VOLUME 5, ISSUE 1. SPRING 2018
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Innovative. Driven. Fearless. Emily Graham is a true explorer. Undaunted by the unknown, the civil engineering major makes it her business to learn whatever she needs to learn, so she can take on the projects she most wants to accomplish. In high school, Emily spearheaded an event to raise funds for medical research into retinitis pigmentosa. She didn’t know anything about event planning when she started out, but the event raised $6,000. That kind of confidence is the reason local engineering firm Coughlin Porter Lundeen (CPL) took a chance and hired Emily as an intern in their Structural Engineering Department— halfway through her freshman year at Seattle U. Since then, she has worked 15-20 hours per week at CPL, gaining valuable knowledge and experience.
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It should come as no surprise that Emily paved her own way to Nepal, where she spent the winter quarter of her junior year working with Miyamoto International. The seismic engineering company works in earthquake-prone, underdeveloped areas in 20 countries, which fits right into Emily’s career goals. “I was mostly doing work on a hospital in Pokhara that was damaged during the 2015 earthquake. We were retrofitting it so it will be safer in the future,” Emily says. “I was also involved in the rehabilitation of the Gaddhi Baithak Palace. That is a much less invasive project because it’s a UNESCO World Heritage Site, where we were required to maintain the original materials.” Emily first learned about Miyamoto’s work from a co-worker at CPL. As a participant in the International Development Internship Program, she was looking for an overseas internship, so the timing was perfect. Almost. Her absence during winter quarter meant Emily would miss a required Mechanics of Materials course that’s offered only once a year. As she negotiated with her departmental advisors, it became clear that Emily would not be able to graduate with her class. She weighed the options and chose to work in Nepal. Emily says the trade-off was worth it. “I could have turned down the internship and missed out on the opportunity to work in Nepal,” she says. “The immediate return would be graduating in four years, but I would have learned less than I learned on the projects with Miyamoto. It will take me a little longer to finish school, but I will come out a much more well-rounded person.”
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TO DARE MORE BOLDLY “Disturb us, Lord, when we are too pleased with ourselves, when our dreams have come true because we dreamed too little, when we arrived safely because we sailed too close to shore.” These are the opening lines of a prayerful poem often attributed to Sir Francis Drake, the Elizabethan explorer. I’ve been thinking lately about how that poem applies to our work with students at Seattle University. What does it mean in our context to leave the safety of the familiar and embark on a new venture? When it comes to exploring new ideas and concepts, Seattle University STEM students are not known for playing it safe. Our students, along with their professors, are continuously venturing into the unknown. Engineering teams must be creative to solve a technical problem within the given constraints. Science students must design experiments to test hypotheses in an environment where they must rely on indirect evidence of an unseen reality. Computer scientists and mathematicians must find creative ways to analyze problems and break them into simpler, solvable pieces. Working through the odd-numbered questions at the back of a textbook is similar to paddling around a small lake, never venturing too far from shore. There’s a time and a place for students to play it safe, honing their skills by tackling solvable problems, but the best growth occurs when they venture into the unknown and experience the thrill of discovery.
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Disturb us, Lord, to dare more boldly, to venture on wilder seas, where storms will show your mastery; where losing sight of land, we shall find the stars.
To set off without knowing where they will end up, our students have to be inquisitive. They have to be creative. They have to be bold. They may experience glorious failure or meet with great success. Either way, this is the kind of learning that is truly important. Thanks to wonderful support from benefactors who understand the value of these experiences, we are opening up new programs and opportunities for independent discovery. You make it possible for our students to venture on wilder seas—and find the stars.
Michael J. Quinn, PhD Dean, College of Science and Engineering
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“Seattle U has helped me see that there is a lot of world out there. It has broadened my scope about the kind of impact I can have. My time here has allowed me to see and be truly grateful for the opportunities that I have, and has inspired me to give as much opportunity to other people as I can.” NANCY MARIANO, ’18, CS
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A ship in harbor is safe,
“In industry and in the world, I see a lot of doors opening to women in the STEM fields. The time is now. The opportunity is now. It’s amazing what can happen.” CARRIE SMITH, ’18, ECE
“Exploring scientific engagement outside of the classroom has not only propelled me toward a career path I am passionate about but also made me feel at home in the department.” KATIE RYKACZEWSKI, ’18, CHEM
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but that is not what ships are built for. JOHN A. SHEDD “Math is a human creation that fits a structure to patterns and narratives we find in everyday life. I like working with other people to gain an understanding of these patterns, which comes from my drive to see how things work together. Last summer, I found a question in combinatorics that didn’t seem like it had been studied before. I took it to my professor, Dr. Klee, and he encouraged me to work on that problem. We submitted a paper for publication in December.” VAN MAGNAN, ’18, MATH “I like research, even though it’s scary to jump in without knowing where it’s going to go. I really enjoy coming up with theorems and proving them. My research in knot theory with Dr. Henrich resulted in a publication, and I was able to present our findings at three conferences. I feel like I’m contributing to the field of mathematics. And it’s not just me— it’s my team.” ELSA MAGNESS, ’18, MATH
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THE EDGE OF DISCOVERY The students didn’t set out to discover anything. They weren’t focused on breaking new ground. They were discussing “plant blindness” and intended to characterize some of the urban plants we take for granted. So when Assistant Professor Michael Zanis’s students scraped a bit of Porella liverwort off a couple of rocks on campus, they were just collecting specimens to examine under magnification. Just another set of samples from which the students would extract DNA, sequence the chloroplast genomes and compare the DNA sequence to an extensive database of Porella DNA sequences. Then something unexpected happened. When the DNA sequences came back from the two samples, one was a familiar species—and the other was not. “That was interesting,” Dr. Zanis says. “Liverwort chloroplast genes tend to evolve very slowly. When we see a change in the genome, that raises my interest.” For a taxonomist, this is a compelling problem. For student researcher Camille DeRome, it is thrilling. After the course concluded in December, Camille continued to work on this problem as her senior synthesis project, mentored by Dr. Zanis.
“This research project has had a profound impact on my student experience at SU,” Camille says. “It’s been eye-opening to be a part of the entire research process from start to finish. I feel more prepared and excited about my future as a scientist.” There are six known species of Porella in the Pacific Northwest. Is this a seventh species that’s been right under our noses all this time? Dr. Zanis says it’s too early to tell. “We have now sequenced the entire chloroplast genome for the unknown species and one of the six known ones,” he says. “Next, Camille and I will compare the DNA sequences from our unknown sample with DNA extracted from plant material archived at the Burke Herbarium. This will reveal whether our specimen has been present in the Pacific Northwest but overlooked or misclassified and perhaps representing a cryptic species.” What is it like to be perched on the edge of a discovery, but not quite there? “It’s exciting,” says Dr. Zanis. “It’s also somewhat bittersweet, because this group of students will graduate and move on before we have answers. It makes me appreciate that very little science is an overnight thing. You have to think of the long game.” As an educator, Dr. Zanis tries to instill in his students the sense of that long game. “I’m a guide,” he says. “It’s not just me teaching them things. I learn as they learn. We’re all going to be in this process of discovery together.”
“When I began my academic career at SU, I definitely did not expect to be discovering a possible new species by my senior year. It is so exciting!” CAMILLE DEROME ’18, BIOLOGY
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MAKE AN IMPACT. MAKE A GIFT. SEE PAGE 11.
EXPANDING OPPORTUNITIES “The opportunity to take an active research role with undergraduates is one reason many of us choose to teach here,” says Kristin Hultgren, Assistant Professor, Biology. “Our summer research programs are intense and very productive, but each of us can engage with only one or two students during the summer.” When Dean Mike Quinn introduced the concept of elective research-focused courses during the academic year, Dr. Hultgren and her colleagues responded enthusiastically. This innovative new model provides an opportunity for students to build their skills while actively investigating an open-ended problem.
“Students who had been shy in prior classes really shine in these focused, quarter-long classes. They learn to push a problem without first checking with the professor. It’s wonderful to see their progress.” KRISTIN HULTGREN, PhD ASSISTANT PROFESSOR, BIOLOGY
For their research course in field biology, Dr. Hultgren and Associate Professor Mark Jordan began by recruiting students who had not had the summer research experience. Class participants also included students curious about research, and those who realized that research experience would expand their career opportunities. To teach proper field techniques, Drs. Hultgren and Jordan take their students on field trips. Dr. Hultgren says, “We teach them how to plan a study, how to keep a field notebook. That kind of independent planning is a big barrier for people this age to jump over. There’s a big sense of accomplishment when they plan and execute something on their own.” “Students in the new research courses are learning and applying scientific research methods all the time,” says Dr. Jordan. “We see a lot of student-driven skills development. They cover more ground and progress farther than those who can work only one or two hours per week on an independent project.” There are benefits for faculty members, too. “From a faculty perspective, these classes are really nice,” says Dr. Jordan. “Our individual courses relate to our research goals. We can pilot projects we might not want to spend an entire field season on.” After two years and five unique research-based courses, it is clear that the model is a success. A generous gift from Seattle U alumni has made it possible to continue the courses in 2018-19, benefiting up to 38 students. Faculty and students are looking forward to next year’s research courses in biology, mechanical engineering and mathematics.
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Jean Jacoby, PhD
Associate Dean, College of Science and Engineering I am proud to see so many creative, intelligent, determined women in our college. The landscape was very different when I arrived at Seattle U in 1991. I didn’t even realize that I was on the frontier at the time. It seemed normal for women to be in the minority. I was already used to being the only woman in some of my classes, or one of very few women in a male-dominated company. In all my years of higher education, I had no female role models as my instructors. I took courses in natural resources, civil and environmental engineering, fisheries, oceanography, zoology, mathematics and the sciences, and all my professors were men. Only one woman taught in my PhD program, but not in my field. Despite the absence of women role models, I had two staunch male mentors who believed in me and pushed me to go beyond the boundaries that were set for women at that time. When I came to Seattle U, I was the only woman in the civil engineering department. I was hired as the Clare Boothe Luce Professor, charged with increasing and supporting female faculty members and students. Fortunately, there were several other women full professors in the College of Science and Engineering who mentored me and were amazing role models. As chair of the department, I hired two women who are great teachers and strong advocates for female students. Meanwhile, women were getting hired in other departments, and they in turn have hired women. All of us are committed to recruiting women students. We no longer have to persuade women that they can be computer scientists, engineers and scientists. Some of our female students arrive thinking, “I can do this,” but others need to be pushed out of their comfort zone, just as I was. Our numbers show that we are heading in the right direction: 42 percent of the faculty and 43 percent of the students in our college are women. We are now focused on retaining women, both as students and as faculty members, and educating both men and women to be equal partners in collaboration and discovery.
BREAKING BARRIERS Nancy Mariano, ’18
Computer Science with Math Minor Growing up as a Pacific Islander woman of color, I knew I wouldn’t see a lot of people like me in college. The boundaries I have set for myself have always been pushed. As a woman in tech, none of this has been in my comfort zone, and all of it has been an adventure. In my first computer science class at Seattle U, it seemed like everyone else had been doing CS for years. They had taken AP computer science in high school. I was a band kid who played eight instruments, was pretty good at math and science and was interested in computer science. When I found out that two of my professors, Dr. Susan Reeder and Dr. Sheila Oh, have backgrounds in the arts, I thought, “I do have a place here. I’m going to be fine.” I’ve always had someone I can go to—someone who understands the world is bigger than just the technical things. I’ve definitely been encouraged to dare more boldly on my undergraduate seas. Last year I had the opportunity to travel to Zambia with Seattle U students and faculty and work with Kilowatts for Humanity to implement a wireless electrical server in a remote village. I was inspired by how socially conscious their work is. It’s not “volun-tourism.” Everything is locally sustainable, from the construction to the business model. That trip to Zambia showed me that the community I can influence is not just American Pacific Islander women. I’ve discovered I can have an influence on the world.
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MAKE AN IMPACT. MAKE A GIFT. SEE PAGE 11.
Carrie Smith, ’18
Electrical Engineering with Computer Engineering Specialization, Computer Science Minor When I first toured Seattle University, I recognized the environment I need to thrive: I need relationships, context and depth. At first, as a nontraditional and first-generation student, I lacked the confidence to navigate through the obstacles necessary to reach my goal. I have been empowered by strong role models like Dr. Agnieszka Miguel, the chair of our department, and Dr. Margarita Takach, who have provided guidance, support and encouragement. I’ve had valuable opportunities to network with female professionals and academics from all over the world through organizations like the Society of Women Engineers. For my senior capstone project, I designed a customized data acquisition system for a solar microgrid system in rural Africa. Off campus, I served as an Electrical and Computer Engineering adviser for mechanical engineering senior design team at the University of Washington. It has been a busy year, but I welcome the opportunities and hope for more! During a summer internship at Physio Control, I contributed to a novel power circuitry design to enhance the company’s life-saving technology. That work resulted in a nine-month contract position in the R&D department, the first of its kind offered to an intern still completing their education. I plan to continue working with Physio Control while earning my master’s degree. I’m very proud that I have been accepted into the electrical engineering master’s program at the University of Washington, which has a 15 to 20 percent acceptance rate. I hope one day to design tools that overcome limitations in the neurosurgical field.
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MENTORS PROVIDE THE COMPASS “I didn’t start out with a lot of role models,” says Mahekdeep Singh, who came to the US when he was 11 years old. He is the first person in his family to attend school in the United States, and the first to attend college. In just a few weeks, he will graduate with a degree in electrical engineering from Seattle University. His path has not always been smooth, and he credits his success to the mentors he has had along the way. A family friend encouraged him to attend Raisbeck Aviation High School in Tukwila. “Moving into a school of 400 students, all driven to go to college and do great things, was intimidating,” he says. “I didn’t even know what SATs were until I was a sophomore.” He missed out on opportunities his classmates were taking advantage of. Then he got lucky. He met Rich Bankhead, who mentored him in structural design competitions.
“Rich encouraged me to get my associate’s degree at Highline College. He was the engineering department coordinator there,” says Mahekdeep. “When I was admitted as a transfer to both Seattle University and the UW, Rich encouraged me to visit both, before deciding where to go.” Seattle U’s personalized approach to engineering education turned out to be the perfect match. At Seattle U, Mahekdeep has taken advantage of some exciting opportunities, thanks in part to his mentors—one of whom is Rich Bankhead, who is now an electrical engineering instructor at Seattle U. Mahekdeep has been a research assistant to Associate Professor Henry Louie and has traveled to Zambia to help bring electricity to a remote fishing village. And during a 12-month internship at Seattle City Light, he gained hands-on experience and insights into the professional world. What’s next for Mahekdeep? In a month, he will start his new job at Leviton, a networking solutions company in Bothell. “For now, it’s important for me to stay close to home,” he says. “I have a younger sister who is a sophomore in high school. As the elder sibling, I am the role model.”
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“I know firsthand how important role models are for first-generation college students, especially diverse students entering STEM fields. It is vital that we see ourselves reflected in the professional fields that we hope to pursue. Being an SU student empowers me to push the STEM culture toward more diversity and inclusivity and show those who struggle with poverty, marginalization and discrimination that they have a place in STEM fields and that their contributions are valuable.” ANGELA FLORES-MARCUS, ’19, ECE
PARTNER Open doors for the next generation of leaders in the STEM fields. Sponsor an engineering design project or serve on an advisory board. ENGAGE Share your expertise with our students! Deliver a lecture, lead a departmental seminar or mentor a young inventor or researcher. GIVE Support our students with your gift to the Dean’s Fund. Our students are counting on you!
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MARK YOUR CALENDAR! OCT. 26, 4:00 - 5:00 P.M. Undergraduate Research Showcase and Poster Session. Meet student researchers and learn about their work! Michael J. Quinn, PhD Dean, College of Science and Engineering
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