August 12, 2024 | Jordan Baker, Center for Clean Energy Engineering

An Inaugural Event to Prepare for the 245^th 2024 ECS Spring Meeting

The Electrochemical Society (ECS) Student Chapter at the University of Connecticut hosted an inaugural event on Friday May 17^th. This event was organized by the chapter’s officers, Christabel Adjah-Tetteh (President), Al Kasani (Vice President), Alanna Gado (Secretary), Oluwafemi Sanumi (Treasurer), which included two keynote presentations and six student presenters to prepare for the 245^th ECS Conference in San Fransisco, California.

The ECS Student Chapter at UConn was created to provide both undergraduates and graduate students with an established community where they can make connections, share impactful research, and find resources. The chapter will give students a sense of community and broaden their network both within UConn and the ECS community. There is a growing community of students who are passionate about electrochemistry and sustainability, especially at UConn. The timing of this chapter aligns perfectly with the ongoing industrial collaborations, recent grant awards, and cutting-edge research.

At the inaugural chapter event, students presented their various research focuses within clean energy and engineering to an audience of faculty and their peers. This offered an opportunity to practice presenting and answering questions, before presenting at the 245^th ECS 2024 Spring Meeting. They were able to work on their communication skills, enhancing their ability to communicate their research effectively.   

One of the students, Mariah Batool, who presented her research at the conference said of the opportunity, “I found this experience immensely valuable. It allowed us to refine our presentation materials and practice our delivery while receiving insightful feedback and suggestions from seasoned ECS members. Not only did the experience improve technical aspects, but it helped boost our self-confidence and articulation skills.”

Dr. Drew Wong, one of the keynote speakers, presenting his research at LLNL. (Jordan Baker/UConn photo)

In addition to the student speakers, two scholars were invited to give a keynote speech at the event. The first speaker, Dr. Andrew “Drew” Wong, a research scientist at Lawrence Livermore National Lab (LLNL), spoke about his journey of being an electrochemist. His presentation provided insight for those considering furthering their degree or who are interested in working in a national lab environment. He summarized his educational background and his journey from Dartmouth to Harvard, where he received his PhD. His talk gave students insight into his educational and career path where he discussed how he ended up at LLNL and his work in climate and energy security as well as climate resilience. He addressed the question of how life experiences enable the individual to become a successful researcher at a national lab while also providing a glimpse into the “real life” of a graduate student/engineer.

The second speaker, Dr. Honghong Lin, a senior research scientist at the Toyota Research Institute of North America. She holds a PhD. in inorganic chemistry from Brown University. Her research talk focused on catalyst synthesis for use in fuel cells, water electrolyzers, and other green chemistry reactions. Her research was of immense interest to the ECS Student Chapter at UConn. Her talk provided students with a strong example of how to effectively communicate and present their research.

Both keynote speakers gave students feedback on their presentations and furthered discussion on their research. This was a valuable experience for all involved.

The ECS Student Chapter was initiated and advised by Prof. Xiao-Dong Zhou, Director of Center for Clean Energy Engineering and the Nicholas E. Madonna Chair in Sustainability at UConn.  Ms. Sheila Ciccone helped organize this event.

A huge thank you to the keynote speakers who provided both students and faculty with insightful takeaways.

Graduate student Alanna Gado presenting her research. (Jordan Baker/UConn photo)

Zhiqiao Zeng presenting his research. (Jordan Baker/UConn photo)

July 22, 2024 | Jordan Baker, Center for Clean Energy Engineering

Sparking interest for clean energy and renewable energy technologies in the younger generations, middle schoolers visited the Center for Clean Energy Engineering (C2E2) to learn more about clean energy practices and research. In April, approximately 90 students from Highville Charter School came and visited C2E2 and UConn. The students, ranging from 6^th through 8^th grade, got an in-depth look at the Center and the research that goes on there. Their visit furthered the education they are receiving on STEM in their curriculum. The students started learning more about clean energy in various aspects of science in the classroom, but their visit allowed them to see it from a new perspective of engineering, potentially sparking even more curiosity in the field of clean energy or engineering.

The students received a tour from graduate students of the labs at C2E2. There, they were able to see demonstrations of the equipment that our graduate researchers use. Students learned about the function and importance of the glove box and placed their hands in the gloves to feel what it is like to work in this environment. They got to see a visual of the Reactive Spray Deposition Technology (RSDT), the Scanning Electron Microscope (SEM) and the optical microscope where students observed the high resolution of their hair under the microscope and interact more with the technology.

One of the teachers from the visit, Mrs. Daveisha Augustin, said of this hands-on experience, “Our students got an impactful learning experience from this visit. Students use observation skills, and as they learn and engage with the knowledge, it becomes tangible to them. Tangible experiences are limited in most classrooms, making their visit here valuable.” These hands-on experiences create a greater connection to the students and not only affect their understanding of the knowledge but allow them to envision themselves in this field of research.

In addition to C2E2’s labs, the students got to see some demonstrations of the fuel cells in action. The hydrogen fuel cell go-kart was on display for the students to see a test drive by one of the graduate students, as well as sit in it. There were also demonstrations of the model solar cars and fuel cell planes from other graduate students where students experienced a visual of solar energy in use.

Stepping away from clean energy and onto the main campus, the students visited the mechanical testing lab located at UConn’s newest research building, Science 1. There they observed a compressive testing instrument in action. Before their visit, the students constructed a structure in their classroom which they then saw being tested to determine its mechanical properties. Here they also got to work on their engineering skills by building the tallest structure out of spaghetti and marshmallows. They worked closely with more undergraduate and graduate students, as they learned about structural integrity of the structures they built.

Their visit did not just involve STEM but also a visit to one of the most well-known spots on campus; Gampel Pavillion. The students got to go inside and sit in the stands at Gampel, feeling the energy of UConn inside. They also stopped at the Jonathan statue outside of Gampel, a legendary stop for any visit to UConn.

This is just the start of more collaborations with Highville Charter and outreach opportunities within the Center. There is a strong impact that comes from visits like these, especially with providing students with the opportunity to envision themselves in, not only a research setting, but a campus setting.

Mrs. Augustin touched on this sentiment, “The visit has had a lasting impact on the students. Its hands-on educational opportunities have not only contributed significantly to their educational development but have also extended their learning beyond the classroom walls. The visit has sparked their enthusiasm for higher education, with many expressing a desire to attend college.” she said. “They felt a sense of belonging and acceptance on campus, which is a crucial step towards their future educational endeavors.”

This visit was funded by Prof. Jasna Jankovic’s NSF CAREER grant # 2046060 as part of her educational and outreach activities and supported by C2E2 and Science 1.

July 17, 2024 | Jordan Baker, Center for Clean Energy Engineering

UConn’s Center for Clean Energy Engineering (C2E2) had the privilege of welcoming Dr. Kathrin Ebner from Munich Re. Ebner, who works in reinsurance and risk assessment for Munich Re , a multinational insurance company based in Munich, Germany, came and presented to students and faculty about her work with green hydrogen and risk assessment.

Ebner gave a talk that shed light on technical risks on multiple levels for green hydrogen. These insights into the various risks associated with this technology were then translated into financial risks where she talked more about what her job entails and how her knowledge with green hydrogen allows her to look at these risks more effectively while also aid in raising people’s awareness.

“In my view, it is important to realize that green hydrogen production is associated with numerous technical risks and uncertainties, in part, due to the fact that experience and field data on large scale units is not available yet for many of the technologies out there. Among other things, such as a lack of off-take agreements, this leads to hesitation when it comes to financing green hydrogen projects.” She said, “My presentation aimed to show that risk transfer solutions, such as Munich Re’s HySure^TM , aid de-risking. From personal experience, I can tell that the topic of insurance and insurability of an emerging technology is often only really recognized when it is urgently needed. By speaking on these topics regularly, I aim to raise people’s awareness of what I believe is a significant lever for widespread electrolysis deployment.”

Green hydrogen production has a great potential for decarbonization. But there are some uncertainties involved with this production that can cause complications leading to a hesitation to work with it. Ebner’s work with green hydrogen has extended past simply raising awareness for this technology but also working on increasing the visibility of women in this sector as a volunteer for Women in Green Hydrogen (WiGH). WiGH’s mission is to foster diversity and increase the visibility of women in green hydrogen. Ebner said, “Personally, I fully support that mission, making this network of passionate women a natural fit for me. Currently, I volunteer for WiGH’s events team and take part in the mentoring program. Furthermore, I am personally very inspired by Prof. Jasna Jankovic’s work in academia and beyond, so I was more than excited to accept her invitation to UConn.”

Prof. Jankovic, who is also involved with WiGH, coordinated with Ebner on visiting C2E2 to share her experiences working in reinsurance and green hydrogen. “I invited [Ebner] to come and visit UConn after connecting with her at the Electrochemical Society (ECS) Conference last year. I wanted her to share her experience in the Hydrogen Industry with students. She is bringing an uncommon aspect to the industry, working in insurance and clean energy, which is a relatively new aspect.”

“I am always happy to share my unique perspective as an electrochemist in the insurance world and exchange and discuss with others to learn about their viewpoints and insights.” Ebner said.  “Presenting at UConn’s Center for Clean Energy Engineering and even more so, the conversations that followed, allowed me to do just that.”

June 24, 2024 | Jordan Baker, Center for Clean Energy Engineering

What does it mean to be a woman in STEM? In honor of International Women in Engineering Day, the Center for Clean Energy Engineering (C2E2) met with some of our graduate students to answer this question. While talking with the students, we learned more about their journeys into STEM and the challenges they have had to overcome in pursuit of their degrees.

International Women in Engineering Day was created back in 2014 by the Women’s Engineering Society, a charity created in 1919. This charity was founded to support women entering the industry at the end of the First World War, after many women took on jobs and wanted to stay in them. Now they work to promote and bring more representation of women to the engineering field. This day, which originated in the UK and has now expanded globally, serves as a representation of this mission of promoting women engineers and how they are changing the world, one degree at a time. 

Alanna Gado talking with visitors in the lab at C2E2. (Terry Barber- Tournaud/UConn photo)

At C2E2, we are fortunate to have many female engineers who continuously work to bring their ideas and goals to life in pursuit of their degrees. We met with some of our students to get an understanding of their journey into STEM and to learn more about what it means to be a woman in STEM, particularly in engineering.

Many of the students we talked to expressed similar sentiments surrounding challenging themselves and exploring the problem-solving aspect of engineering. But for some students, they had different experiences with joining STEM. Mariah Batool, a graduate student with Prof. Jasna Jankovic’s group, had a different experience. “In the country where I come from, parents normally give their kids just two options − to be an engineer or a doctor. So, at that point I thought it was a sensible choice, but later I developed interest when I got into it and learned more about what my career could be like.”  

While some of the students we talked to had similar experiences or felt the familial pressure to go into STEM, they still expressed their love and passion for their studies and that, if certain factors were different, they still would have chosen the same.

While learning more about what motivated our students to choose STEM, we wanted to learn more about who inspired them in their pursuit. One student, Elena Ford, a graduate student with Dr. Naba Karan, said that her inspiration came from her grandfather. “The reason I got into engineering was because my grandpa is an engineer. He was never able to finish his engineering degree, but he got very far. He ended up going into business but later, he went back into STEM and started his own calibration lab in Connecticut. This is what got me interested in STEM and what encouraged me to stay.”

Family was one of the biggest factors that affected and inspired our students to study STEM and to stick with it. Many, like Ford, had families who encouraged them and supported them to pursue STEM. But some were also inspired by public figures and other influential individuals in STEM and that affected their views and pursuit of the field.

Pursuing your goals and what you are passionate about can be hard at times. Especially when there are factors and challenges that make it harder to achieve them. We wanted to learn more about what motivates our female students to keep working to achieve their goals. Many of them expressed their motivation that comes from their research. Ravel Larose, a research assistant with Prof. Jankovic’s group, shared that her motivation comes from her passion for research. “I’m motivated by the ongoing climate crisis. Every day I can step outside and see the effects of the changing climate around me, and it reinforces my determination to help make a difference, in whatever small way that I can.”

Elena Ford talking about Coin Cells in the lab at C2E2. (Jordan Baker/UConn photo)

Ravel Larose working in the lab at C2E2. (Terry Barber-Tournaud/UConn photo)

Many of our students are motivated by their love of research and learning new things. Sara Pedram, a graduate student also in Prof. Jankovic’s group, said “It’s like a discovery for me. As you learn and know more, you’re getting more interested. Whatever I do, it’s kind of opening more challenges and more questions that I’m looking to answer.”

The fact that there is always more to be learning and exploring is a strong motivator for our students. Especially when there are many challenges that can arise when pursuing any goal or passion. There are so many positives surrounding women in STEM but there are some negatives. Many of our students have experienced or noticed the challenges that women in STEM face.

There can be a lot of challenges simply surrounding being a woman in STEM, which is what our students noted. “I feel like all women in STEM, we all feel like no one ever really takes us seriously. If we run an experiment, we’ll have to do the experiment over and over for people to actually believe your results.” said Ford. “There are certain standards in academia and being a woman in academia feels like you have to fulfill every single one of those standards and expectations to even be recognized or get your work published.”

There are a lot of expectations that are placed on women within STEM that are not always placed on men so it can feel challenging at times. Naomi Adler, a graduate student with Prof. Leslie Shor’s group, touched on this aspect a lot. “They notice if you are not there, the professor will notice. If you’re not there, any of the other guys, may or may not be noticed. You will stand out. For better or for worse you stand out.”

Sara Pedram talking about the SEM with visitors at the C2E2 lab. (Terry Barber-Tournaud/UConn photo)

She touches on the disparity between women and men within the engineering field and the numbers that reflect them. The female population within engineering, even at UConn, is drastically smaller than the population of men within the major. She has felt the impact of this throughout her education, saying, “I’ve had people tell me that the only reason I got into UConn as an engineer is because I am a girl. That I didn’t earn my place but got here because they needed a woman. And that is something that has always rubbed me wrong, the whole diversity of affirmative action. It is a challenge because you can be qualified or even overqualified and they will still view you as undeserving and that you are only here because you are a woman. You have to work twice as hard to be given half as much credit.”

There is so much extra work that can go into STEM when you are a woman, and it can be hard to prove yourself at times. But there are so many other obstacles that can affect one's journey. While talking about the issues that many of our students have faced, two pointed out the challenges that arose when they had children. Batool, a mother of two, shared, “All those roles that we take as a woman, sometimes it’s really hard to balance personal life and your career. I think being a mother means that you are attached to your kids, and it comes naturally but when you are too focused on your career, you feel that guilt of not being there for your kids.” There are a lot of societal expectations placed on women, especially surrounding careers and motherhood and it can be hard to find that balance, causing more challenges to surface for women pursuing their degrees and goals.

But despite these challenges, our students are still pursuing their goals and education and they are not letting it deter them. While talking with Adler, she pointed out one of the things that has kept her motivated throughout her education, her advisor Prof. Shor.

“When I started my undergrad here, she was the first and only female faculty member in Chemical Engineering. Now she is going to be the Dean of the Graduate School and seeing her transform from being the only female faculty member in the department, to one of the many, and now advance to this leadership role, has been inspiring.”

Many of the students felt similarly about their female advisors and professors here at UConn and throughout their education. They have served as a source of inspiration in pursuing their goals. “All of the female professors I have had in the Chemical and Biomolecular Engineering Department have inspired me.” Gado said when asked who has inspired her to stick with STEM. Despite any challenges that arise, it is important to have these role models and other women in these settings because representation matters. As well as having supportive advisors, who will embrace family-career balance for their students, will encourage more women to pursue STEM and engineering.

These challenges should not deter anyone from entering a field that they're passionate about. It is important to not only pursue what interests you and what you enjoy, but to also work to instill change. While we have made a lot of progress with more women joining STEM, there is still a gap in the numbers, and there is still work that needs to be done to further prove that women are capable and belong in STEM.

 We asked our students what they would say to younger girls who may be hesitant about pursuing this education/career path and they all gave similar advice. STEM is a field for everyone, regardless of differences, anyone can pursue STEM.

“The world needs you, in whatever you end up doing. If STEM speaks to you, follow it with everything you have. Never doubt that you have the capacity or worry about what others will think of you.” said Larose.

“Don't be afraid to express yourself − that’s something I’m still working on. Don’t be afraid of people judging you, you are capable of what you are doing.” Pedram also added.

You should never be afraid to step into something you are passionate about or that you love, but even if you are, you shouldn’t shy away from it. “Give it a try. If you don’t think you can do it, do it." Ford said.

 We wanted to know what it means to be a women engineer and a female in STEM. We wanted to explore what it means to face challenges and to work through different struggles that attempt to pull you down and hold you back, but still find a passion for what you’re doing and continuing to stick it out. We asked our students this question, “What does it mean to be a woman in STEM?” and their answers were both inspiring and interesting.

“Everyone is going to be more critical of you as a woman in STEM – even lay people, even people very close to you. Being a woman means being scrutinized, and being a woman in STEM magnifies that. At the same time, that gives you a chance to show the world that their assumptions are wrong. Women are just as smart, just as hard-working, just as capable.” Larose said. “In the end, I think that the time we spend on criticizing and discouraging woman in these fields is time that’s running out. If the scientific community is going to overcome the biggest issues facing the world, it needs everyone – including women – to be working together.”

Gado furthered this idea, saying, “Being a woman in STEM means adapting to growth-limiting environments and focusing on the bigger picture. STEM fields have traditionally been male dominated and leveling this out to be more inclusive of men and women, and people of diverse backgrounds, will progress science and technology.”

“It means you have to be very strong, mentally and physically. You have to deal with critiques and behavioral critiques that can dig at your personality, but you have to be strong and have a strong will to overcome that.” Ford offered.

It’s powerful and fulfilling to be a woman in STEM, especially when you know that you are doing what you are passionate about and contributing to the betterment of society. Despite all the problems and challenges, it is a powerful notion to know that you can do it. Pedram touched on this idea, saying, “It’s not a fair world but we are much more capable than what we may think. I’m proud of myself for getting to where I am.”

To be a woman in STEM is powerful and it means that you are stronger than you or anyone else may think. “You're a fighter, a trailblazer, willing to go down a not so easy path, you are willing to fight a little to get there. Don’t be afraid to be a woman in STEM. Powerful and strong women have gone through this and so can anyone else.” Adler said. “Find a champion, someone you can go to who will support you and let you know that you are not alone, and you don’t need to suffer. You don’t need to do it alone.”

Mariah Batool presenting her research at the OREO Conference. (UConn photo)

Naomi Adler presenting her research at the C2E2 GA Research Summit. (Jordan Baker/UConn photo)

May 21, 2024 | Jordan Baker, Center for Clean Energy Engineering

What drives innovations? Who can be an innovator? These were some of the key questions asked during an outreach event in March when- forty students and faculty from CT State Community Colleges visited with the Center for Clean Energy Engineering (C2E2). The group, which consisted of students pursuing science at Housatonic, Gateway, and Norwalk Community Colleges, signed up for this visit because they have a strong interest in pursuing advanced degrees in science, technology, engineering, and math (STEM).

C2E2 Director, Xiao-Dong Zhou, began this event with an inspirational introduction, highlighting the importance of innovators in the field, especially clean energy. “Anyone can be an innovator.” was the highlight of his presentation where he encouraged each student to apply to UConn, emphasizing that UConn needs more students who want to be innovators and want to inspire change within the field of science, engineering, and clean energy.

Graduate student, Jeff Page, also had the chance to connect with the students where he presented information about how technology, safety, and the environment can be improved, while introducing some of the graduate level research projects conducted at the center. He gave students an insight into pursuing various engineering degrees from the student level perspective.  "The students were very engaged and excited to learn about clean energy. I hope they understood the importance of renewable energy research and that there are many opportunities there.”

While at the Center, the students were able to tour the labs and engage in demonstrations. They met with other graduate students and faculty in the labs while learning about the equipment with a hands-on demonstration of research that goes on within the center.

These demonstrations involved the glove box, optical microscope, 3D printing, Coin Cell Assembly, Fuel Cell Assembly, Reactive Spray Deposition Technology (RSDT), and the Scanning Electron Microscope (SEM). Students were able to learn about how the processes work, view the equipment in action, and the importance of using this equipment to advance the research. Some students were given the opportunity to use the glove box and experience first-hand working with this technology. They learned of the magnification capabilities of the SEM, by placing a hair under the microscope and visually seeing the details thereby understanding the powerful impact this equipment has on the research.

Students were also able to meet with researchers at the Innovation Partnership Building (IPB), where they learned about other types of research and the resources students have access to taking place at the university such as the state-of-the-art microscopy labs. They got to see firsthand several high-resolution microscopes being operated by UConn students. There was also a tour of Science 1, one of UConn’s newest facilities, where students connected with more faculty from other engineering departments, and view some of the high-quality labs and classrooms that support better learning.

This visit provided students with a new lens and approach to learning science. They had the chance to visit UConn and connect with people and see the labs and research centers that are a part of a 4-year land-grant institution, while also learning more about their own educational and career paths. “By seeing STEM in applications and not just in a textbook or lab book, they can picture themselves in the career.” Robin Avant, the Campus Dean of Students and Faculty at Housatonic Community College, said. “Seeing how many students are here, excited and not walking away, but focused with questions is huge. It is benefiting and resonating, it is impacting our students positively and providing a new lens for learning.”

The Interim CEO of Housatonic Community College, Manuel Gomez, shared a similar sentiment. “The biggest takeaway for students on this trip is that they belong at UConn. That the bachelor’s degree is accessible to them and that from there they could see themselves pursuing a master’s degree or a PhD.” he said. “UConn, as an institution, is the number one transfer for the Housatonic campus. Many of our students transfer to different campuses but many have not visited Storrs. I think being in this space and having access to experience some of the wonderful resources the University has to offer, and especially visiting with students and graduate students who are doing their research in clean energy and engineering, allows them to imagine themselves here more and inspires them to start working towards it.”

The students even noticed this change in lens. Bodie Williams, one of the students said “Coming here changed my viewpoint. There is more than meets the eye, and there is some stuff that I never even heard of before, but I got to see it and it really changes my perception and I know what to expect if I’m entering an engineering major. It opened my eyes to exploring environmental and energy efficient engineering, which I wasn’t sure on before.”

Students ended their visit by touring other areas of the main campus, getting to see first-hand some of student life, and see all the opportunities that are available, even stopping for some ice cream to end their day.