we know is that bacteria can do their metabolism based on many other chemical compounds, and they don't necessarily need oxygen, right? But we know that us, as complex life, we need to breathe. And we also know that, um, the process that we do called aerobic respiration, where we use, where we use oxygen in our metabolism, is the most energetically efficient metabolism, and it's probably required to have any type of complex life. So a lot of my research has been in looking at the levels of oxygen in the ocean and atmosphere over the course of Earth history.

Geoffrey Gilleaudeau (06:42):

So yeah, one idea is that oxygen levels remained quite low through most of our planet's history and only rose, uh, to sufficient levels at, at a later time. We've been investigating that and we're finding that it's not quite that simple actually. And there there are many other things about the Earth's biogeochemistry that really matter, like nutrient levels in the oceans. For example, we have evidence that things like phosphorus, which all life needs, was very, at very low levels in the oceans for much of our planet's history and other nutrients like nitrate may have been important. Another thing that's really important is actually how our planet behaves as far as the plate tectonics and its physical structure. It's actually interesting that we're learning more and more that we may not think that having mountains really matters for life. But mountains are really, really important.

Geoffrey Gilleaudeau (07:33):

And having active and vigorous plate tectonics, which constantly creates new mountains and exposes new rocks to weathering, putting nutrients into the ocean is really, really important. And we're actually finding that there are linkages between times of really intense plate tectonics and weathering that are linked to some of these early forms of complex life. So it's a complicated picture, but it's, uh, the Earth is sort of working in tandem. And what I'm really interested in is like kind of the biogeochemical feedbacks that, that have led us to this point. So, um, yeah, I think oxygen, it plays a big role, but also tectonics and nutrients for sure.

President Gregory Washington (08:10):

So one of your areas of study is this Toarcian Oceanic Anoxic Event, or T-OAE. Okay. Explain what the T-OAE, is that how it's pronounced:T dash O A E or

Geoffrey Gilleaudeau (08:27):

Is it Yeah, the, the TOAE exactly. Yeah.

President Gregory Washington (08:30):

The TOEA.

Geoffrey Gilleaudeau (08:30):

<affirmative>. Okay. Yeah. I mean, this is now moving forward a little bit in our Earth, in our planet's history, actually to the time that you mentioned of the dinosaurs around 180 million years ago or so. And during this time, something happened where we already had a lot of oxygen in the oceans and atmosphere at that time, complex life was really vibrant on Earth, but there was a short term event where we had something called a large igneous province. And basically what that means is that volcanoes kind of went crazy for a little while, and we had, uh, a lot of input of volcanoes, a lot of volcanic eruptions, uh, over a relatively short amount of time. And what that did is it put a lot of carbon into the atmosphere. It put a lot of CO2 into the atmosphere, and it caused a cascade of effects where what that did was enhance the weather and hydrological cycle, which then ultimately led to warmer conditions, more rainfall, which then led to intense weathering of the rocks on, on land, which then led to a lot of nutrients going into the ocean.

Geoffrey Gilleaudeau (09:32):

And when that happens, it can have a detrimental effect on the oceans, where basically those nutrients cause like harmful algal blooms and algae will, will produce, you know, lots of organic matter. And when that sinks down, it uses up the oxygen choke. So what.

President Gregory Washington (09:47):

It chokes out, chokes everything out.

Geoffrey Gilleaudeau (09:48):

It chokes the---everything out, yeah. And basically what happened at that time is what, what you said it caused an oceanic anoxic event or a loss of oxygen from the oceans. Um, and this was something that caused, you know, a, a relatively minor extinction of life in the oceans at this time. So this is really, really important because, um, this provides us as a potential analog for what's potentially happening now with global warming. Um, we, we have a very clear signal from the geological record that times when lots of carbon is put out into the atmosphere relatively rapidly, that can have very detrimental effects on the oceans.

President Gregory Washington (10:28):

This is actually quite fascinating. So you're basically studying the history of the early formation of Earth?

Geoffrey Gilleaudeau (10:37):

Yeah, absolutely. Absolutely.

President Gregory Washington (10:38):

I mean, I, I, I think that's one good way to kind of look at it. And, and in learning that history of how it formed, you also run into an understanding of the kinds of things that could cause it to decay.

Geoffrey Gilleaudeau (10:54):

Absolutely. Yeah. I mean, I think one of the things that's so, uh, important is that, you know, as I said, the Earth is four and a half billion years old, but humans have been around a very short amount of time, right, um, in respect to our planet's history. And we've only been keeping records, you know, detailed records for a very short amount of time, maybe 150 years or something like that. So, you know, we don't really have a, a great understanding based on direct observations of basic things about how our planet works on longer timescales. We haven't been around to see it, so we need to look at the record of the past to have a really, a fundamental understanding of like, how has the Earth responded to climate change in the past? You know, what's going to happen in the future? Because, because we need to look to the past to, to get that information that's gonna make a basic prediction about what the next century is gonna look like.

President Gregory Washington (11:45):

Well, and this is a hypothetical, there was a time when the planet was a much less hospitable place.

Geoffrey Gilleaudeau (11:51):

Yeah.

President Gregory Washington (11:52):

Right?

Geoffrey Gilleaudeau (11:53):

Absolutely.

President Gregory Washington (11:53):

And you can reach back into that time and have an idea of what the conditions were like, what the conditions of the oceans were like, what the conditions of the atmosphere was like. So in your opinion, are, are we doing anything that could take us back to that less hospitable time?

Geoffrey Gilleaudeau (12:15):

Yeah, I mean, I think, I think we are, and I think it's pretty clear. I mean, I think that one of the things that's really important to note, um, is that the Earth has been much warmer at times in the past, um, over the course of our planet's entire history. We're actually in a relatively cold interval right now. But the thing that matters is actually the rate of change and the rate at which ecosystems can adapt to climate change. Right? So we, we have a, a clear understanding from the geological record that rapid periods of climate change have wreaked havoc on global ecosystems. And what's happening now is, you know, a, a rate of increase of carbon in the atmosphere, a rate of increase of temperature that is off the charts compared to what's happened naturally in the, in the past, right? So we're seeing, um, lots of different detrimental effects already occurring, you know, focused on ocean oxygen levels. We're already seeing a decrease.

President Gregory Washington (13:10):

I've heard about dead spots. Areas--

Geoffrey Gilleaudeau (13:11):

Exactly. Yeah.

President Gregory Washington (13:12):

Where there's just a lack of oxygen.

Geoffrey Gilleaudeau (13:14):

Right? And, and, and one of the big things that we have here locally is that's happening in the Chesapeake Bay, for example. And that's related to, you know, the same thing that volcanoes did 180 million years ago is kind of happening again today. And, and one of the other things that's happening is because of the way that humans are using the land surface, um, we're using a lot of artificial fertilizers and things like that, we're clear cutting forests, and that's causing more nutrients to run off into the oceans and causing this, these dead sites: algal blooms, dead zones. So we've got increasing levels of, of lack of oxygen in the Chesapeake Bay every summer. Uh, it's getting worse and worse.

President Gregory Washington (13:52):

You know, just from a simplistic perspective, if, you know, the algal blooms are taking away the oxygen and causing the dead zone, as you see them start to bloom, why not just go in, eradicate the bloom, right? Just get rid of it, develop systems to capture that and then go release it somewhere else or process it. Maybe there's something useful that you can pull out of that life form, right?

Geoffrey Gilleaudeau (14:23):

Yeah, absolutely. I mean, there's a lot of very interesting and important research being done on those types of sort of what we would call geo-engineering type strategies, right? Where we would, you know, find artificial ways to cause the oceans to absorb more carbon or try and change the, the ecosystem balance of the oceans in our favor. The problem with that is that, you know, the ocean is a really, really complex thing. And we up until today don't really have a good understanding of what some of the detrimental, maybe unintended, consequences or side effects of some of those proposals would be. Right.

President Gregory Washington (14:59):

Wait, so so you're saying, okay, you go in and you destroy the algal bloom, and you get an outcome that's worse.

Geoffrey Gilleaudeau (15:07):

Exactly. Yeah.

President Gregory Washington (15:09):

Now, some of these oceans have recovered from, uh, these dead zones, right?

Geoffrey Gilleaudeau (15:13):

Right.

President Gregory Washington (15:14):

And so that's, that's another thing. How do the oceans naturally recover from dead zone?

Geoffrey Gilleaudeau (15:20):

Yeah, I mean, what we're, what we're finding is that really it's, it's humans changing the way that we use the land. And there are other parts of the Chesapeake Bay that have really improved in recent years, and there are other areas that dead zones are getting better. And that has come about because, because people have put policies in place to, um, really limit the amount of nutrients that are running off into those areas. So they've been, you know, really success stories of positive policies that have been put into place to figuring out what the cause is, and then trying to mitigate that, that negative thing.

President Gregory Washington (15:51):

Probably about, I want to say maybe nine months ago, I took an extensive trip through the Anacostia.

Geoffrey Gilleaudeau (15:57):

Oh, cool.

President Gregory Washington (15:58):

And, you know, just uh, environmental excursions.

Geoffrey Gilleaudeau (16:02):

Yeah. Fun.

President Gregory Washington (16:03):

From what they call it. And they talked about how runoff from development and the, like, basically caused some of the similar kinds. And you get sediment that ran into the Anacostia. In Its case, you, you had that matter coming in and it added on the, the riverbed and it decreased the depth. Right.

Geoffrey Gilleaudeau (16:24):

Right.

President Gregory Washington (16:25):

So you could no longer get.

Geoffrey Gilleaudeau (16:26):

Yes, Exactly.

President Gregory Washington (16:27):

Yeah. You could no longer get big ships down in and out, right? Because basically, and I was surprised to see how shallow it had become because of all of that runoff. And they say the runoff primarily came because the vegetation that existed all around the Anacostia was removed And that provided a pathway for all of this matter to make its way into the ocean.

Geoffrey Gilleaudeau (16:52):

Yeah. I mean, that, that's, that's a, that's a great observation. That's exactly the type of process that we are seeing.

President Gregory Washington (16:58):

But, you know, and, and so you can dredge, right? Or you can, uh, uh Right. But when you dredge, it's a temporary fix.

Geoffrey Gilleaudeau (17:05):

Exactly. Yeah.

President Gregory Washington (17:06):

You dredge, but if you hadn't fixed a vegetation issue. Then guess what happens over time? It just runs back in. And, and those starts to fill itself back up, right? But if you replant...

Geoffrey Gilleaudeau (17:18):

Right.

President Gregory Washington (17:19):

You can slow that process. So then you dredge, then you replant, and that replanting slows that process down. And, and then they put certain wildlife, uh, I think clams or mu, I can't remember which ones that actually have the effect of cleaning the impurities out of the water.

Geoffrey Gilleaudeau (17:38):

Right? Yeah, absolutely.

President Gregory Washington (17:39):

And, and, and now you can actually now swim in it again.

Geoffrey Gilleaudeau (17:42):

Right, right, right. And things like that have been a huge success stories. Absolutely.

President Gregory Washington (17:46):

And so my philosophy is, okay, so you, you've seen some things work, right? To me, that's kind of the benefit of the work in which we do here.

Geoffrey Gilleaudeau (17:57):

Yeah, absolutely.

President Gregory Washington (17:58):

Right. We get an understanding, you understand the solutions, and then you say, okay, we can argue about the political ramifications of what causes this or that, or that, or we can develop pathways to fixing it. 'Cause in the end, everybody wants clean water. You know, people wanna swim in the Anacostia, you know, some folk drinking Anacostia water. You know, people want to do those kinds of things. Yeah. And in order to do that, the water has gotta be clean.

Geoffrey Gilleaudeau (18:29):

Yeah, I agree.

President Gregory Washington (18:29):

And, and so how do you take what you do, and the knowledge that you've been able to gain and extend it to problems like that, right. Because you're basically gaining an understanding of what causes the development of life and what can cause its erosion.

Geoffrey Gilleaudeau (18:49):

Yeah, definitely.

President Gregory Washington (18:50):

Right? And so somewhere in that pathway, if we're moving in the wrong direction, right, you're not moving towards development fast enough, or we're moving towards deterioration, putting in place mechanisms to thwart it and send it the other direction to me, seemed to be incredibly helpful. What do you, what are your thoughts about that?

Geoffrey Gilleaudeau (19:15):

No, I think that's all really, really interesting. And I think that the story about the Anacostia is really powerful because, you know, that was us being able to enact positive change, uh, through actually scientific research. Um, and actually getting clear scientific understanding of what is causing this issue in the, in the watershed. Right. And then how can we actually have sort of practical solutions, right? So I think that, you know, in my view, right, uh, in what I do thinking about things from millions of years ago, right? It's also important for us to think about the recovery of these time periods where there were, you know, negative impacts on life or extinctions or things like that. Right? What happened during the recovery that, for example, we had a major mass extinction, or the biggest mass extinction in Earth history that happened about 252 million years ago.

Geoffrey Gilleaudeau (20:04):

Um, also because of these volcanic eruptions, but the oceans remained toxic for millions of years afterwards. And there were a, a sort of series of feedbacks that were working to understand, to try and understand why it took so long for the ecosystems to recover. But then there are other, uh, times in Earth history, for example, like this toarcian event that I was talking about, that it seems to be a relative blip, and things sort of came back, um, more quickly, right? So trying to understand that recovery interval in the geologic past is really, really important, right. Because we have learned things like many of the things that are causing problems in the Anacostia River, the same thing happened in the oceans 252 million years ago. Right? There were these volcanic eruptions, for example, there could have been wildfires that cleared vegetation that then led to more erosion, more nutrients, more algal blooms and things like that.

Geoffrey Gilleaudeau (20:55):

So just knowing that that happened 252 million years ago, and knowing Right. Isolating the effect of saying, wow, the loss of vegetation at that time was really detrimental in this way, leads us exactly to what you said of saying, huh, maybe we should replant the vegetation. Right? That's like totally comes from our understanding of these past events, right? So we can look at, um, the way that the Earth has recovered in the past, what timescale it takes for the Earth to recover from carbon emissions and things like that, to understand like, what are the pathways that, that the Earth kind of needs for that type of recovery?

President Gregory Washington (21:31):

This is cool.

Geoffrey Gilleaudeau (21:32):

Yeah!

President Gregory Washington (21:32):

Because you're kind of leading me into this whole framework that we've been trying to put together here at �鶹��Ƶ. Right? It's that Grand Challenge Initiative, right? And, and our Grand Challenge Initiative, there's a focus on research on how to build an environmentally and ecologically resilient society. Right. It's one of those challenges, right? Right. It's a challenge that recognizes that something might be amiss here. Something is going sideways here relative to how we are treating the planet and the outcomes that we're getting from nature, so to speak. And how do you make ourselves resilient to being able to slow down those negative processes or reverse them. And areas like yours and the work that you're doing is actually critical to that. I believe, I personally believe, that we are at a inflection point where we have to start developing solutions. and we have to start developing them fast. And, and my philosophy is we don't want to get to a point where one of the things I heard you say was, look, the oceans were toxic for hundreds of thousands of years. Right? Which means that it was reversible. Nature figured out a way. But we don't have a hundred thousand years <laugh>. You get what I'm saying?

Geoffrey Gilleaudeau (23:03):

That's exactly right. Yeah.

President Gregory Washington (23:04):

And so, so, so for, from our vantage point as humans on the planet, right. Reversibility has to have a much shorter timescale. You, you, you get what I mean. And if our intervention caused it to go more rapidly negative, maybe our intervention can cause it to go back in the other direction.

Geoffrey Gilleaudeau (23:28):

Yes. Right. No, I absolutely agree. Yeah. I mean, yeah. I think you're getting at a great point, which is the, the timescale of it. Right. And it's as, it's exactly right in the sense that the Earth has natural systems sort of built in for keeping, you know, us a habitable planet. It's really amazing in that way. Right. But those natural systems work on the timescales of tens to hundreds of thousands of years. Right? And it's kind of like, that's not gonna be really super beneficial for us when we're trying to deal with how do we, how do we protect cities against sea level rise, right. How do we, how do we, you know, actually make our society more resilient? And I agree. I mean, I've been very proud and passionate to work at �鶹��Ƶ with the Grand Challenge Initiative. And I definitely am very happy that you're pushing that.

Geoffrey Gilleaudeau (24:12):

'Cause it is one of the key things. And I do think that the answers here come from all of the different disciplines that are working on research and working on solutions on campus. Right? I mean, I can give us a perspective from what happened millions of years ago, right? But then we need the, the engineering school to, to come, come up with certain ideas of, you know, what are the exact interventions that we can build that will do this? Right? We need the environmental science program, we need even the economics program to under--to try and understand what's the cost of this. Right. So I feel like recognizing that there's an issue and that there's a role for science to play in coming up with the practical solutions, I think that's something that �鶹��Ƶ does a really good job of.

President Gregory Washington (24:55):

Outstanding, outstanding, you know, right now we are still in our respective silos. Not too long ago, sitting in the seat in which you're sitting in now, I had a faculty member, a young faculty member, not unlike yourself, who had developed a way of using, spent coffee grounds, figured out a way to magnetize these and change their polarities, such that you can throw out large quantities of this out into the ocean where there's an oil spill, that would bind itself to oil. And then you use a, a magnet, like, framework to pull up the coffee grounds with oil attached to it. You collect them, you wash them, and then you repeat the whole process by throwing the grounds out again. Right.

Geoffrey Gilleaudeau (25:45):

That's fascinating.

President Gregory Washington (25:46):

And, and he had developed this process, but he's working in that context, just like you just said. He's in that engineering space. He has this cool idea, he's getting it funded, he's working. You're in a space where you actually understand oceans, <laugh>, and what things that get into the oceans can actually do to life and the water and, and how those changes manifest themselves. There is a combined solution there. That will help us down the pathway. And so the grand challenges are really about how do we catalyze that?

Geoffrey Gilleaudeau (26:22):

Yeah. Yeah.

President Gregory Washington (26:23):

Catalyze an environment where you all will just go somewhere and sit down and start to engage one another. Because my philosophy is with your knowledge base, you'll come up with an idea if, you know, if we try this, maybe we can solve that problem. And that's the hope. That is the thing that I believe we can bring to bear on a problem. You know, we talk a lot about diversity here at �鶹��Ƶ, and it gets used in only one way. People forget that we have people here who see physical phenomena very, very differently in terms of what's happening in our, you know, there's a diversity of thought there, right. That if you take somebody who's on this side, you take someone who's on this other side here who are both looking literally at the same mass. <laugh> You're looking at the ocean, you're just looking at it from a different vantage point. I wonder if bringing those entities together somehow can create solutions that actually have the possibility of saving the planet. Or really, I mean, advancing the planet.

Geoffrey Gilleaudeau (27:28):

Yeah, I think that's a very inspiring perspective, because again, yeah, of course we're in the age that diversity gets a negative connotation, but I think that we are, as a university, we're, we're sort of living proof that it's not just about diversity of political, you know, ideology or, or diversity of race or ethnicity. Right. It is about diversity, of knowledge, about diversity of expertise. It's about diversity of perspective. Right. And background, and experience. Right. And, and like, that's what makes a university great, I think, is having that diversity of perspective, experience, knowledge, um, regardless of whims of politics, right. That are sort of leading us to being a unique kind of place that ideas can come together and solutions can come together. And I like, you know, again, the perspective of Right. This coffee grounds idea. Right. I mean, you would hope that that's not gonna be a controversial or politically touchy subject. Right. That seems like a very common sense solution. I think things like that are, are a way of building consensus where you can get everybody on the same page that, that don't necessarily get people riled up about certain political affiliations and things like that.

President Gregory Washington (28:39):

That's exactly right. Well, I, I believe that's a big part of academia's prospect of solutions to the, to, to the planet. We can bring that to the fold. And we can do it in ways in which other places can't.

Geoffrey Gilleaudeau (28:53):

Right.

President Gregory Washington (28:54):

So you clearly have a passion for talking about Earth's history and the uniqueness of our planet. So, so talk to me how you are engaging our students with that and, you know, the classroom is one thing, right. But beyond that.

Geoffrey Gilleaudeau (29:11):

Yeah, that's a great question. As you said, I'm very passionate about sharing kind of the wonders and incredible uniqueness of our planet with students and with the general public. You know, I bring that to the classroom. I've, I've taught many sections of introductory historical geology where I'm, you know, in front of 150 freshmen where 95% of them are computer science majors. Right. And I start by saying, regardless of where we're from, what we're studying, everything that potentially divides us, we literally all have one thing in common. We all live on planet Earth, and we are all citizens of this planet, and it will benefit us to know something about how this planet works, what maintains the habitability and, and our ability to live on this planet. Right. So I tell 'em, you know, I'm not expecting you to devote your life to this or become a geology major, but we're here for two and a half hours a week. Right. Just give me a chance to.

President Gregory Washington (30:08):

No, I hear you <laugh>

Geoffrey Gilleaudeau (30:09):

Just give me a chance. Put whatever, you know, sort of preconceived notions you have aside, come here with an open mind for two and a half hours a week, and I promise you, you will learn something fascinating and you will not be disappointed. Right. That's like my sort of contract at the beginning. I'm kind of like, just, you know, you're breathing air right now. You drank water this morning. Right. Think about all of the things that allow you to have this life. They all come from our planet. Right. So just humor me. Right. Two and a half hours a week, come with an open mind, ready to learn, and--

President Gregory Washington (30:41):

Well, you should, you should tell 'em. Look, the reality is, is you both have to deal with silica.

Geoffrey Gilleaudeau (30:47):

Yeah.

President Gregory Washington (30:47):

For you, it's sand <laugh>,

Geoffrey Gilleaudeau (30:49):

Right.

President Gregory Washington (30:49):

For them it's chips.

Geoffrey Gilleaudeau (30:50):

Yeah, exactly. Right. Yeah, of course. There's all those connections too, right? Yeah. And it's like, so I do, you know, I, of course, I, I do that and I'm teaching an upper level course about sort of reading sedimentary rocks and the history that they can tell us about our planet. But I'm involved in a lot of other, other outreach activities. I'm working with, uh, local high schools. Um, one of the things that I think is also pretty amazing is that in this area where we kind of live in the suburbs and in a little bit more of an urban environment in Washington, DC our everyday lives are not as connected to nature. Right. And I think there's a great benefit beyond, of course, the scientific aspect to feeling more connected with the Earth, feeling more connected to nature. A lot of what draws people to geology is spending time outside.

Geoffrey Gilleaudeau (31:33):

Right. And traveling to, and exploring new places. So I'm very passionate about taking students in the field. We've developed, uh, spring break field trips in our department where we've gone to Death Valley, California and Utah with 20 plus students from our department. Um, I always take students on field trips in my upper level courses. And I'm doing a series of field trips for high school outreach as well as part of some of my NSF funded projects. So I think there's like, also getting people out in nature, it, it sort of fosters that appreciation more. Um, and fosters, you know, maybe just a thought in their mind, right. Even if they're not geologists are gonna go onto that to, wow, this is something special that we should care about. That kind of thing.

President Gregory Washington (32:14):

Mm-hmm <affirmative>. Mm-hmm <affirmative>. So, so what's the key to communicating some pretty heavy science to students who don't have a deep background or may not even be in science at all? Not even a computer sciences. I'm talking--

Geoffrey Gilleaudeau (32:25):

Absolutely.

President Gregory Washington (32:26):

--someone in humanities.

Geoffrey Gilleaudeau (32:27):

Right, right. Right. Yeah. I think, um, you know, one of the, one of the fascinating things...

President Gregory Washington (32:30):

Do those same arguments work?

Geoffrey Gilleaudeau (32:32):

You know, I think they can, and I think one of the fascinating things about geology, it's very interesting in that like, even though I've, I've dedicated my career to science, I'm also somebody that's very passionate about the humanities and passionate about art and literature and things like that. And geology is a really special science. 'cause it's very, it's kind of based on storytelling in a way, right? We kind of tell stories about the geological past, and in a way, like, our planet's history is one of the greatest stories ever told it. It's a, it's a crazy story with twists and turns, right? And like unexpected developments, right? We've got major mass extinctions and great ice ages, right. And big meteorite impacts and volcanic eruptions. And so there's that component of telling a very compelling story. I think that is very appealing to somebody from the humanities that you can get from geology that you may not get from physics or chemistry, for example. Right? So I think that I try and engage them on that perspective when we sort of get to the part of telling the story, I'm sort of like, all right, sit back and enjoy, you know, this story that I'm gonna tell you that's just, this is really compelling story. So I think there's a component of that in geology, which is appealing to everybody, right. That, that wants to listen to a good story with a lot of twists and turns, right?

President Gregory Washington (33:47):

No, it's a great story. Yeah. I hear you. So as we wrap up here, let's get philosophical for a moment.

Geoffrey Gilleaudeau (33:53):

Okay. <laugh>

President Gregory Washington (33:53):

I mean, really philosophical, right? So you study the origins of Earth and life on this planet.

Geoffrey Gilleaudeau (34:00):

Yeah. Mm-hmm <affirmative>.

President Gregory Washington (34:00):

How has it affected how you think about life in general and what it all means?

Geoffrey Gilleaudeau (34:05):

Yeah. I think for me that one of the things that geology gives us perspective on is time. Um, which is different, right? It was sort of like, you know, Copernicus told us that Earth is not the center of the universe and we're just one speck that's sort of circling around, right? So it kind of puts us in a perspective what geology does that with respect to time. We may have a thought that, you know, oh my God, what happened in the 1800s is so long ago, and then you put this perspective of 4.5 billion years. And it's like, it also puts us in sort of perspective of that we are only sort of a speck in time. Right? And I think that they, you know, that some people might see that as sort of diminishing the role of humans, but to me, that makes me all the more thankful to be here in this moment and be able to, you know, because you talked about how how many planets are out there that can't support complex life.

Geoffrey Gilleaudeau (34:58):

Right? So I feel so thankful to, to be alive in this moment where we have this incredible planet, you know, that is sustaining our life and, right, and giving us, giving us, uh, the chance to, to pursue all of the things that life has to offer. Right. So I think that geology really can give you a perspective on just how thankful we should be to be in this moment, and how many things had to have happened, right, over the millions and billions of years to reach this moment where we've got an atmosphere full of oxygen. We've got a planet full of water. We've got these beautiful landscapes that sustain us. That's pretty special that we have that and we're alive in this moment.

President Gregory Washington (35:41):

Wow. That's amazing. That <laugh> gets about as good of an outro.

Geoffrey Gilleaudeau (35:46):

<laugh>.

President Gregory Washington (35:46):

As I could have asked for.

Geoffrey Gilleaudeau (35:48):

Well, thank you President <laugh>. Thank you, President Washington.

President Gregory Washington (35:51):

Well, we're gonna have to leave it there. Geoffrey, thank you for joining us to talk about the mysteries and the histories of the planet we call home. I am George �鶹��Ƶ President Gregory Washington, and thank you for listening. And tune in next time for more conversations that show why we are All Together Different.

Outro (36:15):

If you like what you heard on this podcast, go to podcast.gmu.edu for more of Gregory Washington's conversations with the thought leaders, experts, and educators who take on the grand challenges facing our students graduates, and higher education. That's podcast.gmu.edu.

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Getting to Know College of Science Dean Cody W. Edwards

Colleen Rich — Mon, 15 Sep 2025 20:10:13 +0000

Getting to Know College of Science Dean Cody W. Edwards Colleen Rich Mon, 09/15/2025 - 16:10

Before his appointment as the dean of the College of Science, Cody W. Edwards served as interim dean for the college since July 2024. During his time at �鶹��Ƶ, Edwards has held numerous leadership positions, including executive director of the Smithsonian-�鶹��Ƶ School of Conservation and senior associate dean of academic and faculty affairs in the College of Science. Edwards also serves as associate provost for George �鶹��Ƶ’s Institute for Sustainable Earth and is a faculty member in the Department of Biology.

Cody Edwards. Photo by Ron Aira/Office of University Branding

Tell us about yourself and what brought you to George �鶹��Ƶ?

I’m a first-generation college student who grew up in a rural part of West Texas. My path to science wasn’t linear, but it was fueled by curiosity and encouragement from key mentors. Eventually, I earned my PhD, became a professor, and later joined �鶹��Ƶ in 2004 as a faculty member in the Department of Environmental Science and Policy. I’ve worked in various administrative roles for both the College of Science and across the university in the Provost’s Office, including leading the unique learning opportunities at the Smithsonian-�鶹��Ƶ School of Conservation for the past eight years. I’ve been fortunate to work with some of the best minds in science here, and now, as dean, I’m focused on creating opportunities for students including those with similar nontraditional paths.

What are your top priorities for the College of Science over the next few years?

Science is more vital now than ever. One priority is aligning our programs with emerging fields like artificial and geo intelligence, machine learning, quantum and data sciences while continuing to offer well-established pathways in pre-medical and foundational sciences. Another priority is enhancing student outcomes with innovative approaches to learning and research—ensuring our graduates are not just academically prepared but also ready to solve real-world challenges. We are doubling down on access and educational excellence, welcoming students from all backgrounds and ensuring every student has the tools and support to succeed.

How does the college stand out in terms of research and innovation?

We have nationally and internationally recognized research in areas like space exploration, biohealth and biotechnology, mathematics, and climate resilience. Our students and faculty are involved in everything from satellite missions to Mars to drug development and climate modeling with community impact. We’re also leading in digital twin technology and forensic science—our programs offer unmatched hands-on learning environments.

What role does mentorship and student engagement play in your vision?

It’s everything. My scientific trajectory was shaped by mentors who believed in me, and I want our students to have that same experience. Our faculty are deeply committed to student success—both in the lab and in the classrooms, through experiential learning and meaningful undergraduate and graduate research opportunities. Our mentorship can start as early as elementary and middle school for mathematics, quantum science, space exploration, and STEM exploration, and high school in programs like our dual enrollment partnerships and signature Aspiring Scientists Summer Internship Program. Meaningful mentorship is also received within and offered by those in our master’s and doctoral programs and postdoc experiences.

What do you want students to know about the College of Science?

We don’t pride ourselves on how many students we reject; we pride ourselves on how many we lift up. This college is a family—diverse, driven, and passionate about using science to shape a better world. And we’re here to help every student thrive. If this resonates with you, you belong here.

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NSF grant supports nanofabrication workforce training

Nathan Kahl — Sat, 13 Sep 2025 22:43:45 +0000

NSF grant supports nanofabrication workforce training Nathan Kahl Sat, 09/13/2025 - 18:43

�鶹��Ƶ faculty members received nearly $1 million in a grant from the National Science Foundation (NSF) to establish a program providing hands-on nanofabrication training and education to people seeking a career change.

The funding comes under NSF’s ExLENT Pivots track and will serve the national interest by expanding experiential learning pathways in emerging hardware technologies driven by nanofabrication. It focuses on increasing workforce opportunities in Northern Virginia, a region positioned for growth in emerging technology sectors, such as artificial intelligence hardware, quantum information science, data center engineering, and sustainable manufacturing.

Ahn's research focus is nanofabrication. Photo by Office of University Branding

“The most important term is ‘experiential,' and it’s rare for NSF to provide this kind of funding," said Ethan Ahn, an associate professor in the Department of Electrical and Computer Engineering and a founding director of �鶹��Ƶ Nanoelectronics Laboratory, who is the lead principal investigator (PI) on the project. "The idea here is to produce this workforce for very high tech-focused areas by applying the learning-by-doing model.”

George �鶹��Ƶ is already known as one of the commonwealth's largest producers of tech talent.

The program provides an opportunity for working professionals who are looking to change careers; even those with no STEM background are encouraged to apply, as suggested by the “pivot” track from NSF.

“We’ll take people regardless of their background, education, or readiness," said Ahn. "We’ll provide everything they need to be job-ready by training participants with both lab and soft skills, providing connections with industry, and, if hired, paying them during their summer employment."

Co-PI Jessica Rosenberg, professor of physics and director of education at George �鶹��Ƶ’s Quantum Science and Engineering Center, said, “Nanofabrication is important for a range of high-tech industries, including semiconductors, biomedical, and energy. We’re creating a program to provide the support, education, and training needed for individuals to get a job in this growing sector. It will help them meet their goals while also supporting a regional talent pipeline.”

The program will run for three years, with approximately 20 participants every year. A key component of the initial phase of the program is access to a mobile app used for virtual training. The team is developing the app because they recognize that participants may have existing responsibilities that make coming to campus a challenge. After participants complete this first phase on their own schedule, they will then go to campus to participate in a research lab for the hands-on portions of the program.

Jessica Rosenberg is director of education at George �鶹��Ƶ's Quantum Science and Engineering Center. Photo by Office of University Branding

Ahn said a particularly interesting element of the program is a guaranteed interview in the industry. They are already working with BAE Systems, General Dynamics, and Northrop Grumman and expect this number of companies participating to grow through a collaboration with the Virginia Economic Development Partnership. "The hope is that the participants will be able to turn the opportunity into a full-time position,” he said.

George �鶹��Ƶ will give program participants microcredentials, competency-based qualifications indicating a mastery of a subject, as they complete each phase of the program. This opportunity’s timing is ideal for Virginians looking to make a career change and supports the university’s efforts in building Virginia’s high-tech workforce.

Ahn was inspired to apply for the funding in part by the fact that the new Innovation District, led jointly by �鶹��Ƶ, Prince William County, and the City of Manassas, and anchored by George �鶹��Ƶ’s Science and Technology Campus, co-locates the university with industry and government to create a dynamic collaboration model.

“Relationships between university and industry are common, but this also includes government,” said Ahn. “We already have this established network via the Innovation District and in my proposal I said we are going to focus on nanofabrication, which is my area of expertise. I think those things made it appealing to NSF.”

Jill Nelson, professor and associate dean for undergraduate programs, and Nathalia Peixoto, associate professor, both in the department of Electrical and Computer Engineering, are also PI's on the grant.

The program will welcome its first cohort in spring 2026.

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New lab school brings work-based learning to Shenandoah Valley students

Colleen Rich — Thu, 04 Sep 2025 17:21:54 +0000

New lab school brings work-based learning to Shenandoah Valley students Colleen Rich Thu, 09/04/2025 - 13:21

Commonwealth, public school and higher education leaders joined community members, parents and students Wednesday for the opening of the Shenandoah Valley Rural Regional College Partnership Laboratory School for Data Science, Computing, and Applications (DSCA Lab School).

Virginia Governor Glenn Youngkin and Lt. Governor Winsome Earle-Sears helped kick off the academic year for the new Shenandoah Valley Rural Regional College Partnership Laboratory School. Photo by Liz Roll Photography

Virginia Governor Glenn Youngkin, Virginia Secretary of Education Aimee Rogstad Guidera, Virginia Commissioner of Virginia Works Nicole Overley and Lieutenant Governor Winsome Earle-Sears joined George �鶹��Ƶ College of Science Dean Cody W. Edwards and school leadership at the Dowell J. Howard Center in Winchester, Virginia, to kick off the school year.

The DSCA Lab School is collaborative partnership between �鶹��Ƶ and Frederick County Public Schools, as well as six rural and rural-fringe school districts in the Shenandoah Valley including Clarke County, Fauquier County, Page County, Shenandoah County, Warren County, and Winchester Public Schools, along with Mountain Vista Governor’s School and Laurel Ridge Community College. The Governing Board of the DSCA Lab School is co-chaired by Edwards and George Hummer, superintendent of Frederick County Public Schools and includes College of Science Chief Business Officer Meghan St. George.

One of 16 Virginia lab schools created by Youngkin and the second for George �鶹��Ƶ, this DSCA Lab School will support 10th- through 12th-grade students through academic programming that fosters data literacy and showcases the latest innovations in science, technology, engineering, and mathematics (STEM). Academic pathways will focus on data science and computing through research opportunities, apprenticeships and internships, experiential and project-based learning, certifications and microcredentials in data analytics, offering opportunities to earn an associate’s degree and college credits, as well as work-based learning.

The George �鶹��Ƶ team with DSCA students. Photo by Liz Roll Photography

In the era of expanding demand for skilled data science professionals, Edwards explained in his remarks that the DSCA Lab School’s innovative data science curriculum offers a real-world, problem-based learning environment with focused educational experiences shaped directly by workforce needs and student interests.

Students will work on specific, student-led research projects with peers, faculty, and other researchers. Mentorship is offered to students throughout the program by Big Data business and industry partners through a choice of work-based experiences to equal a minimum of one high school credit per year. Global and multicultural experiences are integral to the program as well, and students will interact with peers from U.S. territories, including Puerto Rico, and developing countries.

The lab schools are part of George �鶹��Ƶ’s Grand Challenge Initiative, showcasing how the university is advancing 21st century education for all, as well as the university’s commitment to workforce readiness.

“With the launch of today’s lab school, even more Virginia high school students in the Shenandoah Valley will be able to seize and benefit from a great educational opportunity catered to their interests.” said Youngkin. “By creating personalized pathways where students can pursue their interests and chase their dreams, we are empowering the next generation with the data-literacy skills they need to succeed in an increasingly data-driven workforce.”

“Data science is the fastest-growing industry in Virginia, projected to grow 18.2% in the next five years,” said Secretary Guidera, noting that the lab school will provide critical “exposure, experience and expertise” to Virginia students.

“This school’s distinctive learning approach connecting learning to real-world challenges can drastically enhance students’ educational trajectories,“ Edwards said. “Instead of beginning with theories, students are using data to find answers.” For instance, to determine the safest places in the Shenandoah River for swimming, students could collect and test water samples, analyze the results and interpret their findings.

“In addition to developing students’ data literacy, this learning approach also strengthens competencies of communication, collaboration, critical thinking, and creativity, the very competencies future employees need to successfully lead,” he added.

DSCA Lab School lead Padhu Seshaiyer, a George �鶹��Ƶ professor of mathematical sciences, explained, “Students from rural and rural-fringe school divisions will gain the expertise needed to make informed decisions, contribute to their communities, and thrive in a data-driven world—empowering a data-literate next-generation workforce prepared for the demands of the modern economy and essential for workforce readiness.”

Learn about George �鶹��Ƶ's Grand Challenge Initiative

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Tell us about yourself and what brought you to George �鶹��Ƶ?

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What role does mentorship and student engagement play in your vision?

What do you want students to know about the College of Science?

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