mit chemistry phd requirements

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What you need to know

At MIT, graduate degree requirements are determined by the individual departments or programs and approved by the Committee on Graduate Programs (CGP). Each graduate student is officially enrolled in an individual degree program. MIT graduate programs are full-time and work is done chiefly on campus in collaboration with faculty, peers, and the Institute community.

• Read more about Master’s degree requirements .
• Read more about Doctoral degree requirements .

Additional information can be found in the MIT Bulletin:

• Programs and degrees by School and department
• Interdisciplinary graduate programs
• General degree requirements

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Ph.D./Sc.D. Program

The Doctor of Philosophy and Doctor of Science degrees in Chemical Engineering are identical; students may choose for themselves the appellation they prefer. This traditional, research-based doctoral degree program provides a thorough grounding in the fundamental principles of chemical engineering, as well as an intensive research experience.

The Doctor of Science and the Doctor of Philosophy in Chemical Engineering are identical degree programs. Degree candidates may choose to be called a “doctor of philosophy” or a “doctor of science”.

The degree requires that you complete:

• the core curriculum in chemical engineering
• one chemical engineering H Level class
• the departmental biology requirement
• a minor program of related subjects outside of chemical engineering
• written and oral doctoral qualifying examinations
• the writing and oral defense of a thesis on original research

The core curriculum is:

• Numerical Methods in Chemical Engineering 10.34
• Chemical Engineering Thermodynamics 10.40
• Analysis of Transport Phenomena 10.50
• Chemical Reactor Engineering 10.65

The departmental biology requirement is fulfilled by completing an undergraduate subject equivalent to MIT 7.01x, either at MIT or at your undergraduate institution. Examples of minor programs for some recent doctoral students include applied mathematics, control theory, physical, organic or analytical chemistry, mechanical structure, power systems, process metallurgy, nuclear engineering, management, economics, music, ancient history and philosophy.

The normal duration of the degree program is five to six years. (Including an intermediate M.S. CEP degree normally has little effect on the duration.) A master’s degree is not required for entrance into the doctoral program, nor is the M.S. CEP required.

For incoming, first-year graduate students, academic advisors are members of the Committee for Graduate Students. When you select a research topic and begin your thesis, the research supervisor becomes your academic advisor. In general, students choose research advisors at the end of their first Fall semester at MIT. Should you wish to choose a research advisor from a department other than Chemical Engineering, you will also need to choose a co-advisor from the Chemical Engineering faculty.

Prior to Registration Day (Fall and Spring semesters), your subject selection must first be approved by your advisor before the Graduate Officer can authorize registration on Registration Day. Advisor approval should also be obtained for any subsequent subject add/drop actions during the term (no additional authorization by the Graduate Officer is required).

Doctoral Degrees

A doctoral degree requires the satisfactory completion of an approved program of advanced study and original research of high quality..

Please note that the Doctor of Philosophy (PhD) and Doctor of Science (ScD) degrees are awarded interchangeably by all departments in the School of Engineering and the School of Science, except in the fields of biology, cognitive science, neuroscience, medical engineering, and medical physics. This means that, excepting the departments outlined above, the coursework and expectations to earn a Doctor of Philosophy and for a Doctor of Science degree from these schools are generally the same. Doctoral students may choose which degree they wish to complete.

Applicants interested in graduate education should apply to the department or graduate program conducting research in the area of interest. Some departments require a doctoral candidate to take a “minor” program outside of the student’s principal field of study; if you wish to apply to one of these departments, please consider additional fields you may like to pursue.

Below is a list of programs and departments that offer doctoral-level degrees.

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Application Checklist

• Faculty of Interest

Choose up to 3 faculty you would be interested in working with as a PhD student at MIT Chemistry. A list of Chemistry faculty is available here ; you may choose faculty from other departments.

• Contact Information for recommenders

Provide at 3 names and email addresses of people that can provide a letter of recommendation for you. You can provide more than 3 names, but not more than 5. We highly recommend that you notify these letter writers by November 1, to give the writer time to write and submit their letter. Fill out contact information for each recommender and then visit Letter Status to request letters from your recommenders.

• Transcripts

A PDF copy of your college transcript(s) is required and can be uploaded to the application. This can be an unofficial transcript as official transcript(s) are only required if you are admitted into our program. You will have a chance to describe the grading system(s) used at all colleges or universities you have attended on the Test Scores/Experience section. All copies of transcripts uploaded to the application must be in English. Do not send a paper transcript.

• Language Exams

For applicants whose primary language is not English, your TOEFL or IELTS scores are required. The MIT reporting code is 3514, and the department code is 62. We can waive the TOEFL/IELTS requirement for international applicants who have completed 3 or more years in a degree-granting program instructed exclusively in English, or who consider English to be their primary language.

• Honors, Publications, and Experience

List any accomplishments that add to your experience as a potential PhD student.

Upload a current resume/CV listing any relevant experience.

• Financial Support

Please list any fellowships that you have been awarded or have applied for. Fellowships can provide recognition and financial support, however, having a fellowship is not required for admission into the Chemistry PhD program.

• Subjects Taken

List science and math courses you have taken; if you run out of space, include only the courses that best reflect your Chemistry experience.

• Statement of Objectives

Recommended Length: 1000-1500 words. Please describe your reasons for pursuing graduate studies in the MIT Chemistry Department. In your description, explain how your background has prepared you for this graduate program. Identify the research area(s) that most interest you, the scientific problems that motivate your pursuit of an advanced degree in chemistry, and how the resources and faculty of MIT’s program promote these interests and motives. Describe your long-term scientific goals, and specify the unique aspects of MIT’s chemistry program that will enable you to achieve these goals. If applicable, describe any specific academic or research challenges that you have faced and overcome. If there are any other factors concerning your prior academic, research, or work experience that you would like the Admissions Committee to be aware of, please describe them. Please feel free to prepare your Statement of Purpose in whatever format most effectively communicates your views.

• Personal Statement

Recommended Length: 500-1000 words. The MIT Chemistry Department is a community comprised of individuals from a diverse variety of backgrounds. We are interested in learning more about you as a person and how your background and experiences motivate you to make positive contributions to your community. There are no requirements for what to include; some possible prompts are below:

• The MIT Chemistry Department has four core community values. These are respect, well-being, inclusivity, and integrity. Please identify one of these values that is important to you and explain why.
• Describe your experience with resilience and/or perseverance. Give an example of a time in which you faced failure, a significant roadblock in making steady progress towards a goal. Describe how you approach this situation. What did you learn from this experience? How has this experience shaped the way you approach challenges today?
• Describe a meaningful teaching or mentorship experience you have had and what you learned from that experience. What do you like most about teaching others? What are the biggest challenges you anticipate in serving as a teaching assistant to MIT undergraduates?
• If there are any other factors concerning your prior academic, research, or work experience that you would like the Admissions Committee to be aware of, please describe them.
• Application Fee

Provide a credit/debit payment of $75. Occasionally, debit card payments may not process correctly.  If you experience difficulty processing a debit card payment, please try using a credit card instead. You must submit the application and pay the fee by the December 1 st deadline.

Eligible applicants may apply for a fee waiver if they meet the Office of Graduate Education’s criteria. More information about applying for a fee waiver can be found on the here. .

Unfortunately, the Chemistry Department can only waive the $75 application fee for international applicants if they have already applied and paid an application fee for another PhD program at MIT in the same admission cycle.

• Submit Your Official IELTS/TOEFL Score (if applicable)

For applicants whose primary language is not English, your TOEFL or IELTS scores are required. The minimum acceptable TOEFL score is 100 and the minimum acceptable IELTS band score is 7.0. The MIT reporting code is 3514, and the department code is 62.

1.84J Atmospheric Chemistry (Same subject as 10.817J, 12.807J) Prereq: 5.60 H (Fall) Units : 3-0-9

Provides a detailed overview of the chemical transformations that control the abundances of key trace species in the Earth’s atmosphere. Emphasizes the effects of human activity on air quality and climate. Topics include photochemistry, kinetics, and thermodynamics important to the chemistry of the atmosphere; stratospheric ozone depletion; oxidation chemistry of the troposphere; photochemical smog; aerosol chemistry; sources and sinks of greenhouse gases.

Instructor: Jesse Kroll

1.841/12.817: Atmospheric Composition and Global Change Prereq: 1.84J/12.807 or equivalent H (Spring, even years) Units: 3-0-9

The objective of this class is to explore how atmospheric chemical composition both drives and responds to climate, with a particular focus on feedbacks via the biosphere. Discussion topics include: atmospheric nitrogen; DMS, sulfate and CLAW; biogenic volatile organic compounds and secondary organic aerosol; wildfires and land use change; atmospheric methane and the oxidative capacity of the troposphere; air quality and climate and geoengineering.

Instructor: Colette Heald

12.806J Atmospheric Physics and Chemistry (Same subject as 10.571J) Prereq: 5.61, 18.075, or permission of instructor H (Spring) Units: 3-0-9

Introduction to the physics and chemistry of the atmosphere including experience with computer codes. Aerosols and theories of their formation, evolution, and removal. Gas and aerosol transport from urban to continental scales. Coupled models of radiation, transport, and chemistry. Solution of inverse problems to deduce emissions and removal rates. Emissions control technology and costs. Applications to air pollution and climate.

Instructor: Ron Prinn

12.848J Global Climate Change: Economics, Science, and Policy (Same subject as 15.023J, ESD.128J) Prereq: Calculus II (GIR); 5.60; 14.01 or 15.010; or permission of instructor G (Spring) Units: 3-0-6

Introduces scientific, economic, and ecological issues underlying the threat of global climate change, and the institutions engaged in negotiating an international response. Develops an integrated approach to analysis of climate change processes, and assessment of proposed policy measures, drawing on research and model development within the MIT Joint Program on the Science and Policy of Global Change. Graduate students are expected to explore the topic in greater depth through reading and individual research.

Instructor: R. G. Prinn, M. D. Webster

12.835 Experimental Atmospheric Chemistry Prereq: Chemistry (GIR) G (Fall) Units: 2-4-6

Introduces the atmospheric chemistry involved in climate change, air pollution, and ozone depletion using a combination of interactive laboratory and field studies and simple computer models. Uses instruments for trace gas and aerosol measurements and methods for inferring fundamental information from these measurements. Provides instruction and practice in written and oral communication. Students taking the graduate version complete different assignments.

Instructor: Ron Prinn, Shuhei Ono and Dan Cziczo

12.885: Environmental Science and Society Prereq: 12.806, 12.807, or permission of instructor H (Fall, new in 2012) Units : 3-0-9

Stresses integration of central scientific concepts in environmental science and their connections to societal actions. Places emphasis on identifying and intercomparing the scientific foundation of environmental problems and proposals for their solution. Through lectures, independent study, group discussions, and periodic research reports, students produce an in-depth overview and critique of case studies in environmental problems and human actions. Illuminates commonalities and differences between past and present successes and impediments in dealing with environmental decisions. Potential topics include ozone depletion, global warming, acid rain, and smog. Students taking the graduate version complete different assignments.

Instructor: Susan Solomon

16.715: Aerospace, Energy, and the Environment Prereq: Chemistry (GIR); 1.060, 2.006, 10.301, 16.004, or permission of instructor H (Spring, new in 2013) Units: 3-0-9

Addresses energy and environmental challenges facing aerospace in the 21st century. Topics include: aircraft performance and energy requirements, propulsion technologies, jet fuels and alternative fuels, lifecycle assessment of fuels, combustion, emissions, climate change due to aviation, aircraft contrails, air pollution impacts of aviation, impacts of supersonic aircraft, and aviation noise. Includes an in-depth introduction to the relevant atmospheric and combustion physics and chemistry with no prior knowledge assumed. Discussion and analysis of near-term technological, fuel-based, regulatory and operational mitigation options for aviation, and longer-term technical possibilities.

Instructor: Steven Barrett

ESD.110J Global Environmental Science and Politics (Same subject as 12.846J) Prereq: None G (Fall, odd years) Units: 3-0-6

Practical introduction to the international environmental political arena, particularly designed for science and engineering students whose work is potentially relevant to global environmental issues. Covers basic issues in international politics, such as negotiations, North-South conflict, implementation and compliance, and trade. Emphasizes the roles and responsibilities of experts providing scientific assessment reports and in technical advisory bodies. Term projects focus on organizing and presenting scientific information in ways relevant for ongoing global policymaking.

Instructor: Noelle Selin

ESD.120J Sustainability Science and Engineering (Same subject as 12.845J) Prereq: permission of instructor G (Fall, even years) H-Level Grad Credit Units: 3-0-6

Introduces and develops core ideas and concepts in the field of sustainability science and engineering from an engineering systems perspective. Takes an interdisciplinary approach to discuss case studies of sustainability systems research. Exposes students to techniques for sustainability research across engineering, natural and social science disciplines. Term projects focus on applying techniques.

ESD.864J Modeling and Assessment for Policy (Same subject as 12.844J) Prereq: ESD.10 or permission of instructor G (Spring) H-Level Grad Credit Units: 3-0-6

Explores how scientific information and quantitative models can be used to inform policy decision-making. Develops an understanding of quantitative modeling techniques and their role in the policy process through case studies and interactive activities. Addresses issues such as analysis of scientific assessment processes, uses of integrated assessment models, public perception of quantitative information, methods for dealing with uncertainties, and design choices in building policy-relevant models. Examples focus on models and information used in Earth system governance.

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Master of Science

The Institute’s requirements for the Master’s degree are 66 units of coursework plus an acceptable thesis. The Department requires that the 66 units consist of at least four subjects, at the “G” level. In addition, there is a requirement of one unit of Professional Perspective documented under 6.9940 [6.994] .

Master of Engineering

Students interested in this degree should contact the  Undergraduate Office . (Restricted to MIT EECS Undergraduates.)

Electrical Engineer or Engineer in Computer Science

For the Engineer degrees, 162 units are required, plus an acceptable thesis. Subjects in which the grade received is C, D, or F will not be accepted in fulfillment of the unit requirement for the EE or ECS degree. A Master’s thesis of superior quality may satisfy the EE or ECS thesis requirement. When the Master’s thesis grade is reported, the thesis supervisor is asked to certify that, should the EE or ECS degree eventually be sought, the Master’s thesis meets the required criteria for quality.

Doctor of Philosophy or Doctor of Science

The Institute’s basic requirements for the award of a doctorate are:

• Completion of a major program of advanced study, including qualifying examinations.
• Completion and oral defense of a thesis on original research.
• A minimum residence requirement of four terms of full time graduate work.
• Completion of a Minor Program.

Consult the current Catalog and Graduate School Manual for additional information. For further information on the Department’s Minor requirement and course descriptions see the current catalog.

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Admissions Requirements

The following are general requirements you should meet to apply to the MIT Sloan PhD Program. Complete instructions concerning application requirements are available in the online application.

General Requirements

• Bachelor's degree or equivalent
• A strong quantitative background (the Accounting group requires calculus)
• Exposure to microeconomics and macroeconomics (the Accounting group requires microeconomics)

A Guide to Business PhD Applications by Abhishek Nagaraj (PhD 2016) may be of interest.

Application Components

Statement of purpose.

Your written statement is your chance to convince the admissions committee that you will do excellent doctoral work and that you have the promise to have a successful career as an academic researcher. 

GMAT/GRE Scores

We require either a valid GMAT or valid GRE score. At-home testing is allowed. Your unofficial score report from the testing institution is sufficient for application. If you are admitted to the program, you will be required to submit your official test score for verification.    

We do not have a minimum score requirement. We do not offer test waivers. Registration information for the GMAT (code X5X-QS-21) and GRE (code 3510) may be obtained at www.mba.com and www.ets.org respectively.

TOEFL/IELTS Scores

We require either a valid TOEFL (minimum score 577 PBT/90 IBT ) or valid IELTS (minimum score 7) for all non-native English speakers. Your unofficial score report from the testing institution is sufficient for application. If you are admitted to the program, you will be required to submit your official test score for verification.    Registration information for TOEFL (code 3510) and IELTS may be obtained at www.toefl.org and www.ielts.org respectively.

The TOEFL/IELTS test requirement is waived only if you meet one of the following criteria:

• You are a native English speaker.
• You attended all years of an undergraduate program conducted solely in English, and are a graduate of that program.

Please do not contact the PhD Program regarding waivers, as none will be discussed. If, upon review, the faculty are interested in your application with a missing required TOEFL or IELTS score, we may contact you at that time to request a score.

Transcripts

We require unofficial copies of transcripts for each college or university you have attended, even if no degree was awarded. If these transcripts are in a language other than English, we also require a copy of a certified translation. In addition, you will be asked to list the five most relevant courses you have taken.

Letters of Recommendation

We require three letters of recommendation. Academic letters are preferred, especially those providing evidence of research potential. We allow for an optional  fourth recommendation, but no more than four recommendations are allowed.

Your resume should be no more than two pages. You may chose to include teaching, professional experience, research experience, publications, and other accomplishments in outside activities.

Writing Sample(s)

Applicants are encouraged to submit a writing sample. For applicants to the Finance group, a writing sample is required. There are no specific guidelines for your writing sample. Possible options include (but are not limited to) essays, masters’ theses, capstone projects, or research papers.

Video Essay

A video essay is required for the Accounting research group and optional for the Marketing and System Dynamics research groups. The essay is a short and informal video answering why you selected this research group and a time where you creatively solved a problem. The video can be recorded with your phone or computer, and should range from 2 to 5 minutes in length. There is no attention — zero emphasis! — on the production value of your video.  

Nondiscrimination Policy: The Massachusetts Institute of Technology is committed to the principle of equal opportunity in education and employment. For complete text of MIT’s Nondiscrimination Statement, please click  here .

Requirements

Graduate study in Chemistry at Stanford stresses the unique needs of the students; basic course and examination requirements are deliberately kept to a minimum to allow each candidate flexibility in fulfilling individual research interests. Graduate students are usually engaged in research by the second quarter of their first year. Many first-year students do two, five-week optional rotations during autumn quarter.  All students join labs by the end of February of their first year and only after meeting with at least six faculty members. Generally, University and Department requirements for the Ph.D. degree can be met in less than six years of residence.

The research groups in Chemistry range from small (only two to three students) to large (twenty or more), including postdoctoral research fellows. Much of the advanced instruction, little of which is formally listed in the course catalog, occurs in group seminars organized within the individual research groups. Distinguished visiting scientists often participate in such special seminars, while research seminars of broader interest are arranged through weekly Departmental seminar programs in all areas of chemistry.

Due to the confidence the Department has in its selection of candidates for admission to graduate study, no departmental or comprehensive examinations are required for the Ph.D. degree. Alternatively, scientific development in the second and third years is normally monitored through individual student discussions with the faculty advisor. The only formal test requirement comprises a set of entrance examinations, taken by the incoming class of graduate students before the autumn quarter to display proficiency and breadth in chemistry at the level of a traditional advanced undergraduate curriculum. Any deficiencies are identified and corrected by the student in conjunction with the appropriate faculty. Once the examinations are taken, possible research problems are discussed with individual faculty members. Subsequent coursework and other requirements are largely determined by the student and research advisor(s).

More detailed information concerning degree requirements and course offerings can be found in the Stanford University general catalog, Stanford Bulletin, under these headings:

• Doctor of Philosophy in Chemistry
• Explore Courses

See also the  Graduate Academic Policies and Procedures  for specifics on Stanford University admissions, doctoral program requirements, funding, student records, and more.

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Schedule for Completion of PhD Degree Requirements

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Seven from MIT elected to American Academy of Arts and Sciences for 2024

Eight MIT faculty members are among the 250 leaders from academia, the arts, industry, public policy, and research elected to the American Academy of Arts and Sciences, the academy announced April 24.

One of the nation’s most prestigious honorary societies, the academy is also a leading center for independent policy research. Members contribute to academy publications, as well as studies of science and technology policy, energy and global security, social policy and American institutions, the humanities and culture, and education.

Those elected from MIT in 2024 are:

• Edward F. Crawley, professor of aeronautics and astronautics, post-tenure;
• Nathaniel Hendren, professor of economics;
• Mei Hong, David A. Leighty Professor of Chemistry;
• Tod Machover, Muriel R. Cooper Professor of Interactive Media Design;
• Anna Mikusheva, professor of economics;
• Elchanan Mossel, professor of mathematics; and
• Xiao-Gang Wen, Cecil and Ida Green Professor of Physics.

“We honor these artists, scholars, scientists, and leaders in the public, non-profit, and private sectors for their accomplishments and for the curiosity, creativity, and courage required to reach new heights,” says David Oxtoby, president of the academy. “We invite these exceptional individuals to join in the academy’s work to address serious challenges and advance the common good.”

Since its founding in 1780, the academy has elected leading thinkers from each generation, including George Washington and Benjamin Franklin in the 18th century, Maria Mitchell and Daniel Webster in the 19th century, and Toni Morrison and Albert Einstein in the 20th century. The current membership includes more than 250 Nobel and Pulitzer Prize winners.

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Xiao-Gang Wen elected to American Academy of Arts and Sciences for 2024

The prestigious honor society announces more than 250 new members..

Eight MIT faculty members are among the 250 leaders from academia, the arts, industry, public policy, and research elected to the American Academy of Arts and Sciences, the academy announced April 24.

One of the nation’s most prestigious honorary societies, the academy is also a leading center for independent policy research. Members contribute to academy publications, as well as studies of science and technology policy, energy and global security, social policy and American institutions, the humanities and culture, and education.

Those elected from MIT in 2024 are:

• Edward F. Crawley, professor of aeronautics and astronautics, post-tenure;
• Nathaniel Hendren, professor of economics;
• Mei Hong, David A. Leighty Professor of Chemistry;
• Tod Machover, Muriel R. Cooper Professor of Interactive Media Design;
• Anna Mikusheva, professor of economics;
• Elchanan Mossel, professor of mathematics; and
• Xiao-Gang Wen , Cecil and Ida Green Professor of Physics.

“We honor these artists, scholars, scientists, and leaders in the public, non-profit, and private sectors for their accomplishments and for the curiosity, creativity, and courage required to reach new heights,” says David Oxtoby, president of the academy. “We invite these exceptional individuals to join in the academy’s work to address serious challenges and advance the common good.”

Since its founding in 1780, the academy has elected leading thinkers from each generation, including George Washington and Benjamin Franklin in the 18th century, Maria Mitchell and Daniel Webster in the 19th century, and Toni Morrison and Albert Einstein in the 20th century. The current membership includes more than 250 Nobel and Pulitzer Prize winners.

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Abate and Fink win 2024 Bose Grants

MIT Provost Cynthia Barnhart announced four  Professor Amar G. Bose Research Grants  to support bold research projects across diverse areas of study, including a way to generate clean hydrogen from deep in the Earth, build an environmentally friendly house of basalt, design maternity clothing that monitors fetal health, and recruit sharks as ocean oxygen monitors. This year’s recipients are Iwnetim Abate, assistant professor of materials science and engineering; Andrew Babbin, the Cecil and Ida Green Associate Professor in Earth, Atmospheric and Planetary Sciences; Yoel Fink, professor of materials science and engineering and of electrical engineering and computer science; and Skylar Tibbits, associate professor of design research in the Department of Architecture. The program was named for the visionary founder of the Bose Corporation and MIT alumnus Amar G. Bose ’51, SM ’52, ScD ’56. After gaining admission to MIT, Bose became a top math student and a Fulbright Scholarship recipient. He spent 46 years as a professor at MIT, led innovations in sound design, and founded the Bose Corp. in 1964. MIT launched the Bose grant program 11 years ago to provide funding over a three-year period to MIT faculty who propose original, cross-disciplinary, and often risky research projects that would likely not be funded by conventional sources. “The promise of the Bose Fellowship is to help bold, daring ideas become realities, an approach that honors Amar Bose’s legacy,” says Barnhart. “Thanks to support from this program, these talented faculty members have the freedom to explore their bold and innovative ideas.”

Deep and clean hydrogen futures

A green energy future will depend on harnessing hydrogen as a clean energy source, sequestering polluting carbon dioxide, and mining the minerals essential to building clean energy technologies such as advanced batteries. Iwnetim Abate thinks he has a solution for all three challenges: an innovative hydrogen reactor. He plans to build a reactor that will create natural hydrogen from ultramafic mineral rocks in the crust. “The Earth is literally a giant hydrogen factory waiting to be tapped,” Abate explains. “A back-of-the-envelope calculation for the first seven kilometers of the Earth’s crust estimates that there is enough ultramafic rock to produce hydrogen for 250,000 years.” The reactor envisioned by Abate injects water to create a reaction that releases hydrogen, while also supporting the injection of climate-altering carbon dioxide into the rock, providing a global carbon capacity of 100 trillion tons. At the same time, the reactor process could provide essential elements such as lithium, nickel, and cobalt — some of the most important raw materials used in advanced batteries and electronics. “Ultimately, our goal is to design and develop a scalable reactor for simultaneously tapping into the trifecta from the Earth’s subsurface,” Abate says.

Sharks as oceanographers

If we want to understand more about how oxygen levels in the world’s seas are disturbed by human activities and climate change, we should turn to a sensing platform “that has been honed by 400 million years of evolution to perfectly sample the ocean: sharks,” says Andrew Babbin. As the planet warms, oceans are projected to contain less dissolved oxygen, with impacts on the productivity of global fisheries, natural carbon sequestration, and the flux of climate-altering greenhouse gasses from the ocean to the air. While scientists know dissolved oxygen is important, it has proved difficult to track over seasons, decades, and underexplored regions both shallow and deep. Babbin’s goal is to develop a low-cost sensor for dissolved oxygen that can be integrated with preexisting electronic shark tags used by marine biologists. “This fleet of sharks … will finally enable us to measure the extent of the low-oxygen zones of the ocean, how they change seasonally and with El Niño/La Niña oscillation, and how they expand or contract into the future.” The partnership with sharks will also spotlight the importance of these often-maligned animals for global marine and fisheries health, Babbin says. “We hope in pursuing this work marrying microscopic and macroscopic life we will inspire future oceanographers and conservationists, and lead to a better appreciation for the chemistry that underlies global habitability.”

Maternity wear that monitors fetal health

There are 2 million stillbirths around the world each year, and in the United States alone, 21,000 families suffer this terrible loss. In many cases, mothers and their doctors had no warning of any abnormalities or changes in fetal health leading up to these deaths. Yoel Fink and colleagues are looking for a better way to monitor fetal health and provide proactive treatment. Fink is building on years of research on acoustic fabrics to design an affordable shirt for mothers that would monitor and communicate important details of fetal health. His team’s original research drew inspiration from the function of the eardrum, designing a fiber that could be woven into other fabrics to create a kind of fabric microphone. “Given the sensitivity of the acoustic fabrics in sensing these nanometer-scale vibrations, could a mother’s clothing transcend its conventional role and become a health monitor, picking up on the acoustic signals and subsequent vibrations that arise from her unborn baby’s heartbeat and motion?” Fink says. “Could a simple and affordable worn fabric allow an expecting mom to sleep better, knowing that her fetus is being listened to continuously?” The proposed maternity shirt could measure fetal heart and breathing rate, and might be able to give an indication of the fetal body position, he says. In the final stages of development, he and his colleagues hope to develop machine learning approaches that would identify abnormal fetal heart rate and motion and deliver real-time alerts.

A basalt house in Iceland

In the land of volcanoes, Skylar Tibbits wants to build a case-study home almost entirely from the basalt rock that makes up the Icelandic landscape. Architects are increasingly interested in building using one natural material — creating a monomaterial structure — that can be easily recycled. At the moment, the building industry represents 40 percent of carbon emissions worldwide, and consists of many materials and structures, from metal to plastics to concrete, that can’t be easily disassembled or reused. The proposed basalt house in Iceland, a project co-led by J. Jih, associate professor of the practice in the Department of Architecture, is “an architecture that would be fully composed of the surrounding earth, that melts back into that surrounding earth at the end of its lifespan, and that can be recycled infinitely,” Tibbits explains. Basalt, the most common rock form in the Earth’s crust, can be spun into fibers for insulation and rebar. Basalt fiber performs as well as glass and carbon fibers at a lower cost in some applications, although it is not widely used in architecture. In cast form, it can make corrosion- and heat-resistant plumbing, cladding and flooring. “A monomaterial architecture is both a simple and radical proposal that unfortunately falls outside of traditional funding avenues,” says Tibbits. “The Bose grant is the perfect and perhaps the only option for our research, which we see as a uniquely achievable moonshot with transformative potential for the entire built environment.”

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New major crosses disciplines to address climate change

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Lauren Aguilar knew she wanted to study energy systems at MIT, but before Course 1-12 (Climate System Science and Engineering) became a new undergraduate major, she didn't see an obvious path to study the systems aspects of energy, policy, and climate associated with the energy transition.

Aguilar was drawn to the new major that was jointly launched by the departments of Civil and Environmental Engineering (CEE) and Earth, Atmospheric and Planetary Sciences (EAPS) in 2023. She could take engineering systems classes and gain knowledge in climate.

“Having climate knowledge enriches my understanding of how to build reliable and resilient energy systems for climate change mitigation. Understanding upon what scale we can forecast and predict climate change is crucial to build the appropriate level of energy infrastructure,” says Aguilar.

The interdisciplinary structure of the 1-12 major has students engaging with and learning from professors in different disciplines across the Institute. The blended major was designed to provide a foundational understanding of the Earth system and engineering principles — as well as an understanding of human and institutional behavior as it relates to the climate challenge . Students learn the fundamental sciences through subjects like an atmospheric chemistry class focused on the global carbon cycle or a physics class on low-carbon energy systems. The major also covers topics in data science and machine learning as they relate to forecasting climate risks and building resilience, in addition to policy, economics, and environmental justice studies.

Junior Ananda Figueiredo was one of the first students to declare the 1-12 major. Her decision to change majors stemmed from a motivation to improve people’s lives, especially when it comes to equality. “I like to look at things from a systems perspective, and climate change is such a complicated issue connected to many different pieces of our society,” says Figueiredo.

A multifaceted field of study

The 1-12 major prepares students with the necessary foundational expertise across disciplines to confront climate change. Andrew Babbin, an academic advisor in the new degree program and the Cecil and Ida Green Career Development Associate Professor in EAPS, says the new major harnesses rigorous training encompassing science, engineering, and policy to design and execute a way forward for society.

Within its first year, Course 1-12 has attracted students with a diverse set of interests, ranging from machine learning for sustainability to nature-based solutions for carbon management to developing the next renewable energy technology and integrating it into the power system.

Academic advisor Michael Howland, the Esther and Harold E. Edgerton Assistant Professor of Civil and Environmental Engineering, says the best part of this degree is the students, and the enthusiasm and optimism they bring to the climate challenge.

“We have students seeking to impact policy and students double-majoring in computer science. For this generation, climate change is a challenge for today, not for the future. Their actions inside and outside the classroom speak to the urgency of the challenge and the promise that we can solve it,” Howland says.

The degree program also leaves plenty of space for students to develop and follow their interests. Sophomore Katherine Kempff began this spring semester as a 1-12 major interested in sustainability and renewable energy. Kempff was worried she wouldn’t be able to finish 1-12 once she made the switch to a different set of classes, but Howland assured her there would be no problems, based on the structure of 1-12.

“I really like how flexible 1-12 is. There's a lot of classes that satisfy the requirements, and you are not pigeonholed. I feel like I'm going to be able to do what I'm interested in, rather than just following a set path of a major,” says Kempff.

Kempff is leveraging her skills she developed this semester and exploring different career interests. She is interviewing for sustainability and energy-sector internships in Boston and MIT this summer, and is particularly interested in assisting MIT in meeting its new sustainability goals.

Engineering a sustainable future

The new major dovetail’s MIT’s commitment to address climate change with its steps in prioritizing and enhancing climate education. As the Institute continues making strides to accelerate solutions, students can play a leading role in changing the future.   

“Climate awareness is critical to all MIT students, most of whom will face the consequences of the projection models for the end of the century,” says Babbin. “One-12 will be a focal point of the climate education mission to train the brightest and most creative students to engineer a better world and understand the complex science necessary to design and verify any solutions they invent."

Justin Cole, who transferred to MIT in January from the University of Colorado, served in the U.S. Air Force for nine years. Over the course of his service, he had a front row seat to the changing climate. From helping with the wildfire cleanup in Black Forest, Colorado — after the state's most destructive fire at the time — to witnessing two category 5 typhoons in Japan in 2018, Cole's experiences of these natural disasters impressed upon him that climate security was a prerequisite to international security. 

Cole was recently accepted into the  MIT Energy and Climate Club  Launchpad initiative where he will work to solve real-world climate and energy problems with professionals in industry.

“All of the dots are connecting so far in my classes, and all the hopes that I have for studying the climate crisis and the solutions to it at MIT are coming true,” says Cole.

With a career path that is increasingly growing, there is a rising demand for scientists and engineers who have both deep knowledge of environmental and climate systems and expertise in methods for climate change mitigation.

“Climate science must be coupled with climate solutions. As we experience worsening climate change, the environmental system will increasingly behave in new ways that we haven’t seen in the past,” says Howland. “Solutions to climate change must go beyond good engineering of small-scale components. We need to ensure that our system-scale solutions are maximally effective in reducing climate change, but are also resilient to climate change. And there is no time to waste,” he says.

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Hannah Kenagy and Melissa Ramirez join Department of Chemistry

MINNEAPOLIS / ST. PAUL (04/22/2024) – The Department of Chemistry will welcome Dr. Hannah Kenagy and Dr. Melissa Ramirez to the faculty in January 2025. Both chemists will enter the department as Assistant Professors. 

Hannah S. Kenagy will join the department in January 2025 after completion of her postdoctoral training at the Massachusetts Institute of Technology (MIT), where she currently works as an NSF AGS Postdoctoral Fellow with Prof. Jesse Kroll and Prof. Colette Heald. Prior to her current position at MIT, Kenagy completed her PhD at the University of California Berkeley in 2021 with Ronald Cohen and her BS in Chemistry and the University of Chicago in 2016. 

At the University of Minnesota, the Kenagy research group will focus on atmospheric chemistry. Kenagy’s research explores how emissions into the atmosphere get physically and chemically transformed into gases and particles with impacts on air quality and climate. “We will use an integrated toolset for thinking about these questions, including lab experiments, field observations, and multi-scale modeling,” Kenagy says. “In particular, we’ll focus on questions regarding how atmospheric chemistry and composition are changing as we reduce our reliance on fossil fuel combustion and as temperatures continue to rise with climate change. Integrating measurements and models together will enable us to push forward our understanding of this changing chemistry.”

Kenagy is passionate about integrating environmental chemistry learning opportunities in her classrooms to make real-world connections for students. “Because so much of my research is relevant to air quality and climate – things that impact people’s daily lives, often inequitably – outreach is a really key component of my group’s work,” Kenagy says. She also engages in ongoing efforts to make science more accessible, and to ensure all students have the resources they need to thrive and develop a sense of belonging in science.

The UMN Department of Chemistry’s strong focus on environmental chemistry and the opportunities to engage in interdisciplinary research make the move to Minnesota particularly exciting for Kenagy. “I’m looking forward to joining a university with atmospheric scientists in a variety of departments across both the Minneapolis and St. Paul campuses. I also plan to make some measurements of urban chemistry across the Twin Cities, a unique environment that is impacted by agricultural and biogenic emissions in addition to more typical urban emissions. This mix of emissions makes the Twin Cities an interesting place to study the air!”

When she’s not busy in the office and lab, Kenagy loves being outside, hiking and swimming. She also loves music – she plays piano and sings – and cooking.  You can read more about Kenagy here.

Melissa Ramirez will also make her move to Minnesota in January of 2025. Currently, Ramirez is an NIH K99/R00 MOSAIC Scholar, NSF MPS-Ascend Fellow, and Caltech Presidential Postdoctoral Scholar in the laboratory of Prof. Brian Stoltz at the California Institute of Technology, where her research focuses on enantioselective quaternary center formation using experiments and computations. Before her postdoctoral position, Ramirez completed her PhD in Organic Chemistry at the University of California, Los Angeles with Prof. Ken Houk and Prof. Neil Garg in 2021 and her BA in Chemistry at the University of Pennsylvania in 2016. 

The Ramirez laboratory at UMN will develop experimental and computational approaches to address challenges associated with efficiency in the synthesis of pharmaceutically relevant small molecules. “The mission of my research program will be to establish synthetic methods in the areas of main group catalysis, asymmetric organocatalysis, and transition metal photochemistry with the aid of computations,” Ramirez writes. “Students trained in my lab will develop strong skills in synthetic and computational organic chemistry with a focus on reaction development. This synergistic skillset in synthesis and computations will also give rise to a range of opportunities for collaboration with the broader scientific community.” Ramirez aims to bridge synthesis and catalysis research with computational chemistry at UMN.

Ramirez says an important goal for her as a professor will be to challenge students, support them, and make them feel connected to the classroom regardless of their background. “Throughout my academic career, some of the most effective teachers I have had are those who believed in my potential even when I experienced self-doubt or failure,” Ramirez says. She is also looking forward to collaborating with the Chemistry Diversity, Equity, and Inclusion Committee to explore ways to better connect students with resources to help remove barriers to their science education and career. “I am excited to help recruit a diverse student body by helping organize the  CheMNext session and by continuing my close relationship with organizations such as the Alliance for Diversity in Science and Engineering and Científico Latino, which I have served on the organizational board for during my postdoc,” Ramirez says.

When she’s not on campus, Ramirez enjoys staying active. She’s an avid runner, loves Peloton, and likes taking high-intensity interval training (HIIT) classes.  You can learn more about Ramirez here.

The hiring of Kenagy and Ramirez follows the recent announcement of Dr. Jan-Niklas Boyn and Dr. Kade Head-Marsden joining the faculty in Fall 2024 . These four incoming Gophers will bring the Department of Chemistry total of new faculty hires to nine over the past three years. We are excited for these outstanding chemists to join our community, and be part of the ongoing growth of the College of Science and Engineering on the UMN-TC campus.

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