By Ash Acuña

When I first joined the team at the Women’s Center, one of the very first things we covered were Brave Space guidelines. The three core tenets of Brave Spaces—challenge yourself, respect others, cultivate community—invite curiosity, learning, and safety to improve. Brave Spaces, at times, feel like a replacement for what educational spaces are supposed to represent. Growing up in a time of social media, it feels like everything is at risk of being recorded and put on the internet for others to dissect. Having Brave Spaces reminds me that real life is often not like that—and yet, the anxiety carries over.

I find it odd that my peers will often soften their opinions in class. Classrooms should be a place for learning, but I have heard classmates say, “I don’t want to get canceled for this,” far too many times (and on relatively cold takes, too). They share their thoughts with hesitancy, putting literal disclaimers out ahead of their speech, afraid they will be ostracized for participating in a discussion that is intended for all of us to learn from. Rather than be wrong and grow from it, we live in an age where being wrong in the wrong place can send a hurricane of hate your way.

I feel the same anxiety my classmates do. I see the same people they do get canceled on Twitter and fear my words could also be virally twisted to the point that nobody will listen when I try to defend myself. My own fears stem from the physical world; in 2020, stuck in quarantine with my family, I was verbally attacked by loved ones for what was perceived to be performative activism (rather than burnout and the personal trauma I was sorting out). Unable to defend myself, isolated from a support system, it felt like one wrong move would send me straight to hell. If I didn’t act the exact right way, or didn’t say the exact right thing, then I was a performer, a bad person, a liar who cared more for themself than for the people who they claimed to want to help.

I know I was not the only one who experienced this kind of anxiety; many of my friends stayed silent for fear of saying the wrong thing and getting blasted on Facebook or Instagram stories. I watched as people who seemed to be making honest efforts to improve got dragged for posting about their learning. I have found myself to be in the position of a crusader, having shamed a past partner for not voting when they were able (shaming someone is different than sharing different values; voting was, and is, important to me, but it was not to my partner. Rather than understand that, I tried to coerce—shame—them into believing what I wanted them to). Even though situations are often more nuanced than they appear to be, nuance is not, it seems, easily translated or understood in mob thinking. The social pressure to think like everyone else, at risk of ending up on the side of the attacked, is great enough to cause an emotional spiral.

What I know now is that shame does not work to create change. It is a spiteful, coercive tactic to manipulate people into doing or believing what you want them to. It also does not leave room for learning. Rather than understand why what we did or said was wrong, when we are shamed, we fixate on how to avoid being rejected by our community. Cancel culture necessitates that we publicly shame others into believing they were wrong, but it does not actually teach the wrong-doer how to change their behavior. Cancel culture is operating under the name of “accountability” when it is in reality just a substitute for public shaming. Shame, as Brené Brown puts it, is the feeling that something is wrong with ourselves. Remorse, on the other hand, is understanding the harm our actions have caused.

Cancel culture is often justified by suggesting that the person being canceled should know, or is old enough to know, better. But how do we judge that, without knowing all that a person has experienced? Knowledge is not inherent; we all learn it from someone or something. With my personal experience of having grown up in a highly conservative area, I have seen how the echo chamber of the community you live in is one that could very easily never challenge your beliefs. Let us not forget that higher education is a privilege; even publicly available literature is often inaccessible to those not familiar with academic jargon.

We cannot cultivate community when we are looking for reasons to oust people from it. We are not respecting others when we don’t give them the benefit of the doubt. We cannot challenge ourselves when we don’t feel safe enough to do so.

People are wrong. Frequently. What matters isn’t that we are wrong, it is how we handle it. It is impossible to know everything, especially when the world changes so quickly. A community that will guide us and continue to treat us as humans when we are led astray is the best way to combat ignorance. It helps no one to launch into an immediate attack, throwing inflammatory labels onto someone who, for all we know, may have been truly misguided. And if we are so easily ready to throw stones at those who are wrong, it may be worth looking inwards and treating others with the same grace we should be affording ourselves.

We are now accepting applications for the third cohort of the BEMORE REU program at UMBC. 

Application Deadline:

For best consideration, please submit your applications by March 1, 2024.

The BEMORE REU program prepares students to address knowledge gaps, develop new technologies, and bring unique perspectives to complex problems in biochemical and environmental engineering and science.

Students that join the BEMORE REU Site will gain the interdisciplinary knowledge, skills, and training to address a variety of grand challenges.

Research Topics: 

•  water pollution & treatment
• sustainable plastic replacements
• smart polymers
• urban air quality
• novel biomaterials
• sustainable batteries and more. 

Additional details are available at https://bemore.umbc.edu/

Program details:

• June 3, 2024 to August 9, 2024
• $6000 stipend, travel allowance, and free on-campus housing
• Access to state-of-the-art laboratories
• Work with a diverse team of faculty and other students
• Learn about current issues in biochemical and environmental engineering and science
• Enjoy field trips, group activities, and our awards banquet

Eligibility:

• All majors are welcome to apply
• Current student at a two- or four-year college or university
• US citizen or permanent resident

APPLY NOW

Questions can be sent to  bemorereu@umbc.edu

Paul Loberg, '24 Chemical Engineering - Biotechnology & Bioengineering Track

Where was your Internship?

USALCO in Baltimore, Maryland

What is the focus of your Internship?

The focus of my internship was to develop an economical way to produce dry aluminum chloralhydrate. I am helping design and conduct experiments which would be used to advance the current R&D project through the pilot phase to a scaled up industrial version. I also did lab work to prepare and test the samples we collected from the experiments.

What are you looking forward to the most about your Internship? 

I am looking forward to returning in the winter and seeing how the project has progressed and working on it further.

What was the best part of your Internship?

The best part of my internship was the level of autonomy I was given, as an intern, by my bosses and co-workers. We had a voice during all discussions, we could make designs and sketches independently, and give our personal feedback on the project and the direction we thought it should move.

What advice do you have for students who are interested in getting involved in research or an internship?

My advice would be, even if it's late in the spring and you haven't managed to find an internship, keep applying to postings you want. I got the text for an interview during finals week while I was taking my last exam. Definitely start applying earlier if you can but don't let rejections or a lack of responses stop you.

Are you a member of any clubs/campus organizations?

I am the Treasurer of UMBC's student chapter of AIChE as well as a member of the Chemical Engineering Jeopardy team. I play basketball for the intramural CBEE team formed by ChemE students.

What are your goals after graduation?

I want to do R&D or process engineering full time.

Yoonjin Cho,

‘24 chemical engineering at Chung-Ang University, South Korea

When did you do your Internship?

Summer 2023

Where was your Internship?

Blaney Lab, UMBC

What is the focus of your Internship?

We are working to develop sampling methods for certain PFAS compounds. This is necessary as governments and regulatory agencies are actively evaluating and implementing measures to restrict the use of certain PFAS compounds and set acceptable exposure limits.

Specifically, I am working on the following projects: 

-Detection of per- and polyfluoroalkyl substances (PFAS) in wastewater, and biosolids samples. 

-Researching the impact of solution pH, temperature, and salt concentration on KPFAS Cl using membranes for passive sampler 

What are you looking forward to the most about your Internship? 

I look forward to improving my ability to read papers effectively and efficiently, as well as gaining practical experience in a laboratory setting and enhancing my data analysis skills.

What was the best part of your Internship OR What was the biggest learning moment of your Internship ?

I gave a presentation about the calibration curve and internal standard during a group meeting. At first, it was challenging to understand the concept, but through the process of looking things up in English and asking questions to team mates, it became fulfilling. Additionally, presenting in front of my colleagues in the lab pushed me out of my comfort zone. 

What advice do you have for students who are interested in getting involved in research or an internship?

Use diverse sources, including not only academic papers but also platforms like YouTube and blogs, to gain an understanding of the topic you're interested in.

Take your time looking for fields you would like but don't hesitate to take action!

Are you a member of any clubs/campus organizations?

University of Maryland-Baltimore County(exchange student)

Chung-Ang University, Korea(senior majoring in chemical engineering)

What are your goals after graduation?

Pursuing master's degree

Ethan Banks, ‘24 Chemical Engineering - Traditional Track

When did you do your Internship?

Summer 2023

Where was your Internship?

W.R. Grace in Curtis Bay, Maryland

What is the focus of your Internship?

Correlating laboratory results to easily measured in-process variables in order to improve the efficiency of production in a specialty catalyst plant.

What are you looking forward to the most about your Internship? 

Getting to learn new things in a real working environment

What was the best part of your Internship OR What was the biggest learning moment of your Internship ?

Getting to work in a manufacturing environment everyday and applying the skills learned in my classes to the real world. I really enjoyed seeing all of the unit operations and core concepts I've learned about come to life.

What advice do you have for students who are interested in getting involved in research or an internship?

Apply early and often! It can't hurt to apply to any opportunity that you may be interested in. Also, be sure to leverage your network. If you know somebody that works at a company you are interested in, don't be afraid to reach out.

Are you a member of any clubs/campus organizations?

Vice President of UMBC's student chapter of AIChE, ChemE Jeopardy Team Member, Current Teaching fellow for ENCH300, Past Teaching Fellow for ENCH225L and ENCH215, Subject Tutor for Chemical Engineering Classes at UMBC's Academic Success Center.

What are your goals after graduation?

Get a full time job in industry

Learn more about Ethan Banks: 

https://www.linkedin.com/in/ethan-banks-b3622521b/ 

About this book: 

University of Maryland, Baltimore County - Applying a Novel Symbolic Regression To Speed Up Surface Chemistry Simulations

AI4ALL Ignite offers a groundbreaking opportunity for undergraduate students interested in artificial intelligence. This no-cost, virtual AI career accelerator program is designed to prepare students to interview for technical AI internship positions.  As part of the accelerator, participants work on an AI portfolio project directly with AI industry professionals, present the portfolio to peers and industry professionals at an all-day virtual symposium, and cultivate and grow a network within AI. Apply online by January 22.

Students who participate in the Spring 2024 accelerator will be ready to interview for AI technical internship positions by September 2024.  

Key Highlights of AI4ALL Ignite:

• AI Portfolio Project: Students will have the unique opportunity to work on an AI project with peers, receiving mentorship and guidance from industry experts.

• Student Symposium: Participants can present their AI projects in a symposium, providing a platform to network with AI professionals.

• Career Readiness Training: The program includes extensive training focusing on career readiness and preparation for technical AI internship interviews.

• Mock Interviews and Networking: Students can enhance their skills through mock AI technical interviews and engage in networking opportunities with AI recruiters.

• AI Certificate of Completion: Students are awarded an AI4ALL Certificate of Completion at end of the accelerator.

Eligibility and Application Deadlines:

• AI4ALL welcomes all applicants but gives priority to students from historically underrepresented groups in AI, including Black, Hispanic and Latinx, Indigenous, women, gender-expansive, and non-binary individuls.

• Academic prerequisites are: Probability and Statistics; Linear Algebra; Pursuing a major/minor related to Computer Science and similar academic disciplines; and Basic programming skills in Python (e.g. CS1) or another coding language

• Apply online for the Spring 2024 Cohort by January 22, 2024.

• The Spring Ignite program starts in the week of January 29, 2024.