George Moore Wins Chancellor’s Award for Public Service

George Moore, an InFEWS Fellow and Development and Mechanical Engineering PhD student, has been awarded the Birgeneau Recognition Award for Service to Underrepresented Students.

George Moore Wins Chancellor’s Award for Public Service

George Moore, an InFEWS Fellow and Development and Mechanical Engineering PhD student, has been awarded the Birgeneau Recognition Award for Service to Underrepresented Students. The Blum Center emailed with Moore to find out more about his academic and extracurricular interests and views on the culture of STEM.  

What was it like to move to UC Berkeley for grad school after growing up in Alabama and attending University of South Alabama? 

These two places have really different cultural values. So, in addition to the excitement of being in a new physical space, there was a lot for me to learn about Bay Area culture. In general, my decision to come to Berkeley was intentional: I knew that my academic capacity and personal lifestyle would be challenged.

Why have you felt compelled to help underrepresented communities develop STEM skills or advance in their STEM careers?

All underrepresented communities are not the same. It would be foolish to think that I have something helpful to offer just because I also identify as a member of an underrepresented community. But because support for these communities is insufficient, I feel inspired to give what I have to offer. Because I have been able to navigate a piece of the STEM institutional system, it’s easier for me to feel more comfortable offering my service in these disciplines. What I think is most important is that I offer my experience and advice purely as a resource, and not a conviction, that should be imposed on someone else’s lifestyle. In other words, it’s not my place to steer underrepresented folks towards an engineering degree or, more broadly, pursuing a STEM career. Instead, one of my essential goals is to shed some light on how to navigate and leverage opportunities in STEM when the system is not designed for you to succeed. I’d hate to see someone abandon their cultural values for a career in STEM. 

Tell us about your service work—with the SMASH Academy and the Pinoleville Pomo Nation.

I have enjoyed the opportunity to meet, share, and learn from scholars at the SMASH Academy and community members of the Pinoleville Pomo Nation. With both groups, I was able to share some of the Human Centered Design strategies that I and other practitioners use to address big problems. My hope is that my work reassures and, if necessary, instills confidence in SMASH Scholars and the PPN community so that they are aware of their capacity to solve their own problems.

As vice president of the Black Graduate Engineering and Science Student Association, what kinds of programs have you implemented?

I’ve worked alongside Liya Weldegebriel (BGESS President) and several other strong black graduate students on the BGESS executive team to help provide supportive programming for BGESS members this year. A few notable programs include our Buddy Lunch mentorship program, Professional Development Workshop, Cultural Exchange Speakers Series, and attendance at AfroTech in the Fall. The Buddy Lunch program matches BGESS members based on their interests and encourages them to meet up for lunch to share experiences and advice navigating life at UC Berkeley. Recently, the program has moved to virtual lunches via Zoom in response to the COVID-19 pandemic. The Professional Development Workshop was inspired by conversations about figuring out how to prepare ourselves for life after graduate school. The Cultural Exchange Speaker Series have offered a platform to have culturally relevant conversations with each other. These events range from panel sessions with prominent black scholars in STEM to sharing our own cultural backgrounds—acknowledging that while we share a lot of the same values and struggles as the black graduates in STEM, our cultural backgrounds are actually quite different. AfroTech is an annual Conference held in the Bay Area that focuses on accelerating black careers in engineering, design, and entrepreneurship. Thousands of black professionals in STEM and related fields attend this conference every year. In the Fall of 2019, we had at least 15 BGESS members attend. 

Your LinkedIn page notes that you are “On a mission to thread a desire for empowering marginalized communities with a passion for sustainable design. Hence, I stay familiar, and critical, of frameworks like the Human-centered Design process and Life Cycle Analysis.” Please explain your skepticism about HCD and LCA. What issues does it fail to address for marginalized communities?

While these frameworks are constantly being modified to better serve their purpose, “service to marginalized communities” is not always included in that purpose. So it’s important that I use these frameworks with caution and understand the underlying assumptions that other researchers and practitioners have made. A good understanding of these assumptions is what enables me to refine these frameworks to better serve a marginalized community of interest.

A Project-Based Course on Collaboration, Diversity, and Design Thinking

A Project-Based Course on Collaboration, Diversity, and Design Thinking

By Jason Liu

How does one bring a social impact idea from conception to reality? 

That question is central to DEVENG C200: Design, Evaluate and Scale Development Technologies, a Development Engineering course taken by 44 UC Berkeley STEM and social science graduate students this fall.   

Because the emerging field of Development Engineering is highly interdisciplinary, DEVENG C200 is taught as a collaboration among Blum Center Education Director and Mechanical Engineering Professor Alice Agogino, Haas School of Business Professor David Levine, and College of Natural Resources Associate Professor Matthew Potts, all of whom are faculty from the Graduate Group in Development Engineering. Yael Perez, a Blum Center researcher and coordinator for the Development Engineering program, also provides support for the student teams, especially in their project formulation and interactions with local communities. 

According to Levine, who specializes in the economic analysis of developing countries, the class is meant to help students practice design thinking and engineering in low-resource settings. 

During the first week of class, students participated in a project fair, where sponsors of ongoing Development Engineering projects introduced themselves to the students. Projects included a technology for arsenic removal from drinking water in California’s Central Valley and a community-based enterprise for recycling plastic waste for infrastructure in Kenya. Students were tasked with reconceptualizing the product design for user needs, performing needs assessments for stakeholders, and analyzing the social integration of the projects in their respective communities. 

“The goal of the class is for the students to learn how a product evolves through user interaction, how it is contextualized culturally and otherwise, and how to improve a design so it better serves the needs of its users,” said Perez, who completed a UC Berkeley PhD in Architecture focused on collaborative design. “Students will need to think beyond their initial conceptions of the project and seek feedback from stakeholders to adjust their ideas to the users’ needs in a particular place and context.” 

Levine, who has taught the course previously, added: “These projects are serving real communities and some will become real solutions that will operate on a real scale. Students will go through needs assessments, use their creativity to find new solutions, develop relevant business plans, and eventually get to see how impactful those solutions actually are.” 

When asked what he thought the most important skill will be for the students to succeed in their projects, Levine responded, “Nothing is more important than listening. The world is complicated and we have to try to understand what the problems are on a deep level. Too often we assume that really smart people at Berkeley have all the solutions and too often they’re wrong. Instead, we need to use all the surveys and data possible to understand the potential solutions to a problem, collect feedback, and continue refining the solution.” 

While listening is an important skill for DEVENG C200 students, Perez noted that the diversity of students is also an important characteristic. 

“Diversity in any company or team improves creativity, brings new ideas, and fosters new ways of thinking,” she said, citing a Harvard Business Review article.

Diversity is indeed reflected in the student makeup of DEVENG 200, in which a third are business students and the rest are pursuing advanced degrees in engineering, education, natural resources, and public policy. More than half the class also hails from outside the U.S. 

Student goals for the semester are similarly diverse. Haley Wohlever, a first-year Mechanical Engineering PhD student, Engineers Without Borders graduate, and fellow in the Blum Center’s program on Innovation in the Nexus of Food Energy and Water System (InFEWS), said, “My goal for DEVENG C200 is to be exposed to the process of creating a working business model to implement technology targeted towards a particular society. [I’ve seen] how multi-faceted these Development Engineering problems are, and I’m excited to have the opportunity to study the social and economic pieces of the solution.” Other students discussed team characteristic goals, such as being transparent, respectful, and proactive, as they formed into eight teams focused on seven projects.

One of the most popular projects chosen was TakatakaPlastics, sponsored by Paige Balcom, a Mechanical and Development Engineering PhD student, InFEWS Fellow, and advisee of Agogino. The main goal of the project is to convert the plastic waste in developing countries into durable and affordable construction material.

Explaining what excites her about Takataka Plastics, Balcom said, “I saw how [Takataka Plastics] could make a huge impact on the lives of my Ugandan friends. By turning waste into saleable products, we’re creating jobs, cleaning up litter, reducing public health issues, and reducing greenhouse gases released by burning plastic. Takataka is helping change people’s view of plastic waste from dirty, untouchable ‘rubbish’ to an untapped resource and helping them realize the impact plastic has on their environment.”

In 2018, Takataka Plastics successfully tested a prototype and recently received its first order from Uganda. DEVENG C200 students will create a marketing strategy to franchise the project across Uganda, design additional products from the available plastic, and tailor the technical product to better satisfy user needs. 

Another project, Air Cathode Assisted Iron Electrocoagulation (ACAIE): Arsenic Solutions, was introduced by InFEWS Fellow Dana Hernandez, an Environmental Engineering Ph.D. student working with Civil and Environmental Engineering Professor Ashok Gadgil and other members of his lab to develop an affordable arsenic removal treatment technology. The technology will provide clean water for communities in California’s Central Valley and has scalable prototypes in development. ACAIE: Arsenic Solution won Berkeley’s Big Idea Contest last year. Students will work with Hernandez to socially integrate the technology into the communities of the Central Valley, scale the project, and create a business model for the product. 

DEVENG C200 Students Adrian Hinkle and Soliver Fusi, both InFEWS PhD Fellows as well, are leading the Urine to Fertilizer project, which focuses on converting urine into an affordable fertilizer that increases food production while promoting sustainable sanitation in Kenya. Fusi said, “I’m attracted to the fundamental premise of my work because I’m not creating anything new–I’m just finding ways to make do with what we already have, such as urine.” Previous researchers, working with Civil and Environmental Engineering Professor Kara Nelson, have successfully tested a proof of concept in Kenya in 2017 while Fusi and Hinkle will finalize technical research, the needs assessments for their Kenyan stakeholders, and the economic viability of urine-derived fertilizers with the students of DEVENG C200.

Anaya Hall, an Energy and Resource Group Ph.D. student and InFEWS Fellow, is leading the Peel: Scaling Compost for Carbon Sequestration and Community Resilience project, which addresses the inefficiencies and significant greenhouse gas emissions coming from conventional composting practices in California. With the project still in its early stages, students will work on solving operational questions, such as how to scale and where to site the project, while also determining if compost utilization can be turned into an effective, socially beneficial, and environmentally friendly business model. 

Another project, Aakar Innovation, seeks to address the dearth of effective menstrual hygiene management in India through environmentally friendly, comfortable, and convenient menstrual pads. Sponsored by Aakar Social Board Members Jaydeep Mandal and Ajay Muttreja, Aakar Innovation aims to destigmatize menstruation and empower females in rural India. Students will work with the Indian nonprofit to conduct needs assessments and create a financial strategy to scale the project. 

Meanwhile, the Edu-Comp project is working to find bothsustainable technological and educational solutions to food waste at the Native American Yocha Dehe Wintun Academy, a school for indigenous people located near Sacramento. The project sponsors are Yael Perez and InFEWS Fellow George Moore, a Mechanical Engineering student of Professor Agogino, who are building on the work of students in Professor Kosa Goucher-Lambert’s ME290 class last spring. DEVENG C200 students will work to find educational supplements to technological solutions, customize the device itself to fit the needs of the school, and determine benchmarks for success.

Lastly, Shelby Witherby, an InFEWS Fellow with a PhD in Developmental Engineering, is leading the SAFR: Fluoride Removal project, which addresses the lack of an affordable solution to fluoride contaminated drinking water in rural India. Several field tests for the project have been completed and Witherby hopes to finalize the design of the prototype, address waste disposal, and organize local maintenance for the system with DEVENG C200 students this semester. 

By the end of the class, students will have immersed themselves in these projects and, as Professor Agogino stated, will have learned methodologies for working with underserved communities and developing  integrated solutions for complex sustainability challenges.

“Ultimately,” she said, “they will have also potentially co-designed innovative solutions for communities in need.


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