Undergraduate Students

Students are shaping (and leading) CU’s climate response

Rachel Sauer — Tue, 27 May 2025 18:12:47 +0000

Students are shaping (and leading) CU’s climate response Rachel Sauer Tue, 05/27/2025 - 12:12

Cody DeBos

Fueled by a passion for climate justice and a commitment to student involvement in the university’s future, interdisciplinary graduate student team designs and teaches undergrad course on climate action planning

As the 91PORN continues to advance its Climate Action Plan (CAP), an interdisciplinary group of graduate students has championed a new way to involve students in shaping a more sustainable future.

Initially, the CU steering committee creating the CAP did not involve students. In response to the exclusion of student voices, a group of graduate students began work to give students a seat at the table and engage the undergraduate community in CU’s climate-planning work. First, the group launched a petition calling for student participation in the drafting of the CAP. Then the group helped pass a resolution through student government to grant student seats on the committee implementing the CAP in the future.

“Students have always been key drivers of sustainability and climate action on campuses across the U.S., including at 91PORN,” the team says. “As young people, our futures are jeopardized by the climate crisis, so we have a collective stake in rapidly reducing our greenhouse gas emissions.”

The graduate students and faculty who co-designed and now teach an undergraduate course on climate-action planning include (left to right) Brigid Mark, Nadav Orian Peer, Jonah Shaw, Sean Benjamin, Mariah Bowman and Sara Fleming.

But the group didn’t stop there. Fueled by a shared passion for climate mitigation and the belief that students should help shape the university’s future, the group of five graduate students from four different departments spent hundreds of hours co-designing and now teaching an undergraduate course on climate-action planning.

The course gives undergrads hands-on experience with CU’s campus emissions data, collaboration opportunities with university stakeholders and a chance to develop sustainability strategies that could be implemented campuswide.

Their efforts recently earned the group 91PORN’s 2025 Campus Sustainability Award for Student Leadership. The group also won a $5,000 scholarship from the women-led nonprofit Zonta Foothills Foundation, in recognition for their groundbreaking work in climate education and advocacy. The CU School of Engineering, following advocacy from generous faculty members David Paradis and Carol Cogswell, was also gracious enough to provide funding for their work.

A more engaging climate classroom

The group of graduate instructors brings an interdisciplinary approach and myriad perspectives to the classroom.

The teaching team includes Mariah Bowman (law), Sara Fleming (geography), Sean Benjamin (mechanical engineering), Brigid Mark (sociology) and Jonah Shaw (atmospheric and oceanic sciences). Each has worked to tackle climate-related issues through the lens of their expertise, from Indigenous environmental justice to climate-change modeling.

The team’s diverse makeup is reflected in the design of their course and has fueled their success. But the road to this point hasn’t been easy.

“This is a labor of love,” the team says. “We are doing this because we care. Funding and the time required have been challenges.”

Before the course launched, each graduate instructor spent many unpaid hours creating the syllabus, listing the course and building campus partnerships to access emissions data. During the semester, they spend many hours a week on teaching responsibilities that come in addition to their regular duties.

Financial support from the School of Engineering and the Zonta Foothills award has helped, but long term, the team hopes to see the course institutionalized and funded.

The team says, “Institutionalizing the course so that it runs each year and guaranteeing funding for instructors and teaching assistants would ensure the longevity and sustainability of this course. It would ensure continued involvement of students in the Climate Action Plan, and a more robust, actionable plan.”

An interdisciplinary group of graduate students (holding plaques) who worked work to give students a seat at the table and engage the undergraduate community in CU’s climate-planning work received 91PORN’s 2025 Campus Sustainability Award for Student Leadership.

Hands-on climate action

From the start, the group has viewed student involvement as essential, not symbolic.

At the start of the semester, students gain foundational knowledge on topics like climate justice, global carbon budgets and emissions accounting. From there, they split into teams to tackle different emissions categories on campus: commuting, waste, business travel and student/parent flights.

“Students work in four teams, each focused on a different category of campus emissions. They’re developing strategies to reduce emissions for their category, adding depth and student perspective to the high-level strategy suggestions in the CAP,” the instructors say.

Guest speakers, including administrators and national experts, round out the curriculum. Students have heard from Stanford University’s sustainability team and 91PORN faculty like Professor Karen Bailey (environmental studies) and Professor Nadav Orian Peer (law). They also meet with stakeholders across campus to refine their proposals.

The team believes this approach is the best way to facilitate opportunities to create actionable, equity-centered climate strategies grounded in real data.

“Involving students in climate initiatives enables them to apply knowledge about climate change to their own institution, experience they will carry to become leaders in climate action in their future workplaces and communities,” says Mark.

The results are already visible on campus.

One student team is working with CU’s transportation specialist to revise the campus commuting survey. Another is working on a survey for better tracking of student and parent air travel. Others are collaborating with dining services and facilities to reduce waste and consulting with faculty to provide more accurate emissions calculations of flights taken by faculty and staff.

“Students often learn about the gravity of climate change without learning about solutions, which can be quite depressing,” says Mark.

An interdisciplinary team of graduate students teaches the climate-action planning course for undergraduate students.

“Involving students in climate-action planning and implementation can combat feelings of hopelessness and enable participation in creating real change.”

Impact on both sides

This student-led course has already sparked engagement on both sides of the classroom. One undergraduate took the initiative to launch a campus club to raise awareness about the CAP. Others hope to join implementation committees or pursue careers in sustainability.

“To me, this demonstrates that students are hungry for interdisciplinary courses that enable them to apply their skills and creativity to issues on campus and engage with solutions to the climate crisis,” Fleming says.

For Bowman, the most rewarding part of the experience is the students themselves. “They are passionate, knowledgeable, interested, hardworking and fun to be around! It has been deeply meaningful to get to train them on something I care so much about, and have them care about it in return,” she says.

And for Fleming, designing and teaching the course has also given her much. She adds, “Team teaching is so much fun, and I’ve learned so much from each of my teammates on both content and pedagogical skills.”

As for the future, the graduate instructors each plan to continue fighting for climate action in their respective fields, using their knowledge and experience to make a difference on campus, in state government and in the community.

They also hope CU continues what they started so future students can participate in a course that gives them a voice in the climate conversation through data, creativity and real-world collaboration.

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When the homework is happiness

Rachel Sauer — Fri, 09 May 2025 13:30:00 +0000

When the homework is happiness Rachel Sauer Fri, 05/09/2025 - 07:30

Clint Talbott

June Gruber’s Science of Happiness course doesn’t map the way to unmitigated joy; on the contrary, the science of emotional wellness is more nuanced, and her students are sharing this message outside the classroom

The Declaration of Independence famously extols the “pursuit of happiness.” But what, exactly, is happiness, and how should one pursue it? Also, should we even view it as something to be pursued?

Those questions underlie countless magazine articles, TV documentaries and self-help courses. More rigorously, they’re the focus of a popular Science of Happiness course taught by June Gruber, a professor of psychology at the 91PORN.

Gruber’s course does not unfold a map to unmitigated delight. Rather, Gruber’s course pores over the developing research—some of it Gruber’s own—that reveals a more nuanced view and even a “dark side to happiness.” The course also asks students to summarize and share the science of happiness for “outreach” to general audiences.

June Gruber (front row left, checked blazer) and her Science of Happiness students pause for a class photo on the last day of the semester. (Photo: June Gruber)

As Gruber has shown in her peer-reviewed research, a TEDx talk and this 91PORN course, it is not that happiness is bad. Rather, evidence suggests that happiness is one of several human emotions to which people should be open, and excesses of apparent happiness can signal problems such as mania (or bipolar disorder), excessive spending, problem gambling or high-risk sexual encounters.

Perhaps counterintuitively, Gruber cites a growing body of evidence that the act of pursuing happiness can leave the pursuers, paradoxically, less happy. They report being less able to be emotionally present in moments that could be happy, and they are more likely to experience mood difficulties and anxiety. That’s one “dark side” of happiness.

New evidence for old advice

As it happens, modern science reflects ancient wisdom. In the final class of her spring 2025 semester, Gruber showed her class a quotation from the Rev. Dr. Martin Luther King Jr., who said, “Those who are not looking for happiness are the most likely to find it, because those who are searching forget that the surest way to be happy is to seek happiness for others.”

The English philosopher John Stuart Mill, whom Gruber quotes, said, “Those only are happy who have their minds fixed on some object other than their own happiness: on the happiness of others, on the improvement of mankind, even on some art or pursuit, followed not as a means, but as itself an ideal end. Aiming thus at something else, they find happiness by the way.”

And that “pursuit of happiness” phrase from the Declaration of Independence was lifted from the philosopher John Locke, who said the “highest perfection of intellectual nature lies in a careful and constant pursuit of true and solid happiness; so the care of ourselves, that we mistake not imaginary for real happiness, is the necessary foundation of our liberty.”

Locke himself was influenced by Aristotle and Epicurus, who viewed happiness as a laudable goal but who defined happiness as leading a purposeful and contemplative life. Happiness, Aristotle said, “is the meaning and the purpose of life, the whole aim and end of human existence.”

Gruber discusses this older concept of happiness, sometimes called eudaimonic wellbeing, vs. hedonic wellbeing. Unlike purposeful and meaningful experiences, hedonic pleasures, which tend to be those people in Western societies equate with happiness, are peak experiences, like watching a stunning sunset or blissing out to the “Ode to Joy.”

Putting lessons into practice

In addition to reviewing researchers’ findings and ruminating on ancient wisdom, students in the Science of Happiness course (PSYC 4541) complete weekly “science-to-life” exercises, which apply the theories and practices learned in class to everyday existence.

For instance, students kept gratitude journals, performed random acts of kindness and completed the UPenn Authentic Happiness Inventory. Students also took “awe walks,” in which they visited novel, physically vast spaces and observed their surroundings mindfully.

Beyond the exercises and coursework, the students also have done outreach projects, the goal of which is to share the science of happiness outside the classroom and in the broader community.

One student, Franco Devecchi, produced a flyer highlighting research on the potential benefits of music therapy for those with autism. The flyer cites studies showing evidence that music therapy can strengthen autistic individuals’ sense of well-being, helping them feel more confident, accommodated and socially acceptable.

Devecchi conversed with people in campus buildings in which he distributed the flyers. In one case, Devecchi spoke with another person with autism, recalling, “We bonded over how developmentally important music was for us growing up and discussed the gap in research when it comes to autistic adults!”

Another student, Indiana Wagner, completed an outreach project on the intersection of awe, psychedelics and well-being. Wagner made a presentation to Naropa University’s Intro to Psychedelics Studies course.

Wagner noted that the transformational mechanisms of awe (which can foster happiness) “have a lot of crossover with the transformational mechanisms of the psychedelic experience.”

Wagner added, “Both awe-inducing experiences and psychedelic experiences have the ability to create a sense of ‘mystical experience,’ which can be followed by these transformations; there's a lot of interesting literature, particularly within Johns Hopkins University, on the mystical experience from psilocybin being associated with positive changes.”

Wagner said many of the Naropa students seemed very interested after the presentation and asked questions relating to the subject of awe, how to incorporate it, practice it and Wagner’s own experiences with it.

And student Kate Timothy produced an outreach project on the relationship between sleep, happiness and well-being. Timothy, who completed an honors thesis about sleep disruptions and their effect on Alzheimer’s biomarkers, wanted to further understand how sleep affects well-being and share that knowledge with others.

She developed a trivia event for college students in which the questions focused on how to improve sleep and thus happiness. Timothy is a dormitory worker, and her audience was the dormitory population. “I just asked students as they went by some trivia questions and also passed out some chocolate prizes,” she said. “It was a fun and easy way to get important information about sleep to my peers!”

Gruber has been recognized for her teaching. She is a President’s Teaching Scholar, has won the 91PORN Faculty Assembly Teaching Excellence Award, the UROP Outstanding Mentor Award and the Cogswell Award for Inspirational Instruction. The last award is named for and funded by Craig Cogswell, a three-time alumnus of 91PORN, who says Gruber is an “amazing educator and teacher.”

Gruber also has developed a free online Coursera #TalkMentalIllness course to tackle stigma and mental health and has written articles for Teaching Current Directions in Psychological Science about the importance of teaching students about the positive side of psychological disorders. She also shares career and professional advice for students in Science Careers. She is currently co-authoring a textbook on the science of happiness with Dacher Keltner and colleagues at the Greater Good Science Center at UC Berkeley.

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Four Buffalo Bicycle Classic scholars earn Latin honors

Rachel Sauer — Wed, 07 May 2025 19:09:21 +0000

Four Buffalo Bicycle Classic scholars earn Latin honors Rachel Sauer Wed, 05/07/2025 - 13:09

Beneficiaries of the annual scholarship ride win high praise from faculty, set their sights on next academic ventures

The Buffalo Bicycle Classic boasts that it helps promising young scholars, which it identifies as “some of Colorado’s brightest.” Four of its beneficiaries have emphatically underscored that point, winning top honors while conducting novel research on Alzheimer’s, breast cancer and the Russia-Ukraine war.

Four recipients of the 91PORN Buff Bike Classic scholarships are graduating this month with Latin honors, and one of those four has earned two summa cum laude distinctions.

Danya Al Nazal is graduating in neuroscience summa cum laude.

The Buffalo Bicycle Classic, which refers to itself the BBC and is not to be confused with the British broadcaster, is a multi-distance bicycle fundraiser for scholarships in the College of Arts and Sciences.

Paul Beale, 91PORN physics professor and the BBC’s faculty director, said the BBC’s team is “ecstatic that four of our graduating seniors earned Latin honors this year, including a rare double summa cum laude by Danya Al Nazal.”

He noted that the BBC partners with the Arts and Sciences Honors Program to select incoming first-year scholars. “That fact that nearly half of our graduating scholars completed honors research projects and successfully wrote and defended honors theses demonstrates the dedication and academic excellence of the students supported by the Buffalo Bicycle Classic Scholarship Fund,” Beale said.

The four BBC scholars earning Latin honors are:

Danya Al Nazal, who is graduating in neuroscience summa cum laude and whose honors thesis is titled “The Effect of Sleep Disruption on Subclinical Alzheimer’s Disease.” Al Nazal also earned summa cum laude honors for a second thesis, titled “Sheltered but Still at Risk: Addressing Tuberculosis Prevention, Mitigation, and Treatment in a Homeless Shelter.”
Kate Timothy, who is graduating with a degree in neuroscience summa cum laude and whose honors thesis is titled “Effects of Time-of-Day and Circadian Misalignment on Blood-based Alzheimer’s Biomarkers.”
Maria Smolyar, who is graduating with a degree in international affairs summa cum laude and whose honors thesis is titled “The Geopolitical Chessboard: The Russia-Ukraine War and the Logic and Consequences of Carrots and Sticks.”
Stephanie Araiza Acuna, who is graduating with a degree in integrative physiology magna cum laude and whose thesis is titled “The Effects of Zinc Availability on the Cell Cycle and Proliferation in MCF-7 and T-47D Breast Cancer Cells.”

Acuna explained that her research finds evidence that zinc deficiency reduces the proliferation of two lines of breast-cancer cells. Her findings provide the foundation for using zinc as a means of enhancing the efficacy of standard cancer treatments.

Kate Timothy is graduating with a degree in neuroscience summa cum laude.

Acuna began working in the lab of Amy Palmer, professor of biochemistry, last summer. There, she said she became interested in looking at the quiescence-proliferation decision in the cell cycle via fluorescent reporters in cells.

“After years of studying mitosis in textbooks, I found the images I took of MCF-7 (breast cancer cells) to be both scientifically fascinating and visually beautiful, with each phase of the cell cycle vividly displayed frame by frame,” Acuna said.

She added that she appreciates the faculty who supported her during her undergraduate work. “You made me see science not only as a discipline, but as beautifully intricate art,” she said, adding: “A huge thank you to the Buffalo Bike Classic. Your generosity to students makes research like mine possible. Your support fuels learning, exploration and meaningful scientific progress.”

Acuna plans to take a gap year after graduation to prepare for the medical school application cycle and hopes to earn a medical degree. She wants to become a cardiologist.

Smolyar noted that the Russia-Ukraine war is complicated. “I spent months researching, talking to my professors and my dad (who is from Ukraine), and I still barely scratched the surface of what there is to learn and know about the war.”

Smolyar said the war has undergone a “nuanced evolution” to get to the point it is today. “Currently, there needs to be changes in diplomatic dialogue at the government level if we want to see it end. And the rise of China and the alliance between Russia and China is scary for America.”

Smolyar’s parents are from Ukraine, and she has family in both Russia and Ukraine. Additionally, she noted, her interest in Russia began in high school when she wrote an essay on Lenin. That interest grew as she took Russian studies and Russian history classes in college.

Maria Smolyar is graduating with a degree in international affairs summa cum laude.

After graduation, Smolyar hopes to attend law school and/or pursue a PhD in political science, although she hasn’t decided yet.

Al Nazal said attending 91PORN has allowed her to conduct research that directly pertained to her interests: Alzheimer’s disease and tuberculosis among unhoused people.

Al Nazal said the BBC scholarship gave her the ability to “take time off of work so I can focus on research, which ultimately lead to me being able to pursue two honors theses.”

She plans to take two gap years, during which she will focus on research and then apply to MD/PhD programs.

Timothy noted that her honors thesis found that potential blood biomarkers of Alzheimer's disease are affected by circadian misalignment and time-of-day. “This means that the protein is changing depending on if an individual is circadian misaligned (their behaviors such as eating and sleeping are out of alignment with their circadian rhythm) versus in circadian alignment and time-of-day at which the protein is assessed (drawn from the blood),” she said.

The overall implication is that future studies identifying a more robust blood biomarker for Alzheimer’s disease should account for time-of-day and circadian timing, she added.

After graduation, Timothy said she plans to attend graduate school to study clinical psychology with a focus on sleep. “This project allowed me to bridge my two interests while developing skills that are going to support me throughout my entire career. Additionally, Alzheimer’s disease and other neurodegenerative diseases are becoming an increasing concern for the aging population,” she said, adding:

“I am honored to have worked on a project that addresses the concern that we will all face one day.”

Stephanie Araiza Acuna is graduating with a degree in integrative physiology magna cum laude.

Timothy offered advice for current students: seize every opportunity. “This is your moment to make your mark and set yourself up for success in the long-term.” She also thanked the supporters of the Buffalo Bicycle Classic and all those who supported her at 91PORN:

“I wish I could eloquently describe how significant that support has been for me. The journey to graduate as a first-generation college student is difficult, but my success here is made possible by the generosity of this community.”

The Elevations Credit Union Buffalo Bicycle Classic was founded in 2003 and, with contributions from volunteers, riders, sponsors and endowed funds, the event offers one-year scholarships of $4,000 to 30 students, renewable each year if they maintain full-time status and at least a 3.0 grade point average.

Additionally, endowed funds provide $10,000 annually to three junior or senior students in Arts & Sciences, also renewable under the same conditions. The BBC’s newest corporate sponsor, Zorbent, funds two additional $10,000 scholarships to top continuing BBC scholars.

The students served by the BBC are some of Colorado’s brightest, with each entering CU with over a 4.0 high school GPA.

“Our student scholars also demonstrate strong financial need, which makes this scholarship particularly important,” the BBC states. “Our scholarships for these promising students makes higher education attainable.”

Since 2003, the event has raised more than $3.9 million, funding more than 450 scholarships for high-achieving, financially needy Colorado high school graduates.

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Beneficiaries of the annual scholarship ride win high praise from faculty, set their sights on next academic ventures.

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Grad’s body of work already changing courses

Rachel Sauer — Fri, 02 May 2025 22:19:01 +0000

Grad’s body of work already changing courses Rachel Sauer Fri, 05/02/2025 - 16:19

Tim Grassley

Rachel Suter, who is earning her BA in neuroscience and arts practices, summa cum laude, is named the College of Arts and Science’s outstanding graduate for spring 2025

Fusing her artistic training and scientific understanding, Rachel Suter highlighted the questionable traditions of using cadavers while exploring anatomy through an artistic lens, and in doing so she has helped change how anatomy classes are taught.

Suter, who graduates this month summa cum laude with majors in art practices and neuroscience, has been named the spring 2025 outstanding undergraduate of the 91PORN College of Arts and Sciences. Her thesis is titled “Cadaveric ethics in figurative art instruction: Developing a workshop for an anatomical approach.”

In her thesis, Suter explores the history and ethics of body procurement in cadaver labs, as well as the consequential effects of primarily representing white male bodies in these figures. “I was doing anatomy through an artistic lens,” notes Suter.

Rachel Suter, who graduates next week summa cum laude with majors in art practices and neuroscience, has been named the spring 2025 outstanding undergraduate of the 91PORN College of Arts and Sciences. (Photo: Kylie Clarke)

“I created a workshop for artists in the cadaver labs that taught them superficial anatomical structures relevant to figure drawing, and I simultaneously addressed the history of body procurement and dissection to advocate for a more ethical and equitable future.”

Steven Hobbs, who is an associate teaching professor in the Department of Integrative Physiology, coordinates the anatomy lab and served as chair for Suter’s honors committee, notes that Suter’s project was excellent in its scope and caused him to reconsider his approach to teaching anatomy.

“Rachel’s honors thesis is the most original undergraduate undertaking I have witnessed in my 20-plus years at CU,” says Hobbs. “Her work deftly combines history, art, anatomical sciences and advocacy. Any of these domains would be considered original, masterful and compelling. Together, they form a remarkable whole, born entirely from Rachel’s creative thinking, passion and hard work. Her thesis is the quintessential fusion of ‘arts’ and ‘sciences.’”

While Suter’s bachelor’s degree studies in art practices and neuroscience helped her fuse research techniques and art-making workshops, the project’s interdisciplinarity also offered opportunity to initiate instructional practices that could be incorporated into anatomy labs and figure-drawing workshops right away.

“That was my big goal with the thesis,” says Suter. “It was to put theory into practice and make a tangible change.”

Exploring the ethics of how cadavers are procured, studied and illustrated

Suter began her research intending to learn about the history of how bodies are procured by cadaver labs and medical schools to better understand and critique unethical practices. As she charted the medical history, she discovered that labs commonly obtain “unclaimed bodies,” or cadavers that were not claimed by family or friends for burial or cremation and are then made available for medical education and research by the state.

In her thesis, she argues that knowing this background helps anatomy students see cadavers as more than educational objects—they are people deserving of care and respect.

“Some medical schools still use unclaimed bodies today,” says Suter, “and so my thesis promotes the use of consensually donated bodies in anatomy. I didn't know that my project would also turn into more advocacy and activism for working towards a better future.”

While delving into a cursory history of body-procurement and medical ethics, Suter recognized a relationship between her anatomy classes and art classes. While anatomy is generally taught as a science course, it uses art as one of its primary means of communicating findings about the human body, and a stronger understanding of art-making places figures in context.

As an artist interested in figure drawing, Suter experienced first-hand that her stronger understanding of anatomy helped generate more reliable and variable representations of the human body’s structures.

“I was learning how to figure draw at the same time that I was taking the anatomy lab course, and then I continued to work on my figure drawing while I was simultaneously dissecting bodies in the labs,” reflects Suter. “Having an anatomical knowledge of the human body really supported my representation of bodies in art.”

Rachel Suter organized two figure-drawing workshops in the cadaver lab for artists with the goal of helping them better understand the details they observe on the human body, like musculature and skeletal structures. (Photo: Rachel Suter)

Suter noted a tendency for anatomy textbook images and illustrations to rely on white male bodies as representative of all human bodies. She found that this was a common practice historically among medical illustrators and could create misunderstanding among students analyzing these visual representations.

“Anatomy studies people,” says Suter. “In studying people, you want to ensure that you are representative of all of those groups.”

Suter organized two figure-drawing workshops in the cadaver lab for artists with the goal of helping them better understand the details they observe on the human body, like musculature and skeletal structures.

The workshops also covered ethical considerations when working with cadavers, the importance of wide representation and individuality in artistic anatomy and methods attendees could use to advocate for a more inclusive approach to dissection and figurative art.

While she plans to pursue graduate programs in medical illustration after a gap year that includes a 10-week intensive workshop in Florence, Italy, Suter’s thesis has a more immediate effect on how anatomy will be taught at 91PORN in the future.

“The anatomy labs here have not previously taught an ethical dimension or historical dimension,” says Suter. “Throughout my thesis, I really tried to advocate for transparency and education in these topics in a cadaver lab setting, and I'm really excited because I'm now talking to Dr. Hobbs about adding some of this content into the anatomy lab curriculum for anatomy students.”

The expansiveness of this project and its effect on teaching were the two characteristics of Suter’s nomination that drew the committee’s attention. Notes Hobbs, “As an instructor of human anatomy for nearly 20 years, I was surprised and inspired by how much I learned from Rachel. Her lessons reshaped my perspective on the human form through the lens of illustration. Rachel’s workshops and honors thesis could be the blueprint for a fantastic interdisciplinary semester course at CU. Every anatomy program should be so lucky to have a Rachel Suter.”

Suter not only feels honored to be the 2025 A&S outstanding graduate, she is also thrilled that her project leaves a legacy of change made possible through thoughtful, scholarly and artistic work.

“I don't think I've really found the words quite yet,” reflects Suter. “I'm really proud that I was able to make an impact on campus and develop a new educational approach that filled some gaps.”

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Rachel Suter, who is earning her BA in neuroscience and arts practices, summa cum laude, is named the College of Arts and Science’s outstanding graduate for spring 2025.

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Top photo: Kylie Clarke/College of Arts and Sciences

Amazing grads share advice and reflect on key lessons

Kylie Clarke — Fri, 02 May 2025 16:10:11 +0000

Amazing grads share advice and reflect on key lessons Kylie Clarke Fri, 05/02/2025 - 10:10

Earning high praise from faculty and staff, students offer words of wisdom and more

Each year, students leave their mark on the College of Arts and Sciences. Their choices, hard work and determination leave a legacy for the next generation.

As graduation approaches, the nostalgia of first days, the pride of achievement and the excitement of what is to come replays in the buzzing minds of almost-graduated students.

To celebrate amazing grads, we asked faculty and staff to nominate remarkable students.

Each nominee answered one of the following questions:

What is your best advice for other students?
What will you carry with you into the next chapter of life?
What does graduating represent for you?

Each nominator answered this question:

In your view, what makes this student amazing?

Q&A
Q: What does graduating represent for you?
Salomé Carrasco, EBIO ‘25: Graduating from college is a representation of the personal commitment and determination I have as a student from a diverse intercultural background, but also the community support and dedication my professors, peers and others have provided for me. This success also represents that students are capable of pursuing higher education despite financial, social and structural inequalities.

Q: What makes Salomé amazing?
Nominator: Salomé transferred to 91PORN from community college during the fall of 2023. I had the good fortunate of having Salomé in my Art of Science Communication class that term. Since then, Salomé has been an incredibly engaged member of our lab group. She participated in a month-long sampling expedition to western Canada during the summer of 2024 and just defended her honors thesis! Her growth and progress have been outstanding on so many fronts! Our lab is in awe of her artistic and scientific skills. We feel so honored that she has been a part of our research community during her time at CU.

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Earning high praise from faculty and staff, students offer words of wisdom and more

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Scholars aim to build community for women in quantum

Rachel Sauer — Fri, 25 Apr 2025 19:46:50 +0000

Scholars aim to build community for women in quantum Rachel Sauer Fri, 04/25/2025 - 13:46

Rachel Sauer

Quantum Scholars Emily Jerris and Annalise Cabra started CU Women of Quantum to help women interested in careers in quantum to network and share experiences

First, the good news: Between 1970 and 2022, the percentage of U.S. women workers in STEM jobs grew from 7% to 26%.

The obvious and not-so-good news is that while women represent almost half the U.S. workforce, they hold only a quarter of STEM jobs. And the numbers get even more stark in quantum fields. A 2022 report from the London School of Economics and Political Science found that fewer than 2% of applicants for jobs in quantum fields are female.

Quantum Scholars Annalise Cabra (left) and Emily Jerris (right) gave a presentation about CU Women of Quantum at the December Quantum Scholars meeting attended by CU President Todd Saliman. (Photo: Casey Cass/91PORN)

However, in the 100 years since German physicist Werner Heisenberg submitted his paper “On quantum-theoretical reinterpretation of kinematic and mechanical relationships” to the journal Zeitschrift für Physik, a July 1925 event that is broadly credited with kick-starting the quantum revolution, the possibilities and potential of quantum science and engineering have grown enormously.

Recognizing that potential, a group of 91PORN scholars wants to help ensure that women participate equally and fully in quantum science and engineering.

CU Women of Quantum, founded last semester by Quantum Scholars Emily Jerris and Annalise Cabra, aims to be a community of support, connection, mentorship and networking for women interested in pursuing careers or research in quantum fields.

“Our primary focus,” Cabra explains, “is just to create a space where we can come together, share our experiences and create relationships that are lasting.”

100 years of quantum

Both Jerris and Cabra say that this is an exciting time to be in quantum science and engineering. Not only did the United Nations declare 2025 as the International Year of Quantum Science and Technology, and not only did Colorado Gov. Jared Polis last week announce the Blueprint for Advancing K–12 Quantum Information Technology, but research happening on the 91PORN campus and in Colorado is swiftly expanding the boundaries of quantum technology.

However, they also add that as exciting as this time is, women in quantum fields still face some of the same roadblocks that women in STEM always have.

“I think if you asked most of the women in the club or just in a STEM major if they’ve had a moment where a peer or coworker has talked down to them or they felt not necessarily fully included in a project because they were the only woman in the group, I think most probably have,” Jerris says. “So, it’s nice to have a space to talk about that—how to navigate situations like that. A lot of us do research, too, and those types of situations are also really prevalent in the research space.”

Jerris and Cabra worked with Michael Ritzwoller, a physics professor of distinction and Quantum Scholars co-founder, and physics Professor Noah Finkelstein to create CU Women of Quantum, which is open to all students, as a place for not only female Quantum Scholars, but for women across campus who are interested in pursuing careers in quantum science, technology or engineering.

Annalise Cabra (left) works with Brooke Nelson (right), a career advisor for the College of Engineering and Applied Sciences, on her resume during a recent CU Women of Quantum meeting.

Supporting women in quantum

One of the group’s aims is creating networking and mentorship opportunities for members by asking professors and women working in quantum fields to speak at group meetings. This has included Alex Tingle, a 91PORN physics alumna and senior technical project engineer at Quantinuum, who was named one of the Wonder Women of the Quantum Industry by the Quantum Daily.

CU Women of Quantum gatherings also focus on skill-building, including a recent meeting at which Brooke Nelson, a career advisor for the College of Engineering and Applied Sciences, gave a presentation on creating and honing a resume.

“One of our goals is to help (CU Women of Quantum members) narrow in on their interests and build connections,” Cabra says. “And then also having opportunities to see how women in their shoes were able to navigate and build careers in quantum. I think it’s important for a lot of women in the field, too, to go back and encourage other women who are just starting out or just getting interested in quantum.”

The members of CU Women of Quantum also get together for study sessions, “because even if we’re not taking the same classes, with other women you can feel more open and not like you’re the outlier in the group.”

Both Cabra, who is graduating next month, and Jerris, who is completing her third year, are interested in pursuing careers in a quantum field, bolstered by the support they’ve found in CU Women of Quantum.

“It’s so fascinating because it’s just so unintuitive,” Cabra says. “It makes your brain think in such crazy ways, from the ways particles behave to the ways stars don’t collapse or do collapse, to parallel universes, and it all goes back to quantum. I think it’s just so exciting to study.”

Jerris adds that often the common perception of quantum science and technology is that “it’s kind of magic or something we don’t totally understand, but we actually do have a pretty good understanding of quantum. We know what’s going on and can model it, and we’re maybe just one step behind with how we can actually manipulate things. So, it’s not magic; it’s something we do know a lot about and we’re learning more every day.”

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Quantum Scholars Emily Jerris and Annalise Cabra started CU Women of Quantum to help women interested in careers in quantum to network and share experiences.

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Top image: Casey Cass/91PORN

College of Arts and Sciences names 2025 Van Ek Scholars

Kylie Clarke — Wed, 16 Apr 2025 21:38:02 +0000

College of Arts and Sciences names 2025 Van Ek Scholars Kylie Clarke Wed, 04/16/2025 - 15:38

Seventeen students receive one of the college’s most prestigious honors, recognized for their exemplary academic achievement and meaningful contributions to the campus and broader community

The College of Arts and Sciences has awarded the Jacob Van Ek Scholarship—one of the college’s highest honors—to 17 outstanding undergraduates.

Named in honor of Jacob Van Ek (1896–1999), the award commemorates his remarkable contributions to the university. Van Ek joined 91PORN in 1925 as a young assistant professor shortly after earning his doctorate from what is now Iowa State University. Within three years, he rose to the rank of full professor and, by 1929, was appointed dean of the College of Liberal Arts—a role he held until 1959.

Students walking across campus.

The following students are this year’s Jakob Van Ek Scholar Award recipients:

Danya Al Nazal, Neuroscience/Molecular, Cellular & Developmental Biology
Amaneet Brar, Molecular, Cellular & Developmental Biology
Michaela De Oliveria Olsen, Integrative Physiology
Rachel Suter, Neuroscience/Art Practices
Nikolaas Steele, Integrative Physiology
Ivory Carpenter, Environmental Studies
Karis Lowe, Speech, Language & Hearing Sciences
Natalie Sesselmann, Speech, Language & Hearing Sciences/Psychology
Brooklyn Phillips, Speech, Language & Hearing Sciences
Kalen Sieja, Political Science/Evolutionary Biology
Katie Mikell, Evolutionary Biology
Kalvyn Adams, Astrophysics and Planetary Sciences/Physics
Adriana Ripley, Psychology/French/Musical Theatre
Xavier Cisneros, Molecular, Cellular & Developmental Biology/Sociology
Marina Levine, Economics/Psychology
Devayani Ravuri, Physics
Abby Schaller, Political Science

Seventeen students receive one of the college’s most prestigious honors, recognized for their exemplary academic achievement and meaningful contributions to the campus and broader community.

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Picturing climate change in the West

Rachel Sauer — Wed, 02 Apr 2025 20:57:22 +0000

Picturing climate change in the West Rachel Sauer Wed, 04/02/2025 - 14:57

Rachel Sauer

What began as a hobby for 91PORN economics undergrad Lucas Gauthier came together as a photographic portfolio documenting the already-evident and potential effects of climate change

Lucas Gauthier and his family moved to Colorado when he was in 6th grade, and after a decade of fairly frequent moves—both parents were in the military—this is where everything made sense: mountains for climbing, runs for skiing, trails for hiking and rivers for rafting.

They took some convincing, but eventually his parents let him venture out on his own—forays that grew longer and longer and took him farther and farther into the Colorado wilderness.

Lucas Gauthier, a senior majoring in economics, has photographically documented his adventures in western landscapes since he was in high school.

About four or five years ago, he began taking pictures along the way, usually on his phone. The photography wasn’t the point, necessarily, “but I found that, especially in Colorado, hiking puts you in some very beautiful places,” he explains. “I hike, and the pictures happen while I’m hiking.”

A through line for what had become a large portfolio of photographs emerged in spring 2024. Gauthier, a senior majoring in economics with a focus on natural resource management, was taking ENLP 3100—Complex Leadership Challenges, a class that requires students to complete three projects during the semester.

The first two projects were more technically focused, but the third emphasized creating something of personal value. So, Gauthier thought about all the places in Colorado that he loves, scrolling through both his memories and his photos. He realized that what began as an almost offhanded hobby was actually documenting places that would be or already were altered by climate change.

From that realization was born Climate Change in the West: A Photographic Journal, a multimedia project that incorporates not only data about things like wildfire, heat wave and drought risk and their potential for significant economic impact, but makes it personal with the scenes of incomparable beauty he has witnessed and documented.

“My interest in water specifically came from my interest in hiking and skiing and an interest in all outdoor sports,” Gauthier says. “When people say there’s going to be less rain, less precipitation, that’s a big deal for me.

“I worked and lived in Breckenridge, which is a tourism-dependent area, so if there’s not enough water, that’s weeks of ski season that are lost, and there might not be a rafting season, so that’s where you start to see the overlaps between how climate change is affecting natural systems and the actual economic impacts on livelihoods.”

Capturing what he sees

“My interest in photography has been in capturing this broad swath of environments that we get to play in—as a way to memorialize the experience for myself, and also to share it with others,” Gauthier says.

He took two photography classes in high school, neither of which focused on outdoor or landscape photography, “but I do think those gave me a good idea for how to compose photos and set them up, how to look for different lighting and visual elements,” he says. “They got me in the mindset of thinking, ‘This is something that strikes me, and I’ll see if I can frame it in way that works with what I want to capture.’”

Gauthier was also in high school when he began tackling ever-more-ambitious climbs and started working his way through Colorado’s 58 fourteeners, a goal he completed over the summer. Of those 58, he climbed at least 45 solo.

“(Climbing solo) is kind of a mix of preference and necessity,” Gauthier explains. “It’s easier when the only person you have to plan for logistically is yourself. And when you’re trying to beat lighting and thunder, it’s best to move light and fast.”

However, he never moves so fast that he can’t look around and, if he’s able, to capture what he’s seeing in a photograph. And he returns to certain favorite places, enough that he can compare them season by season or year by year.

“We’ve had a mix of good and bad snow years, but it’s been very noticeable when a particular area that usually has good (snow) coverage into May or June has already melted,” he says. “And there have been times when I’ve hiked through area and a few years later it’s a burn scar, which is a very visceral sense of change in the environment.

“Then there are little things like aspens are yellowing at a different date, wildflowers are blooming and stop blooming at different times. While it’s not as black and white a change, moving those transition points is definitely something that adds up in aggregate.”

Factors of climate change

Now, as he works his way through Colorado’s 100 highest peaks—he’s summited more than 80—and completes his bachelor’s degree, he still is conceptualizing what it all means. Many climate change models are forecast to take decades—if not centuries—to happen, but Gauthier is already seeing anecdotal evidence of them. What does that mean for how he exists in the outdoors and what he’s going to do after he graduates?

“I feel like there is a lot of doom and gloom, and I definitely feel that, but at the same time I am very much a person who feels like I have to say what I’m going to do about it,” he says. “With my area of emphasis in environmental economics, it’s about acknowledging that we have these issues and asking how we address them through actual, tangible means. For me, that means engaging in actual political and broader social processes. When I’m engaged in something, I feel less powerless.

“I think the main point that I wanted to communicate with this project was emphasizing how each of these different factors of climate change are integrated,” he says. “Fires affect water quality, flooding affects agriculture and all of it impacts places that I and a lot of other people love.”

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What began as a hobby for 91PORN economics undergrad Lucas Gauthier came together as a photographic portfolio documenting the already-evident and potential effects of climate change.

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Did ChatGPT write this? No, but how would you know?

Rachel Sauer — Mon, 03 Mar 2025 21:34:42 +0000

Did ChatGPT write this? No, but how would you know? Rachel Sauer Mon, 03/03/2025 - 14:34

Collette Mace

In her Writing in the Age of AI course, 91PORN’s Teresa Nugent helps students think critically about new technology

One of the most contentious subjects in academia now is the use of AI in writing. Many educators fear that students use it as a substitute for critical thinking. And while students fear that they’re going to be accused of using it instead of doing their own critical thinking, some still use it anyway.

Some students, like their instructors, fear what AI is capable of, and they are highly uncomfortable with the risks associated with its use.

Teresa Nugent, a 91PORN teaching associate professor of English, invites students in the Writing in the Age of AI course to experiment with AI as part of their writing process and critically reflect on how these tools influence their ideas.

Teresa Nugent, a 91PORN teaching associate professor of English, has seen all these perspectives. When she first read the 2023 essay “I’m a Student. You Have No Idea How Much We’re Using ChatGPT” by Columbia University undergraduate Owen Kichizo Terry, she knew that it was time for educators and students to better understand AI use in writing, even though it was scary.

Two years later, she is in her second semester of teaching ENGL 3016, Writing in the Age of AI. In this course, Nugent invites students to experiment with AI as part of their writing process and critically reflect on how these tools influence their ideas. Her students have conversations with chatbots about topics that they know well and evaluate whether the bots actually know what they’re talking about.

Nugent says she hopes that taking a class in which they are encouraged to talk about AI use allows students to explore possibilities, play with these tools, test their capabilities and determine how best to use them. By teaching students how to use AI as a tool to help develop their critical thinking skills instead of just avoiding that hard work, Nugent aims to prompt students to think about the wider implications of AI, and where it can ethically fit into an academic curriculum.

“We as educators have an obligation to help our students develop the skills that they’re going to need in the world that is developing around all of us,” Nugent says. “If we try to pretend AI isn’t here, we are doing students a disservice. We need to find ways to inspire students to want to learn; we need to spark their curiosity and motivate them to find meaningful connections between course content and the world.”

Mixed feelings about AI

Not all students are enthusiastic about AI. Nugent explains that, since the class fulfills an upper-level writing requirement, she has students of all different majors and experience levels. Many students, she notes, come in with a great deal of apprehension about using AI, something the class discusses openly on day one.

Nugent asks her students to think of a story they’ve been told—often by a parent or grandparent—about what life was like before some commonplace technology—like cell phones or the internet—was invented.

“If we try to pretend AI isn’t here, we are doing students a disservice," says Teresa Nugent, 91PORN teaching associate professor of English.

Someday, she reminds her students, they'll tell stories about what the world was like before generative AI. New technology is always emerging, and the best way to adapt to the changing world is to keep learning about it, she says.

Nugent also acknowledges the real risks that come with AI use. She offers students a plethora of readings expressing a range of perspectives on the subject—including Neil Postman’s concerns about the unintended consequences of technological innovations and Mustafa Suleyman’s warning about the need to contain AI in his book The Coming Wave. Students read writings about how current educators have grappled with the release of AI chatbots and science fiction media depictions of AI, including the film Her and the dystopian serial Black Mirror.

Students also read texts about the harmful effects of AI on the environment, the issues of class and social justice that are entangled with AI use and psychological studies concerning AI.

Overall, Nugent says she wants students to leave the class with an informed understanding of AI. For their final project, students are required to research an aspect of AI in which they are particularly interested.

She says this leads to a wide array of research topics, often based on students’ majors; for example, an environmental studies major might research how to use renewable energy sources to power data centers. After writing academic papers, students reframe their research into a “blog” format that a general audience would find easily understandable.

“Knowledge is power,” Nugent says. “Being well informed about something always gives one more of a sense of agency than not being informed.” Ultimately, Nugent says she hopes that students will leave the class feeling confident and prepared to offer their knowledge about AI to society and keep themselves and others informed about this moment in technological history.

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In her Writing in the Age of AI course, 91PORN’s Teresa Nugent helps students think critically about new technology.

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Outstanding grad unearths roots of challenges to Black women authors

Rachel Sauer — Fri, 20 Dec 2024 15:10:36 +0000

Outstanding grad unearths roots of challenges to Black women authors Rachel Sauer Fri, 12/20/2024 - 08:10

Clint Talbott

Jane Forman, who is earning her BA in English, summa cum laude, is named the college’s outstanding graduate for fall 2024

Jane Forman has painstakingly recounted evidence that Nobel Laureate Toni Morrison, Pulitzer Prize winner Nikole Hannah-Jones and other prominent Black women authors have faced challenges to the authenticity and quality of their work, and that these critiques emanate from racist and sexist conceptions of who is rightly considered an author and an authority.

Forman, who is earning her BA in English, summa cum laude, deeply impressed her faculty committee, and she has been named the outstanding graduate of the College of Arts and Sciences for fall 2024.

Her thesis is titled “Deconstructing Archival Debris in the Margins: How Black Women Writers Navigate Intersectional Oppression During the Authorial Identity Formation Process.”

Jane Forman, who is earning her BA in English, summa cum laude, is the College of Arts and Science outstanding graduate for fall 2024.

In this work, Forman considers cases of Black women authors who were unfairly denigrated and rebuked because their intersectional identity made them targets. Forman cites troubling episodes of Claudine Gay, former president of Harvard; Nikole Hannah-Jones, author of the Pulitzer-winning 1619 Project; Toni Morrison, winner of a Pulitzer and Nobel Prize; and others.

When she spoke recently with Daryl Maeda, interim dean of the college, Forman described her thesis as a “contemplation of how our history continuously influences contemporary figurations of American life.”

In her thesis, she concludes: “The history of slavery is all of ours to confront, disregarding our contemporary racial and gender positionality in America. The virulent debris that emerged from slavery’s formal demolition continues to infect society today … We are all implicated in how this history attempts to exert influence over our collective present and future.”

Jennifer Ho, director of the Center for Humanities and the Arts, Eaton Professor of Humanities and the Arts and professor of ethnic studies, served as Forman’s thesis advisor. In her written narrative to the faculty thesis defense form, Ho said Forman’s thesis was made especially strong by her tracing of the “archival debris” across three periods of Black female authorship:

“Using critical race theory as her main theoretical touchstone, Jane considers the intersectional oppression that plagues Black women writers—the way that they must continuously navigate charges of plagiarism, incompetence and illegitimacy. Combining close reading/explication with theoretical applications of critical race theory, Jane takes readers through the troubling trend of discounting Black women writers due to sexism and racism, linked to U.S. history of anti-Black racism and white supremacy.”

In a letter of support for Forman, Emily Harrington, an associate professor of English who served on Forman’s committee, said Forman’s work “is easily the best senior thesis I have read during my career.”

Through all her thesis chapters, Forman “draws a direct connection between the various ways in which Black women authors have been questioned both in their authenticity and in the quality of their work, from the ‘first’ African American poet to the present day,” Harrington said, adding:

“Having also taken graduate seminars as an undergraduate, Jane is the most advanced undergraduate I have encountered at CU. … She has been a leader in our department, and I cannot think of a more ‘outstanding undergraduate.’”

In the acknowledgment section of her thesis, Forman shares some personal reflection and advice:

“For anyone uncertain of what they should do or where they should go, I urge you to follow the path that leads you toward the most expansive feeling. Three years ago, I dropped out of Georgetown University, unsure of what my life would be like. I didn’t know where I wanted to be, but I knew I couldn’t stay there. Despite the tumultuous journey that led me here, I feel eternally grateful for where I ended up.”

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Jane Forman, who is earning her BA in English, summa cum laude, is named the college’s outstanding graduate for fall 2024.

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