Division of Natural Sciences

Meet the scientist who stumbled into the cold—and stayed

Rachel Sauer — Mon, 17 Nov 2025 14:30:00 +0000

Meet the scientist who stumbled into the cold—and stayed Rachel Sauer Mon, 11/17/2025 - 07:30

Clint Talbott

John Cassano, professor of atmospheric and oceanic sciences at �鶹��Ѱ��Boulder, lead scientist at the National Snow and Ice Data Center and fellow at CIRES, recently returned from his 15th research trip to Antarctica

The first time John Cassano flew to Antarctica, he found the 12-hour commercial flight from Los Angeles to Auckland, New Zealand, uncomfortable. Then he boarded a C-130 cargo plane bound for Antarctica.

“Put me on a commercial plane in a middle seat for 12 hours,” he says, chuckling. “I’ll take that over being in a cargo plane any day.”

John Cassano, a �鶹��Ѱ��Boulder professor of atmospheric and oceanic sciences and self-described "weather weenie," has been pursuing research in Antarctica since 1994.

That was January 1994. Cassano was 25 and a graduate student who had agreed to work on a project installing weather stations in Greenland and Antarctica. He figured he’d go once, check Antarctica off his list and move on with life. Thirty years later, he’s still going back.

Cassano did not plan to be a polar researcher. Growing up in New York, he imagined a career in architecture—something tangible, predictable. But a freshman weather class at Montana State University changed everything. “I decided architecture wasn’t for me.”

Meteorology seemed a better fit. Montana State didn’t offer meteorology, so Cassano earned an earth science degree and headed to graduate school at the University of Wisconsin–Madison, intending to study storms. Then came an invitation from Charles Stearns, professor of atmospheric and oceanic sciences, asking if Cassano would be interested in working on a project in Antarctica.

“I had no real interest in the polar regions,” Cassano admits. “But I wasn’t going to pass up the chance to go to Antarctica once.”

That “once” became a career. After two field seasons with Stearns, Cassano pursued a PhD at the University of Wyoming, focusing on Antarctic meteorology. Today, as a professor in the �鶹��Ѱ��’s Department of Atmospheric and Oceanic Sciences, he has lived about a year in Antarctica over the course of 15 trips there.

Cassano is also lead scientist at the National Snow and Ice Data Center and a fellow at �鶹��Ѱ��Boulder’s Cooperative Institute for Research in Environmental Sciences.

'A weather weenie at heart'

The science keeps him coming back. Cassano’s work explores how the atmosphere behaves in Earth’s most extreme environments—knowledge that underpins climate models and weather forecasts worldwide.

The adventure is also alluring. “I’m a weather weenie at heart,” he says. “I like experiencing extremes—strong winds, big snowstorms, really cold temperatures. Antarctica gives me that.”

He recalls standing in minus 56°F air, frostbite nipping his fingers as he launched drones. “I enjoy experiencing those conditions,” he says. “I wouldn’t want to camp in a tent for months like the early explorers, but I like the challenge.”

John Cassano (right) and then-fellow graduate student Mark Seefeldt (left), now a research scientist in Cassano's group at CIRES, on their first trip to Antarctica in 1994. (Photo: John Cassano)

Cassano’s contributions have helped reshape polar science. In 2009, he led the first U.S.-funded drone research campaign in Antarctica, opening new ways to measure the atmosphere where traditional instruments fall short.

“Drones let us probe the boundary layer—the part of the atmosphere that exchanges heat and moisture with the surface,” he explains. “That’s critical for understanding climate.”

Earlier, as a postdoctoral researcher at Ohio State University, Cassano helped modernize Antarctic weather forecasting. The Antarctic Mesoscale Prediction System, launched in 2001, transformed flight safety.

“When I started going down in the ’90s, forecasters were confident about eight hours out,” he says. “Now it’s five days. That’s huge.”

That’s a big change for several reasons, not the least of which is that an eight-hour forecast could change from the time a plane left Christchurch, New Zealand, and got closer to Antarctica. Planes often had to turn around mid-flight back then, Cassano recalls.

Witnessing dramatic changes

Cassano has witnessed dramatic changes in three decades of research.

Arctic sea ice has declined about 40 percent in recent decades. Antarctic sea ice, once at record highs, now hovers at record lows. Ice shelves are collapsing.

“These changes matter,” he says. “They alter the temperature gradient between the tropics and poles, which drives global weather. Even if you never go to the polar regions, it affects the storms you experience.”

Meanwhile, fieldwork isn’t all adventure. “Emotionally, it’s hard,” Cassano says. “When I was single, I didn’t mind being gone for months. Now, being away from my wife and daughter is tough.”

Comforts are few: shared dorm rooms, institutional food and the knowledge that if something happens at home, he can’t leave. “Once you’re there in August, you’re stuck until October.”

But Cassano treasures the Antarctic community—a self-selecting group of scientists and support staff who thrive in isolation. “You don’t wind up in Antarctica by mistake,” he says.

“Everyone wants to be there. Contractors work six-month stints and spend the rest of the year traveling. It’s like living in a travelogue.”

Kara Hartig (left), CIRES visiting fellow postdoc, and John Cassano (right), in Antarctica during the 2025 research season. (Photo: John Cassano)

He loves the stories: a mechanic who spent his off-season trekking through South America, a cook who had just returned from hiking in Nepal. “You hear all these amazing experiences,” Cassano says. “It’s like living inside a travel magazine.”

Behind every scientific breakthrough lies a vast support system. “I can focus on science because others make sure I have food, water, transportation and a warm place to sleep,” Cassano says. “That infrastructure is critical.”

Cassano worries about the cost of fieldwork and the ripple effects of recent disruptions. “Field projects are expensive,” he says. “COVID and a major McMurdo Station rebuild created a backlog. My project was supposed to be in the field in 2021—we went in 2025. NSF is still catching up.”

Federal priorities are a concern in the current political climate, but Cassano suggests that Antarctic research might be less vulnerable than other kinds of federally sponsored science.

“Antarctic research has always had a geopolitical dimension,” Cassano notes. “The Antarctic Treaty encourages nations to maintain scientific programs. It’s how you keep a seat at the table.”

Constant curiosity

For Cassano, mentoring is particularly rewarding. “I love bringing new people down,” he says. “Seeing Antarctica through their eyes makes me excited again.” On his latest trip, he watched a young researcher, Kara Hartig, CIRES visiting fellow postdoc, as she experienced the ice for the first time. “Her enthusiasm reminded me why I do this.”

That excitement ripples outward. After Cassano shared photos in class, a former student emailed, saying, “I’m on my way to Antarctica to work as a chef at McMurdo,” the largest research station on the continent.

“He just wanted to experience it,” Cassano says. “I think that’s awesome.”

Cassano’s curiosity remains undiminished. On his latest trip, when drones failed to arrive, he improvised with van-mounted sensors, uncovering puzzling temperature swings across the ice shelf.

What might we learn from the data? “It hints at important processes,” he says. “Now we need to go back and figure out why.”

After three decades, Cassano still marvels at the complexity of the atmosphere—and the urgency of understanding it. “Increasing our knowledge is broadly beneficial,” he says. “And for me, it’s just fascinating.”

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Top image: Sunset over the Royal Society Range (background), sea ice in McMurdo Sound (mid-ground) and McMurdo Station from John Cassano's 2025 Antarctic trip. (Photo: John Cassano)

Alliance relaunch highlights the geography of learning

Rachel Sauer — Wed, 12 Nov 2025 01:31:02 +0000

Alliance relaunch highlights the geography of learning Rachel Sauer Tue, 11/11/2025 - 18:31

Supporting the relaunch of the Colorado Geographic Alliance, �鶹��Ѱ��Boulder Department of Geography aims to emphasize the interdisciplinarity of geography

The �鶹��Ѱ�� Department of Geography is supporting the statewide relaunch of the Colorado Geographic Alliance (COGA), an initiative that promotes geography education at all levels.

The department is hosting a public relaunch celebration from 5:30-7:30 p.m. Monday, Nov. 17, in room 235 of the University Memorial Center.

If you go:

What: Colorado Geographic Alliance relaunch—free and open to the public, registration requested

When: 5:30-7:30 p.m. Monday, Nov. 17

Where: University Memorial Center room 235

Can't attend in person? Join the Zoom from 6-7 p.m. https://cuboulder.zoom.us/j/93774860010

Learn more

COGA provides K-12, college and university educators with lesson plans, hands-on activities, workshops and professional development and aims to promote and foster geography’s interconnections across environmental sciences, geographic information and data sciences, social sciences and the humanities.

COGA, which is part of a network of 54 geographic alliances across the United States, was founded at �鶹��Ѱ��Boulder in 1986 as a collaboration between �鶹��Ѱ��Boulder, Colorado university partners, the National Geographic Society and Colorado geographers. Colorado is one of the original seven states in the Geography Alliance Network.

The alliance was founded, in part, to provide resources and professional development for elementary and secondary school teachers, address policies related to geography education at the state and local levels and expose the public to activities related to geographic knowledge.

In relaunching COGA, leaders in the Department of Geography note, “We believe the inherent interdisciplinarity of geography provides an essential foundation for tackling the opportunities and challenges facing Colorado by providing students with an integrated set of skills to meet an ever-changing job market.

“This initiative will center Indigenous knowledge, focus on under-resourced schools and communities and highlight the value and experiences of Colorado’s diverse communities. We seek to communicate the importance of geography as both a public resource and a science for the common good of all Coloradans.”

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Supporting the relaunch of the Colorado Geographic Alliance, �鶹��Ѱ��Boulder Department of Geography aims to emphasize the interdisciplinarity of geography.

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New Bachelor of Science degrees expand pathways in natural sciences

Timothy Grassley — Mon, 10 Nov 2025 13:50:15 +0000

New Bachelor of Science degrees expand pathways in natural sciences Timothy Grassley Mon, 11/10/2025 - 06:50

Degree options will give students broader opportunities to tailor their academic experiences and prepare for evolving careers in science, research and technology

Beginning fall semester 2026, the College of Arts and Sciences at the �鶹��Ѱ�� will launch a suite of Bachelor of Science (BS) degrees across many majors in the Division of Natural Sciences, expanding opportunities for students to tailor their academic experiences and prepare for evolving careers in science, research and technology.

The new degree options in astrophysical and planetary sciences; atmospheric and oceanic sciences; biochemistry; chemistry; geological sciences (renamed Earth Science in Fall 2026); geography; integrative physiology; mathematics; molecular, cellular and developmental biology; neuroscience; physics; and statistics and data science reflect a growing demand from students, faculty, alumni and employers for programs that signal greater specialization in the sciences.

“We’ve listened to feedback from our students who want more clarity in how their degree reflects the work they’ve done,” says Irene Blair, dean of the Division of Natural Sciences. “The sciences are evolving rapidly, and our degree offerings must evolve with them. These new BS pathways empower students to pursue the laboratory, mathematical and computational studies they value while maintaining the flexibility that defines a liberal arts education.”

Most students in the natural sciences will see little or no change to their coursework; the introduction of BS degrees provides clarity about their specialization on their diplomas. At the same time, existing Bachelor of Arts (BA) options will remain available in many natural sciences departments – applied math, astrophysical and planetary sciences, ecology and evolutionary biology, environmental studies, geography, mathematics, psychology, physics, and public health – ensuring students retain the flexibility to explore interdisciplinary interests or combine majors, with their natural sciences major continuing to signal the skills and specialized knowledge they have gained.

“Offering both BA and BS degrees reflects our belief that success in science takes many forms,” says Blair. “We want students to have the freedom to pursue what inspires them, whether it’s deep research, broad exploration or innovative work across disciplines.”

The College of Arts and Sciences will share detailed guidance for current students and academic advisors in the months leading up to the August 2026 launch. For more information, see the BS degree FAQ page, which outlines the degrees that will automatically convert to the BS, those that require additional coursework, new degree offerings and how current students can explore their options.

Learn more about new Bachelor of Science degree options

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Degree options will give students broader opportunities to tailor their academic experiences and prepare for evolving careers in science, research and technology.

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�鶹��Ѱ��Boulder mathematician honored by peers

Rachel Sauer — Thu, 06 Nov 2025 18:48:23 +0000

�鶹��Ѱ��Boulder mathematician honored by peers Rachel Sauer Thu, 11/06/2025 - 11:48

Katherine Stange is named a fellow by the American Mathematical Society, becoming the second person in the math department to garner AMS recognition

Katherine Stange, a professor of mathematics at the �鶹��Ѱ��, is one of 40 mathematicians from around the world to be named a 2026 fellow of the American Mathematical Society.

Katherine Stange, a �鶹��Ѱ��Boulder professor of mathematics, has been named a 2026 fellow of the American Mathematical Society.

AMS members designated as fellows have made “outstanding contributions to the creation, exposition, advancement, communication and utilization of mathematics,” according to the society.

“I am honored to congratulate the 2026 class of AMS fellows,” said AMS President Ravi Vakil. “Their research and service endeavors help ensure the health of the mathematical sciences on a daily basis. AMS fellows are selected from a substantial pool of accomplished candidates. Their collective achievements highlight the many ways individuals devote themselves to our beautiful and essential subject.”

“I'm grateful to my nominators and to all my colleagues, collaborators, students and mentors, who make mathematics such a beautiful and fun endeavor,” said Stange.

Stange’s area of research includes arithmetic geometry, elliptic curves, algebraic and integer sequences, cryptography, arithmetic dynamics, Apollonian circle packings and game theory.

Stange becomes the second �鶹��Ѱ��Boulder Department of Mathematics professor to be named an AMS fellow; Agnes Beaudry was named a fellow in 2024.

Goals of the AMS fellows program include creating a class of mathematicians recognized by their peers for their professional contributions, lifting the profession through the provision of an honor, and supporting the advancement of mathematicians to leadership positions in both their institutions and the broader society.

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Katherine Stange is named a fellow by the American Mathematical Society, becoming the second person in the math department to garner AMS recognition.

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�鶹��Ѱ��Boulder commits to green chemistry

Rachel Sauer — Tue, 04 Nov 2025 18:47:17 +0000

�鶹��Ѱ��Boulder commits to green chemistry Rachel Sauer Tue, 11/04/2025 - 11:47

Rachel Sauer

In May, campus leaders signed the Green Chemistry Commitment to practice and teach sustainable chemistry—an effort being encouraged and advanced by students

For much of the history of chemistry, the science was done how it was done—with fleeting or no thought given to things like lab energy consumption or the environmental persistence of toxic chemicals used in experiments. Those things were simply considered the wages of scientific progress.

As early as the 1940s, however, some chemists began asking if there were better, less hazardous, less environmentally damaging ways to do the science. By the 1990s, chemists Paul Anastas and John Warner had given a name to this new approach: green chemistry. In their 1998 book Green Chemistry: Theory and Practice, they detailed the 12 principles of green chemistry, which include preventing waste rather than trying to treat it or clean it up after the fact and designing chemical products to preserve efficacy of function while reducing toxicity.

Since that time, green chemistry has become a movement as universities and labs around the world evolve the practice and teaching of chemistry to reduce its impact on environmental and human health and safety.

In May, �鶹��Ѱ��Boulder Chancellor Justin Schwartz and Department of Chemistry Chair Wei Zhang signed the Green Chemistry Commitment, not only committing �鶹��Ѱ��Boulder to green chemistry in practice and principle but joining a worldwide network of universities working to expand the community of green chemists and affect lasting change in chemistry education.

The �鶹��Ѱ�� has been very involved in the green chemistry movement, and in May Chancellor Justin Schwartz and then-Department of Chemistry Chair Wei Zhang signed the Green Chemistry Commitment, not only committing �鶹��Ѱ��Boulder to green chemistry in practice and principle, but joining a worldwide network of universities working to expand the community of green chemists and affect lasting change in chemistry education.

“Signing (the Green Chemistry Commitment) is an important step toward integrating green chemistry into curriculum, theory, toxicology and lab applications,” says Forrest Yegge, chair of the Green Chemistry �鶹��Ѱ��Student Government (CUSG) Environmental Board subcommittee and a junior studying philosophy and ecology and evolutionary biology.

“Social justice-wise, I think it’s our responsibility to be more aware of the effects we are having on the environment,” adds Jules Immonen, a first-year student studying chemistry who serves as secretary of the CUSG Environmental Board. “Obviously, sustainability is something I’m passionate about, but even people who aren’t should be able to learn how to incorporate these practices in an easy way.”

Doing better chemistry

�鶹��Ѱ��Boulder’s embrace of green chemistry has been growing for years, says Kathryn Ramirez-Aguilar, �鶹��Ѱ��Boulder Green Labs Program manager. The Department of Chemistry and Green Labs have been partnering on green chemistry efforts on campus, leading initiatives on everything from education opportunities to sustainable lab practices. Signing the Green Chemistry Commitment (GCC) is an important step, Ramirez-Aguilar says: “It’s a huge opportunity to involve students in designing curriculum, and it aligns with CU’s Climate Action Plan outlined last year.” In fact, she adds, members of the CUSG Environmental Board have been at the vanguard of bringing the GCC to the attention of campus leadership.

Ashley Ley, a chemistry graduate candidate and member of the Green Chemistry CUSG Environmental Board subcommittee, emphasizes that green chemistry is most importantly about practice, not just theory. “If you look at someone like Dr. (Jacquie) Richardson, she’s been making changes to methods, working toward greener methods using less harmful chemicals in the Organic Chemistry Teaching Labs. In Organic Chemistry 2, there’s a lab focused on atom economy, and one of the previous (Green Labs Chemistry) team leads worked with Dr. Richardson to incorporate acetone recycling, so now organic chemistry teaching labs only use recycled acetone for cleaning.

“These labs have also started using water recirculatory buckets because there are reflux reactions where you need a ton of water and normally it would go through the condensers and down the sink. Now it’s being recirculated, and we’re saving a lot of water. Last summer, they incorporated no-touch doors in the labs [as part of a collaborative project with Green Labs], so you can get in and out of the labs without having to take off your gloves.”

In another campuswide green chemistry application, Amrita George, a professional research assistant of many years in the Department of Integrative Physiology and volunteer lead for the Green Labs Team, is working on introducing a chemical sharing initiative in which research labs share chemicals within their research building.

Kathryn Ramirez-Aguilar (left), �鶹��Ѱ��Boulder Green Labs Program manager, and Matt Wise (right), director of chemistry instruction and Department of Chemistry associate chair, give a presentation about incorporating green chemistry into the introductory chemistry curriculum. (Photo: Kathryn Ramirez-Aguilar)

“This has a lot of support from the Environmental Health and Safety group,” George says. “It aligns with one of the principles of green chemistry, which is to reduce the total amount of hazardous chemicals used and, therefore, waste created. [The initiative] allows researchers to see the chemical inventory of other labs within their building and share amongst themselves rather than ordering new stocks for each lab, which is usually what researchers do. Often these stocks sit on the shelf and expire before the lab ever uses them again.”

Ramirez-Aguilar adds that the chemical sharing initiative is also a money saver for labs by reducing purchasing—which also benefits a reduction in carbon emissions similar to a campuswide focus on reducing labs’ energy consumption, as labs are among the most energy-intensive spaces on campus.

Valentina Osorio, a chemistry graduate student and member of the Green Chemistry CUSG Environmental Board subcommittee, adds that General Chemistry teaching faculty have adapted student experiments and lab processes so that they can use drops of a chemical rather than milliliters of it. This makes a significant difference when thousands of students are conducting the experiments each year.

Performing research sustainably

While the benefits of green chemistry practice and teaching are broad and affect many communities and populations, among those most affected are students, says Ana Curry, a chemistry graduate student and member of the Green Chemistry CUSG Environmental Board subcommittee: “I’m currently working in materials chemistry, and I believe strongly that if my research is focused on sustainability, I should also be performing that research sustainably.”

Osorio notes that while her research focus is environmental chemistry, “I’m studying the impacts of air and water pollution, and while I’m not really synthesizing anything, what I’m researching is largely impacted by what humans are doing.”

Yegge adds that in addition to the environmental and social justice benefits of green chemistry, “as I prepare for grad school and I’m increasingly worried about securing funding, I think that sustainable practices on campus and in labs are crucial for resilience in academia and in research. We need to be adopting these strategies so we can keep doing the science we’re doing.”

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In May, campus leaders signed the Green Chemistry Commitment to practice and teach sustainable chemistry—an effort being encouraged and advanced by students.

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Students learning dam good lessons from nature's busy builders

Rachel Sauer — Fri, 31 Oct 2025 13:54:40 +0000

Students learning dam good lessons from nature's busy builders Rachel Sauer Fri, 10/31/2025 - 07:54

Rachel Sauer

In a capstone project partnership with the Boulder Watershed Collective, Masters of the Environment students study what it means to live alongside beavers

Beavers are so much more than nature’s most eager builders. In many ecosystems, they play a key role in nature-based solutions to flood control, habitat restoration and fire mitigation.

They are a keystone species that can increase biodiversity in suitable habitats, according to Colorado Parks and Wildlife (CPW), but they also are a source of human-wildlife conflict in Colorado. For example, beavers have been known to build dams and inadvertently flood areas that ranchers or homeowners don’t want flooded.

Jack Carter, Amanda Opp and Colin McDonald (left to right) completed a Masters of the Environment capstone project studying beavers and how they live alongside humans in partnership with the Boulder Watershed Collective. (Photo: Masters of the Environment program)

The question for conservationists, land managers and any human who cares about wildlife, then, is how to live alongside this native species that broadly engenders mixed feelings. It’s a question that �鶹��Ѱ�� Masters of the Environment (MENV) students Amanda Opp, Jack Carter and Colin McDonald addressed in their capstone project, which they will publicly present today at the 2025 MENV Capstone Symposium.

Partnering with the Boulder Watershed Collective (BWC), Opp, Carter and McDonald examined the social perceptions and ecological impacts of beavers via surveys, research and data collection. They talked with land and wildlife managers across the Front Range to study how public agencies make beaver management decisions, and they participated in two beaver reintroductions, developing a monitoring plan to measure ecological metrics at the sites where the beavers were reintroduced.

“I think we all read the book ‘Eager’ by Ben Goldfarb, about beavers in America and how there was a high reduction in numbers from trapping in the 19^th century,” McDonald explains. “Now there’s a movement to reintroduce them, and we have this thing about ‘coexistence’ as one of those kind of trigger words. We tried to come up with multiple things like ‘living with beavers’ in place of ‘coexistence’ or ‘reintroduction,’ which somehow give off the vibe that your life is going to change by the presence of these animals coming back, which isn’t necessarily the case.”

Back from the brink

Not too long ago, the North American beaver was on the verge of extinction because of 19th-century fashions that required the under fur of beaver pelts. At their population peak before the fur trade began in earnest, there were anywhere between 60-400 million North American beavers, according to the U.S. Fish and Wildlife Service (USFWS), but by 1900 there were fewer than 100,000.

As beaver populations began to rebound in subsequent decades thanks to conservation and reintroduction efforts, another issue emerged: Humans had moved into beaver habitat, converting “wildlife-rich wetlands into agricultural lands” and building towns nearby, according to USFWS.

For many years along the Front Range, beavers and humans have lived in an uneasy and sometimes nonexistent détente, so one of the goals of the students’ capstone project was to gather data that might help inform CPW’s beaver conservation and management strategy, which is currently being developed.

Some of the points of conflict that Opp, Carter and McDonald learned about as they collected data included ranchers concerned about losing rangeland to flooding and homeowners who were “very concerned about mosquitoes and thinking that if beavers are creating marshy areas, the risk for West Nile increases,” Opp says.

One of the beaver releases on private land near Nederland in which Amanda Opp, Jack Carter and Colin McDonald participated for their MENV capstone project. (Video: Colin McDonald)

Working with the Boulder Watershed Collective, they learned the nuances of effective conservation, which must include education, collaboration and partnership between stakeholders, Carter says: “Due to conflicts over public infrastructure and Colorado water law, reintroducing beavers is not as easy as it may seem.”

At the beginning of the 20th century, the North American beaver was on the verge of extinction because of 19th-century fashions that required the under fur of beaver pelts. (Photo: Amanda Opp)

“I think BWC, and a lot of people involved with conservation, when they’re conveying the message of ‘Hey, these are beneficial animals,’ they have to meet people where they’re at,” Opp says. “One of biggest concerns in Colorado is fire mitigation, so when we’re thinking about unique solutions, nature-based solutions that might not have been considered in the past, beavers have been a really important pitch: ‘If you have a wet environment with wet soil and healthy grass, you’ll probably have reduced risk of fire reaching your property.’”

Not just a cute animal

The two reintroductions in which Opp, Carter and McDonald participated happened on private land near Nederland, with the landowners inviting BWC to release beavers in ponds or wetlands on their land. Several of the reintroduced beavers came from Aurora, where they had been causing problems, McDonald says, so BWC and Aurora wildlife officers worked together to ensure that the beavers were trapped in families so they could be released together.

“Beavers aren’t endangered anymore, so there’s zero protection for them,” Carter explains, adding that the areas in which the beavers were released are far from settlements, hopefully giving the beavers the greatest chance to thrive.

At one of the relocation sites, the beavers had monitors attached to their tails, enabling researchers and wildlife officials to track their movements, Opp says. And at both locations, the landowners are reporting their visual observations of beaver movement to BWC, which is included in the MENV students’ monitoring plan. Their plan also includes measuring how wide the bodies of water into which the beavers were released become.

For the students, each of whom came to the MENV program as committed conservationists, their work with beavers for their capstone project was about more than busy, charismatic rodents.

“I’m really passionate about conservation and passionate about protecting animals in the wild, and this project instilled in me how rewarding this work is,” Opp says, a sentiment that McDonald echoed, adding that he appreciated learning how to build community partnerships and how to maximize impact at small nonprofits.

“Before this, I don’t think I really appreciated beavers,” Carter says. “I didn’t realize how important they are to an ecosystem. One of the biggest things that’s happening right now is biodiversity loss, and beavers create essential habitats for moose, for certain amphibian species. A lot of amphibians are going down the drain, especially in a state like Colorado, and beavers can help solve that problem.”

“The best way to move forward with all the damage humans have done is to realize we’re not separate from our environment,” Opp says. “We have to do everything we can to protect it, and beavers are a really awesome keystone species that’s not just this cute animal; they can play an important role in solving the climate crisis.”

Jack Carter, Colin McDonald and Amanda Opp (left to right) on their way to release a beaver on private land near Nederland. (Photo: Amanda Opp)

A beaver after being released on private land near Nederland. (Photo: Amanda Opp)

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In a capstone project partnership with the Boulder Watershed Collective, Masters of the Environment students study what it means to live alongside beavers.

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Top photo: Amanda Opp

Students finding strength in numbers

Rachel Sauer — Wed, 29 Oct 2025 20:57:16 +0000

Students finding strength in numbers Rachel Sauer Wed, 10/29/2025 - 14:57

Rachel Sauer

Started by �鶹��Ѱ��Boulder applied mathematics Teaching Professor Silva Chang, Colorado Math Circle is celebrating 20 years of bringing middle and high school students together in a community that has fun with math

It’s not always easy to be the student who does math for fun.

Even if the other kids aren’t weird about it, they still might not understand, so sometimes it can be easier to just brush it off. “Oh, math? Yeah, it’s OK.” But no, math is wonderful.

When one of Silva Chang’s high school teachers showed her a brochure for the six-week Hampshire College Summer Studies in Mathematics (HCSSiM) program, she wasn’t necessarily doing math for fun in her free time, but she was very good at it.

Silva Chang, a �鶹��Ѱ��Boulder teaching professor of applied mathematics, was inspired to start the Colorado Math Circle in part from her high school experience in the Hampshire College Summer Studies in Mathematics program.

“I think he knew that I needed to get out of the city,” recalls Chang, a �鶹��Ѱ�� full teaching professor of applied mathematics. “My parents were not college educated, they didn’t speak English, so I think he saw it as an opportunity that would open up my worldview.

“(HCSSiM) was a program where we did math 24-7, and it was the most fun I’ve ever had. I can say I wouldn’t be doing what I’m doing today if I hadn’t had that experience. (The program) was transformative, it made math really fun, it made it silly, it presented math as an art form that’s not just useful for practical applications, but that’s beautiful by itself.”

Chang’s experiences at HCSSiM inspired her 20 years ago to start the Colorado Math Circle, an extracurricular organization that offers opportunities and mentoring for middle and high school math enthusiasts around Colorado. Further, she was interviewed about how HCSSiM inspired her for the documentary “Hunting Yellow Pigs,” of which there will be a free screening at 3:30 p.m. Sunday, Nov. 2, in Benson Earth Sciences room 180.

“I knew of certain students along the Front Range—all top students, some nationally ranked—and I wanted to be able to bring them together so they would have peer support,” Chang explains of starting Colorado Math Circle in 2005. “Some students can find peers, but some can’t. If you say, ‘I enjoy doing math problems all day,’ people might laugh at you, and you might try to hide that interest. I thought there should be a place where students didn’t have to hide their enthusiasm for math.”

‘Come and enjoy math’

For Chang, an interest in math grew from attending John Dewey High School in Brooklyn, New York, a school with a nontraditional pass/fail grading system and a longer, eight-hour day that allowed students to take more classes and explore their interests.

If you go

What: Free special screening of “Hunting Yellow Pigs,” a documentary about the Hampshire College Summer Studies in Mathematics program

When: 3:30-5 p.m. Sunday, Nov. 2

Where: Benson Earth Sciences room 180

Chang’s parents had emigrated from southeast China, and while they may not have been intimately familiar with the vagaries of the U.S. educational system, they knew that education led to opportunity, Chang says. However, when Chang’s teacher suggested she attend the six-week HCSSiM, her parents initially didn’t understand the significance.

With some parental convincing and bolstered by her membership on a New York City-wide high school team of top math students, Chang applied and was accepted. Initially, her family was asked to pay a small amount to attend, “and my parents said no. They didn’t have a lot of money, but I don’t think that was their reason. They were nervous about me leaving home. So, someone from HCSSiM called me up and said, ‘You turned down the acceptance, can you tell us why?’ and I said the reason was financial, so they offered a full scholarship.”

HCSSiM was started by Hampshire College founding faculty member David Kelly, who died June 20. Program organizers describe it as “college-level mathematics for talented and highly motivated high school students. It is demanding and expanding. Participants spend a major portion of each day actively engaged in doing mathematics (not simply learning the results of mathematics).”

“(David Kelly) was running the program when I attended in the 1970s, and he set the tone,” Chang says. “He just made it fun. Some of us were coming from more competitive or grade-oriented backgrounds, but his perspective was, ‘Come and enjoy math. Math is fun, math is beautiful, get what you can out of this program, take away what you can.’ They were teaching fairly high-level math, but it wasn’t competitive at all. It was like, ‘Let’s all do math together, let’s all learn together.’”

Creating a community

Participants in the Colorado Math Circle engage in a hands-on math learning activity. (Photo: Silva Chang)

After Chang came to �鶹��Ѱ��Boulder and her children entered high school, she began thinking that she’d like to create a program similar in spirit and practice to HCSSiM, where students could come have fun doing math with others who love it, too. She also thought about the New York City-wide math team of which she’d been a member and wondered if there was a way to combine the two.

In 2005, she began contacting Front Range high schools and students to assemble a 15-member team that would compete in the 2006 American Regions Mathematics League (ARML) national math competition at the University of Nevada. The team won first place in its division that year “and that was very motivating,” Chang recalls, “because we were competing against teams from around the country.”

Colorado Math Circle has sent a team comprised of students from around Colorado to that competition every year since, but after that first year Chang thought it was important to create a place for students who may not want to compete but who want to get together to do, discuss and learn math.

During the school year, students either come to the �鶹��Ѱ��Boulder campus or participate in weekly problem-solving Zoom sessions. Initially created with a focus on high school students, Colorado Math Circle grew to include middle school students and help those who are interested prepare for the MATHCOUNTS competition.

“The first year we were more focused on preparing for competition, but after that we expanded it to a place where students could come learn about a variety of math topics,” Chang says. “Members of my department have come to give talks about their work, and we’ve been doing it long enough that we have math circle alumni coming back now.”

For the first 17 years of Colorado Math Circle, Chang was the sole director, but now program alumnus Thomas Davids serves as co-director and ARML coach.

In its 20 years, Colorado Math Circle has steadily grown; last year, more than 110 students from 45 Colorado schools participated. Over the years, students from as far as Grand Junction, Pueblo and Rangely have participated. “We don’t draw many students from any one school—the two largest are Fairview and Cherry Creek—it’s often one student from one school,” Chang says. “The main goal of the Colorado Math Circle is to teach students math, yes, and teach them problem-solving skills, but what we really provide is a community.

“These students teach themselves a lot of math, so the need we fill is helping them to create a community of friends who love math, too.”

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Top image: The 2023 Colorado Math Circle team that competed in the American Regions Mathematics League national competition, coached by program alumnus Thomas Davids (far left, holding plaque). (Photo: Silva Chang)

Department of Geological Sciences to become Department of Earth Science

Rachel Sauer — Tue, 28 Oct 2025 16:06:36 +0000

Department of Geological Sciences to become Department of Earth Science Rachel Sauer Tue, 10/28/2025 - 10:06

New name reflects more than a century of evolution and a commitment to understanding the whole planet

Beginning in August 2026, the �鶹��Ѱ��'s Department of Geological Sciences will become the Department of Earth Science, a change that reflects both the department's contemporary research capabilities and the evolution of the discipline itself.

The decision, unanimously approved by department faculty and endorsed by campus and �鶹��Ѱ��system leadership, comes after decades of expansion in the research and teaching mission to include areas of inquiry not typically associated with traditional notions of geology. Today, �鶹��Ѱ��Boulder's Earth scientists study everything from the forces that shape landscapes and the movement of water to the evolution of ancient animals and the modern threats natural hazards pose to humans.

"'Geological Sciences' has served us well, but it also carries some old-fashioned connotations—people think of rocks and minerals. Our work today spans so much more. We study glaciers, water resources, tectonics, marine geochemistry and even the connections between life and the Earth's chemistry," says Anne Sheehan, professor and chair of the department. "'Earth Science' simply fits who we are now."

Reflecting national trends

The department’s name change follows similar updates at leading research universities across the country, including Yale, Stanford and the University of Texas at Austin, all of which have rebranded their programs to better represent the interdisciplinary nature of Earth and planetary sciences. �鶹��Ѱ��Boulder’s department, which is ranked among the top programs in the nation for geosciences and Earth science by U.S. News & World Report, joins this growing movement to modernize terminology and public understanding of the field.

“It’s a broader term that more accurately represents who we are and what we do. It aligns with some of our funding agencies,” says Sheehan. “The National Science Foundation has a Division of Earth Sciences and NASA has an Earth Sciences Division. The new department name also fits perfectly with our home on campus, the Benson Earth Sciences Building.”

A natural shift

Founded in 1902 as the Department of Geology and renamed Geological Sciences in 1969, the program has evolved in step with the science itself. Research once focused largely on identifying rock formations and fossil records now uses advanced tools including satellite sensing and isotopic dating to reveal the planet's deep past and forecast its future.

“Our department is over 100 years old. It was one of the first departments at the university and the first handful of faculty at the university included people teaching geology because mining was so central to Colorado and to Boulder,” says Sheehan. “The field has expanded, and technologies such as satellites and GPS have opened up all sorts of new avenues of exploration. The field has definitely grown as you hope a vital field would do.”

Preparing the next generation

The name change coincides with another significant milestone: the conversion of the department's Bachelor of Arts degree to a Bachelor of Science degree beginning in fall 2026, a change that better reflects the scientific training students already receive. The change from a Geology BA to an Earth Science BS will not affect current students' academic requirements or degrees; it will help the department better convey its identity to future generations.

For Irene Blair, dean of the Division of Natural Sciences, the new name is about clarity and connection.

“Students increasingly seek programs that connect scientific inquiry with solutions to global challenges such as sustainability and resource management,” says Blair. “Adopting the name ‘Earth Science’ clarifies for prospective students what this department already offers—a comprehensive, forward-looking education that prepares graduates to lead in science, industry and policy.”

As the department looks ahead to its next chapter, Sheehan emphasized that the new name honors both tradition and transformation.

"This change honors our history while positioning us for the future," Sheehan says. "It better represents the collective mission of the excellent faculty we have recruited, the research programs we have built and the important questions in the Earth sciences we are tackling. We bring these discoveries into our classrooms and our graduate programs to successfully train the next generation of Earth scientists.”

“And you know,” Sheehan adds, “I’m kind of hoping that there will be fewer rock jokes, but that might be hoping for too much.”

Learn more about the change

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New name reflects more than a century of evolution and a commitment to understanding the whole planet.

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Top image: a pool at Yellowstone National Park ( Photo: Denys Nevozhai/Unspalsh)

Scholar studies hydrogen gas as a clean energy source for meeting decarbonization goals

Rachel Sauer — Mon, 27 Oct 2025 20:11:12 +0000

Scholar studies hydrogen gas as a clean energy source for meeting decarbonization goals Rachel Sauer Mon, 10/27/2025 - 14:11

�鶹��Ѱ��Boulder Professor Alexis Templeton will discuss hydrogen as a clean energy source and as an energy source for life in the Earth during her Nov. 20 Distinguished Research Lecture

As nations around the world work to decarbonize and bolster their energy security, many of them are turning to hydrogen gas as an alternative energy source.

At the �鶹��Ѱ��, Alexis Templeton, a professor of geological sciences, is developing projects around the world with academic, government and industry partners to harvest naturally occurring, low-carbon hydrogen from beneath the Earth’s surface.

Alexis Templeton, a �鶹��Ѱ��Boulder professor of geological sciences, studies how microbial life interacts with geology in extreme environments.

“Hydrogen is one of the most powerful and versatile energy sources on Earth. It has long been used to power microbial life activity in dark, rocky parts of our planet where other forms of energy are scarce, and excitingly now humans are trying to harness this globally abundant energy source as well,” Templeton says.

Templeton’s research into the geochemistry of subsurface rocks—how they interact with water to produce hydrogen—offers the promise of clean energy innovation in the not-too-distant future. She will share details about that aspect of her research—as well as how hydrogen sustains microbial life in Earth’s deep subsurface environments—in the 126th Distinguished Research Lecture, “Hydrogen: Integrating the Searches for New Energy Sources and Novel Life Activity Within the Earth,” at 4 p.m. Thursday, Nov. 20, at the Chancellor’s Hall and Auditorium, Center for Academic Success and Engagement (CASE). A question-and-answer session and reception will follow the lecture.

“I’m deeply honored to be selected to deliver a Distinguished Research Lecture on the �鶹��Ѱ��Boulder campus. I truly appreciate the support of my colleagues here at the University of Colorado and in the international geochemistry and geobiology community who supported this nomination and the work that will be shared,” Templeton says.

About Alexis Templeton

Templeton is a professor in the Department of Geological Sciences and the �鶹��Ѱ��Center for Astrobiology. Her research spans the globe—from volcanoes in the Pacific to cold springs in the High Arctic to the mountains and deserts of the Arabian Peninsula—but it all centers on one goal: understanding how microbial life interacts with geology in extreme environments.

If you go

What: 126th Distinguished Research Lecture, Hydrogen: Integrating the Searches for New Energy Sources and Novel Life Activity Within the Earth

Who: Professor Alexis Templeton of the Department of Geological Sciences and Center for Astrobiology

When: 4-5 p.m. Thursday, Nov. 20, followed by a Q&A and reception

Where: Chancellor's Hall and Auditorium, Center for Academic Success and Engagement (CASE)

With funding from NASA, the U.S. Department of Energy and the Grantham, Packard and Simons Foundations, she has led several large multidisciplinary projects to investigate the subsurface biosphere on Earth and the potential for similar life forms to exist elsewhere in the solar system.

At �鶹��Ѱ��Boulder, Templeton trains students and postdoctoral scholars in the realms of geochemistry, geomicrobiology and astrobiology and co-directs the Raman Chemical Imaging laboratory, a CU-Boulder Core Facility. She is an active member of the geobiology program, and she teaches several courses in geochemistry that blend classroom learning with field experiences in the mountains of Colorado.

Templeton received her bachelor’s and master’s degrees from Dartmouth College, her PhD from Stanford University and her postdoctoral training from Scripps Institution of Oceanography.

About the distinguished research lectureship

The Distinguished Research Lectureship is one the highest honors bestowed by CU Boulder faculty upon a colleague. Awarded annually by the Research and Innovation Office, it recognizes tenured faculty members, research professors (associate or full) or adjunct professors who have been with �鶹��Ѱ��Boulder for at least five years for a distinguished body of academic or creative work, as well as contributions to the educational and service missions. Each recipient gives a lecture in the fall or spring and receives a $2,000 honorarium.

Did you enjoy this article? Subscribe to our newsletter. Passionate about geological sciences? Show your support.

�鶹��Ѱ��Boulder Professor Alexis Templeton will discuss hydrogen as a clean energy source and as an energy source for life in the Earth during her Nov. 20 Distinguished Research Lecture.

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Space physicist Mihály Horányi honored as 2025 professor of distinction

Rachel Sauer — Fri, 24 Oct 2025 19:47:36 +0000

Space physicist Mihály Horányi honored as 2025 professor of distinction Rachel Sauer Fri, 10/24/2025 - 13:47

College of Arts and Sciences leadership and peers recognize the physics professor’s service, teaching and research with the award

Mihály Horányi, a �鶹��Ѱ�� professor of physics, has been named the 2025 College Professor of Distinction by the College of Arts and Sciences in recognition of his exceptional service, teaching and research.

Mihály Horányi, a �鶹��Ѱ��Boulder professor of physics, has been named the 2025 College Professor of Distinction by the College of Arts and Sciences.

The college presents this prestigious award annually to current faculty members who are scholars and artists of national and international renown and who are recognized by their college peers as teachers and colleagues of exceptional talent.

“I’m truly surprised and honored by this recognition from my peers,” Horányi says. “LASP and the Physics Department at �鶹��Ѱ��Boulder are extraordinary communities of talented and passionate people who continually push the boundaries of scientific discovery and space exploration. I feel incredibly fortunate to have had the opportunity to collaborate with so many inspiring colleagues over the past 30 years.”

Horányi is a physicist who conducts theoretical and experimental investigations of space and laboratory complex (dusty) plasmas. He also studies electrodynamic processes and their role in the origin and evolution of the solar system, comets, planetary rings, and plasma surface interactions; dust charging, in situ and remote observations of dust; and dusty plasma laboratory experiments and space hardware development.

He received an M.S. degree in nuclear physics and a PhD in space physics at the Lorand Eotvos University in Budapest, Hungary. While a graduate student, Horányi worked on the Vega mission to comet Halley. At that time, the Russian probes Vega 1 and Vega 2, as well as the European Space Agency Giotto and Japanese missions, were happening, and “the large international interest and the excitement of building instruments that would fly in deep space was mesmerizing to me,” he recalled in an interview with NASA. “For me, figuring out the most important science questions to ask, which measurements to make, and what is the right balance between capability, reliability, mass, power needs, schedule, and cost remains challenging and exciting ever since.”

Horányi joined the Laboratory for Atmospheric and Space Physics (LASP) in 1992 and the �鶹��Ѱ��Boulder Department of Physics in 1999. He served as a co-investigator for the dust instruments onboard the Ulysses, Galileo, and Cassini missions and as a principal investigator for the dust instruments built by LASP: the Student Dust Counter (SDC) onboard New Horizons, the Cosmic Dust Experiment (CDE) onboard the AIM satellite, and the Lunar Dust Experiment (LDEX) onboard the LADEE mission. He is the principal investigator for the Interstellar Dust Experiment (IDEX) onboard the recently launched IMAP mission.

He is the author or coauthor of more than 300 refereed publications and is a fellow of both the American Physical Society and the American Geophysical Union. The International Astronomical Union renamed Asteroid 1998 AX9 as 164701 Horányi in his honor.

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College of Arts and Sciences leadership and peers recognize the physics professor’s service, teaching and research with the award.

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