WORCESTER — WPI Baseball's Andrew Cash has been selected to the 2025 NCAA Division III College Sports Communicators Baseball Academic All-America Second Team, as announced today.

Researcher Angela Incollingo Rodriguez was home with a newborn in 2019 when, during a quiet moment, she made herself a peanut butter and jelly sandwich for lunch, took out her smartphone, and started scrolling. She remembers all of that. What she doesn’t remember is eating the sandwich.  “I’d eaten the whole sandwich while I was looking at my phone and didn’t even enjoy it,” says Incollingo Rodriguez, assistant professor in the Department of Social Science and Policy Studies. “Researchers have long known that people eat more while watching television, but there is conflicting research on whether people eat more while using a smartphone. I wondered whether this distraction that I experienced while using my phone might signal a broader trend in eating behavior.” The question prompted the first study that Incollingo Rodriguez, a health psychologist and behavioral scientist, launched in her Stigma, Eating, and Endocrinology Dynamics (SEED) Lab after joining the WPI faculty. Beginning in fall 2019, she and her student researchers enrolled 118 WPI student volunteers in an experiment that was disguised as taste-testing research and divided them into groups. All participants snacked while using technology and while not using technology. When using technology, some participants used smartphones, and others watched television. The paper, recently published in the journal Physiology & Behavior by Incollingo Rodriguez and co-authors Mira S. Kirschner ’24, MS ’25 and Lorena S. Nunes ’24, MS ’25, revealed some expected results:  Participants who snacked while watching television ate more than participants who ate without TV.  Other results, however, were surprising: Participants who snacked while using their phones did not eat more than participants who snacked without phones. “This was a very interesting finding,” Rodriguez says. “We know that smartphones are distracting, and we also know that when people are distracted, they eat more and their memory of eating fades, making them likely to eat more at later meals. It’s possible, though, that as people use their hands with a smartphone, their pace of eating slows. This research raises many questions about smartphones, memory, and eating.”

The Massachusetts Department of Environmental Protection (MassDEP) has recognized two WPI faculty members as recipients of the department's Educator Award to celebrate their decade of work in upholding the department’s mission to ensure a clean environment and enhance natural resources in the state. During an event at WPI in June, the MassDEP announced the recipients of the award: Corey Denenberg Dehner, associate professor of teaching in The Global School, and Paul Mathisen, associate professor in the Department of Civil, Environmental, and Architectural Engineering and WPI’s director of sustainability.  Dehner and Mathisen co-direct WPI’s Massachusetts Water Resource Outreach Center (WROC), a project center that allows student teams to partner with municipalities, local government agencies, and watershed organizations to work on water resource challenges. Dehner and Mathisen co-founded the center in 2015 with a goal of exposing students to the inner workings of state and local government and tackling water resource issues in Central and Eastern Massachusetts.  Leaders with the MassDEP cited the pair’s work at the center as a main reason they were selected to receive the award. The department gives the honor to recognize educators who inspire and empower students to protect the planet; who incorporate environmental themes into curriculum; and who are committed to fostering environmental awareness in the community. MassDEP leaders said the project center has exposed students to environmental challenges through work on water issues such as nitrogen reduction and emerging contaminants and has provided students with the chance to learn about careers in the environmental field. “For 50 years, MassDEP has been protecting our natural resources and working with local communities to ensure the water we drink is safe and healthy,” said MassDEP Commissioner Bonnie Heiple. “And since its founding, WPI’s Massachusetts Water Resource Outreach Center has shared this commitment to safeguarding our vital water resources. Students are gaining hands-on experience to address the many challenges facing our drinking water today, including lead, PFAS, and a changing climate. We are grateful to have partners like WROC to ensure the next generation of water specialists are well equipped to take on these challenges and maintain Massachusetts’ drinking water as some of the cleanest in the nation.” Dehner accepts award and governor's citation from John Beling, deputy commissioner of policy and planning for MassDEP Dehner expressed gratitude for everyone at the MassDEP and for their efforts and collaboration with the WROC. “I think the award is a recognition of this effective partnership,” she said. “Through collaboration with the MassDEP, our project center is able to help WPI students understand the value of being civically engaged and the interplay between federal and state environmental agencies, local communities, industry, and organizations.” Dehner credited Andrea Briggs, deputy director of MassDEP’s central region, with helping her and Mathisen bring the evolving goals of the WROC to fruition. For example, in the spring Dehner, Mathisen, and Briggs worked with students to develop a comprehensive immersion program to intentionally and thoughtfully expose students to the breadth of water resource career opportunities and to help students understand the complex relationship between state, federal, and local governance. During a single project term, for example, students may tour a water treatment plant and a town’s stormwater infrastructure facilities, conduct hands-on activities such as water quality testing and participate in a MassDEP roundtable with employees from different water-related divisions.  Also starting this spring, WROC began publishing student projects on QUBES Hub, an open educational resource site. This gives residents, organizations, and municipal officials an additional way to access the resources students develop. These materials can also be found on the WROC website. Through the center and WPI’s commitment to delivering project-based learning, students have had the opportunity to complete more than 40 projects directly with MassDEP or other sponsors, including local municipalities and the Central Massachusetts Regional Stormwater Coalition.  WROC student team learning about the requirements for completing culvert assessment in Sutton Those projects have included creating educational campaigns to alert the public to the dangers of PFAS chemical contamination in drinking water; conducting outreach to inform private well owners about groundwater contamination; producing a manual to help cities and towns consider establishing funding mechanisms to manage the impacts of stormwater runoff; and helping the City of Worcester develop guidelines for monitoring bacteria levels in ponds and lakes. In many cases, towns and cities have chosen to partner with WPI students to help tackle important water issues that demand resources and staff beyond what they can dedicate. Mathisen said the projects give students the chance to make an impact in communities by doing hands-on work in partnership with others. The projects also help the students learn how water resource policy is created and implemented and provide opportunities to receive mentorship from professionals working in water management and environmental protection. “One of the goals of the WROC is to help our students gain leadership experience and the perspective to make a difference and have a positive impact on sustainability in their future careers,” said Mathisen. “The projects not only help to educate students and the public, they also show students the importance of bringing together people with different experiences, perspectives, and talents to address an issue, whether it’s a water resources challenge or a problem in a different area.” Students learn about the water protection work of MassDEP employees in the department's Central Regional Office The WROC is one of more than 50 WPI project centers on six continents where students conduct term-long projects required for graduation. At this specific center, students can complete their Interactive Qualifying Project, a signature WPI project that places students in interdisciplinary teams to work in partnership with a community-based sponsor on a challenge at the intersection of science, technology, and the needs of society. Dehner accepted the award on behalf of herself and Mathisen during a MassDEP 50th anniversary celebration at Rubin Campus Center. John Beling, the department’s deputy commissioner of policy and planning, read a citation from Gov. Maura Healey and Lt. Gov. Kim Driscoll in recognition of the WPI educators and WROC’s 10th anniversary, stating, “Massachusetts commends your ongoing efforts addressing municipal water resource challenges through this hands-on community engagement and partnership.”  Beling added that the state’s partnership with the project center provides benefits both to students and the MassDEP. “It’s so important that we expose students to the work we do and to help them understand what we do,” he said. “We get a lot out of it. Hopefully they get a lot out of it. I hope this relationship continues and is as beneficial as it has been for the last 10 years.” 

MIEA Intro to Mindfulness is a four-week evidence-based mindfulness curriculum the Center for Well-Being is offering to WPI employees and graduate students at no cost.  Registration is now open for the in-person program that runs Tuesdays, 1:00 to 2:15 PM, July 15 to Aug 5 in the Center for Well-Being. Register here.

On Monday, June 30, the Research Experiences for Teachers (RET) in Engineering program launched its fourth cohort, welcoming eight middle and high school educators. Funded by the National Science Foundation (NSF), RET is a six-week immersive program that provides K–12 teachers with research experiences in engineering, and led by Erin Solovey (PI), Kathy Chen (co-PI) and Donna Taylor. Participants are enhancing their disciplinary knowledge and developing classroom activities and curricula to broaden students’ awareness of and engagement with computing and engineering pathways.  (L-R) Demetrios Kennedy, Jesse Drozd, Abigail Prisby, Em Beeler, Tiffini Cornock, Deborah Baird, Michael Nixdorf Jared Quin This year’s cohort includes two recent WPI graduates, Demetrios Kennedy and Michael Nixdorf,  who completed the Teacher Preparation Program (TPP), as well as TPP alum ‘22, Em Beeler. The educators are mentored by WPI faculty members Scarlet Shell, Adam Powell, Andrew Teixeira, Michael T. Timko, Geoffref Tompsett, and Yihao Zheng. In addition to their research projects, RET teachers are participating in weekly professional development sessions led by the STEM Education Center. These sessions support the integration of their research experiences into real-world, standards-aligned STEM instruction, all while connecting to the United Nations Sustainable Development Goals (UN SDGs) and strengthening partnerships among WPI, K–12 schools, and industry. 2025 RET RESEARCH PROJECTS                                                       Research Project (UN SDG #) Research Project WPI Faculty Mentor, Department Teacher, Licensure, School Teacher, Licensure, School/Major #7 – Affordable & Clean Energy Magnesium Production and Recycling for Clean Energy Adam Powell (Mechanical & Materials Engineering / Chemical Engineering) Jared Quinn (Life Sciences, Overlook MS, Ashburnham) Demetrios Kennedy (HS Chemistry, WPI Chemistry) #3 – Good Heath and Well-Being Antibiotic Resistance in Mycobacteria Scarlet Shell (Biology & Biotechnology) Abigail Prisby (HS Biology, Groton-Dunstable HS) Em Beeler (HS Math, Burncoat HS, Worcester) #13 – Climate Action Removing PFAS from Contaminated Soils Andrew Teixeira & Mike Timko (Chemical Engineering) Tiffini Cornock (HS Chemistry, Carver MS/HS) Jesse Drozd (HS Chemistry, WPI Chemistry) #3 – Good Heath and Well-Being Engineering Bench-Top Testing of Interventional Devices for Cardiovascular Diseases Yihao Zheng (Mechanical & Materials Engineering, Robotics Engineering, Biomedical Engineering / MME, RBE & BME) Deborah Baird (MS Broad Meadows Middle School) Michael Nixdorf (MS Math, WPI Applied Physics) 

Constantinos Chamzas Professor Constantinos Chamzas, a faculty member in the Department of Robotics Engineering, has been awarded a prestigious $175,000 grant from the National Science Foundation (NSF) to support his research in robotic planning and manipulation. The award, part of the NSF’s highly competitive Computer and Information Science and Engineering Research Initiation Initiative (CRII), will help launch a project titled “CRII: Towards Real-World Robotic Manipulation: Learning Abstract State and Action Representations from Visual and Execution Data” which aims to revolutionize how robots learn and reason in complex, real-world environments.    Professor Chamzas’s inspiration for the project traces back to his doctoral research, where he explored how robots leverage past experiences to improve planning efficiency. “I’ve always been fascinated by how classical planning algorithms offer strong generalization in theory,” he explains, “but in practice, they require carefully designed spaces and significant manual effort to function effectively.” His curiosity led him to explore the intersection of symbolic planning and machine learning—two traditionally distinct approaches in robotics.  The core idea behind his project is deceptively simple: enable robots to reason more like humans. When we put clothes in a closet,  “We don’t consciously model every object or constraint,” Chamzas says. “We just follow an abstract plan: go to the closet, open the door, put the clothes inside.” But for a robot, that same task requires a detailed, manually encoded model. His research seeks to change that by allowing robots to learn abstract representations of tasks and actions directly from experience, rather than relying on human-specified models.    Technically, the project focuses on enabling robots to perform long-horizon manipulation tasks by learning symbolic abstractions from real-world data.  “Instead of assuming a perfect model of the world,” Professor Chamzas states, “the robot will autonomously collect and analyze its own experience to discover how to represent tasks and actions symbolically.” The result enables more adaptive and explainable robotic behavior.    The grant application process, Professor Chamzas notes, was both challenging and rewarding. “The CRII program is unique in how it supports early-career researchers,” he says. It gave him the “opportunity to distill my long-term research vision into a focused, high-impact proposal.” He credits the support of his colleagues in the Robotics Department and past CRII recipients for helping him refine his ideas and navigate the application process.     For other researchers seeking NSF funding, Professor Chamzas offers practical advice: “Start early and don’t be afraid to share your ideas with trusted peers and mentors. Treat the proposal not just as a funding opportunity, but as a chance to clarify and articulate your long-term research vision” He emphasizes the importance of grounding proposals in prior work and being open to feedback—even when it’s conflicting. Professor Chamzas says that open dialogue with colleagues is what helped him the most, and he strongly encourages open conversations.     With this NSF grant, Professor Chamzas is poised to make significant strides in the field of robotics, pushing the boundaries of how machines learn, plan, and interact with the world. The work supported by this award will contribute to broader developments in the field and provide valuable insights for the robotics community at large.  

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