Page 18 - CEMS News Summer 2020

STUDENT NEWS
First-year, interrupted
When COVID-19 disrupted research and learning, first-year graduate students were uniquely affected.
Spring Break is a cherished time in Minnesota. The mercury rises just enough to melt some snow and signs of spring quickly emerge (mainly, students wearing shorts in 40-degree weather). It is a benchmark on the academic calendar for students, staff, and faculty alike, a universal countdown to the end of spring semester.
However, this year due to the threat of COVID-19, the University of Minnesota was swift to act during Spring Break, making a decision on March 11 that all University
of Minnesota courses would move to an online format beginning on March 18. It was recommended that all University of Minnesota employees begin working remotely on March 16, if possible, and no later than March 18. A whirlwind week (to say the least) for everyone on campus or those enjoying their Spring Break vacations.
That abrupt ending to the first-year graduate student experience presented unique challenges, but unexpected opportunities, too. A few students share their thoughts below.
Rohan Chakraborty, MSE Hometown: Houston, Texas Advisor: Vivian Ferry
and taking exams online through Zoom. In mid-April,
I returned home to Houston to be with my family and finish out the semester. After the semester ended, I have remained in Houston and focused on reading literature and doing simulation work. The shutdown did put a halt on my in-lab experimental training, unfortunately, but I hope to resume that in the near future.
It is certainly disappointing that my graduate school experience has been disrupted by the COVID shutdown. More specifically, I was looking forward to the summer in terms of research productivity and getting to explore the Twin Cities and Minnesota at large with my peers. Nevertheless, I have been thankful for the opportunity to spend more time with my family while staying connected to my peers and research group.
Though I am unable to meet my research group members in person, I have been able to communicate with them frequently via Zoom video calls/screen sharing to discuss simulation code and strategies. Additionally, there are several positive outcomes of the COVID shutdown.
For example, I allotted a greater portion of research time toward reading and simulations as opposed to experiments, which has deepened my understanding
of several research areas within my group. Also, the shutdown has enabled productive conversations within the department about important social issues that affect not only CEMS, but all of Minnesota and our country at large.
Ryan Collanton, ChE
Hometown: Sacramento, California Advisor: Kevin Dorfman
When the U of M shutdown was announced, I was
in Minneapolis for spring break. I was in disbelief as adjustments to the term were made, but didn’t know just how impactful they would be – this would not simply be an extended spring break.
The remote instruction was as good as it could be, and for that I give credit to the effort and commitment of the excellent CEMS faculty. Unfortunately, it was
Rohan Chakraborty
My goal for Spring 2020 was to learn how to simulate different strategies for increasing solar cell efficiency. One such strategy is to use Luminescent Solar Concentrators (LSCs), which can theoretically
replace windows as a building- integrated method of collecting sunlight. Another technique is to design multi-layer mirrors
for thermal management of
traditional solar cells. These simulations are done in MATLAB
and include Monte Carlo ray-tracing algorithms.
When normal operations shut down in mid-March, I remained in Minneapolis and continued attending class
18 www.cems.umn.edu