CBEE Fall Seminar Series
Monday, Oct. 24, 2022
4:00 PM – 5:00 PM

Owen 106
Katherine A. Mirica

Katherine was born and raised in Ukraine and emigrated with her family to the United States as she was starting high school. She obtained her B.S. in Chemistry at Boston College, where she developed a passion for Materials Chemistry, working in the laboratory of Lawrence T. Scott. She earned her Ph.D. in Chemistry from Harvard University under the guidance of George M. Whitesides and completed her postdoctoral training with Timothy M. Swager at the Massachusetts Institute of Technology. Katherine began her independent scientific career as an Assistant Professor in the Department of
Chemistry at Dartmouth College in July 2015 and was promoted to Associate Professor with tenure in 2021. Her research interests span the topics of self-assembly, design and synthesis of multifunctional
framework materials, electroanalysis, energy, catalysis, and adhesion science.

“Molecular Engineering of Conductive Framework Materials for Chemical Sensing”
Molecular engineering of new materials holds promise for improving human health, safety,
efficiency, and quality of life. This presentation will describe strategies for molecular
engineering of conductive, stimuli-responsive, and molecularly precise materials. The
presentation will describe several approaches for design, synthesis, and device integration of
two-dimensional (2D) conductive metal–organic frameworks (MOFs) and covalent organic
frameworks (COFs) to create devices with promising utility in electroanalysis. An emphasis will
be placed on the fundamental understanding and molecular design of modular
structure–property relationships within this class of 2D materials. In summary, this
presentation will demonstrate how molecular-level features within solid state materials can be
used to tune their stimuli-responsive function.

Jim Clarke

Director of Quantum Hardware, Intel Labs

Presenting on:

From a Grain of Sand to a (Quantum) Bit of Information

Monday, Nov 21st, 2022 ● 4:00 – 4:50pm ● DEAR 118


A large scale quantum computer could change the world.  Performing certain calculations in minutes that would take the largest supercomputer millions of years.  The impact to applications such as cryptography, chemistry, finance, etc would be huge. Today’s quantum processors are limited to 10’s of entangled quantum bits.   If you believe the hype, a commercially relevant system is just around the corner that can outperform our largest supercomputers for useful calculations.   The reality, however, is that we are still early in the race.    There are many unanswered fundamental questions.   At Intel, our approach is to rely on the continued evolution of Moore’s Law to build qubit arrays with a high degree of process control. Here, we present progress toward the realization of a 300mm Si/SiGe based spin qubit device in a production environment.  A spin qubit relies on the spin of a single electron in an external magnetic field to encode the two states of the qubit, where spin up vs down represent 0 vs 1.   Spin Qubits are compelling as their appearance and fabrication is similar to conventional CMOS transistors that drive the microelectronics industry.  At the same time, they are roughly one million time smaller than the superconducting qubits that are being pursued by other companies.  In addition, this talk will focus on a key bottleneck to moving beyond today’s few-qubit devices:  the interconnect scheme and control of a large quantum circuit.  Today’s qubits have personalities.  Individual control of each qubit is required.   A small quantum processor today has multiple RF and DC wires per qubit.   This is a brute force approach to wiring and will not scale to the millions of qubits needed for large applications.  At Intel, we have developed customized control chips, optimized for performance at low temperature, with a goal of simplifying wiring and replacing the racks and racks of discrete electrical components.


Jim Clarke is the director of the Quantum Hardware research group within Intel’s Components Research Organization. Jim launched Intel’s Quantum Computing effort in 2015, as well as a research partnership with QuTech (TU Delft and TNO). His group’s primary focus is to use Intel’s process expertise to develop scalable qubit arrays.  In 2018, Jim worked with industry leaders and the Intel policy group to influence the U.S. National Quantum Initiative Act.  Prior to his current role, Jim managed a group focused on interconnect research at advanced technology nodes as well as evaluating new materials and paradigms for interconnect performance. He has co-authored more than 100 papers and has over 50 patents.  Prior to joining Intel in 2001, Jim completed a B.S. in chemistry at Indiana University, a Ph.D. in physical chemistry at Harvard University and a post-doctoral fellowship in physical organic chemistry at ETH, Zürich.   He is a member of IEEE.

Tuesday, November 3rd
Debra Rolison
US Naval Research Laboratory
LPSC 402 4pm
Controlling rates within electrochemical environments through architectural design on the nanoscale

Wednesday, November 4th
Dean’s Distinguished Lecture
Karen Wooley
Texas A&M University
Learning Innovation Center (LInC) 200 5pm
Advanced Applications for Sophisticated Nanoscopic Devices

Thursday, November 5th
Chemistry Undergraduate Research & Professional Empowerment Poster Session
Linus Pauling Science Center Student Street 3pm

Thursday, November 5th
Karen Wooley
Texas A&M University
LPSC 402 5pm
Polymers: A Special Emphasis Toward (Degradable) Materials for Orthopedic, Drug Delivery and Other Applications

Friday, November 6, 2015
Chong Fang
Promotion and Tenure Seminar
LPSC 402 4pm
Capturing Molecular Movies for Functionality with Tunable Femtosecond Raman Spectroscopy

2014 Pauling Medalist:
Prof. Stephen L. Buchwald,
Massachusetts Institute of Technology

Stephen L. Buchwald, the Camille Dreyfus Professor of Chemistry at the Massachusetts Institute of Technology, has been awarded the 2014 Linus Pauling Medal Award, for “outstanding contributions to chemistry meriting national and international recognition.” Buchwald will be honored at a symposium and banquet on October 11th, 2014 at Western Washington University. The Linus Pauling Medal Award has been given annually since 1966 by the ACS Puget Sound,  Oregon, and Portland Sections of the American Chemical Society. The award is named after its first winner Nobel laureate Linus Pauling, a native of the Pacific Northwest.

October 11, 2014
1:00 – 5:00 p.m.
Viking Union Building – Multipurpose Room

Prof. Melanie Sanford, University of Michigan
Prof. Phil Baran, The Scripps Research Institute
Prof. David Nicewicz, University of North Carolina at Chapel Hill
Prof. Stephen L. Buchwald, Massachusetts Institute of Technology

October 11, 2014
5:00 – 6:00 p.m.
Viking Union Building – Multipurpose Room

October 11, 2014
6:00 – 11:00 p.m.
Viking Union Building – Multipurpose Room

The symposium, sponsored by these ACS sections, and hosted by the Puget Sound Section and Western Washington University, is free and open to the public (no registration required). The Award Banquet requires semi-formal/business-informal attire, registration and the purchase of a banquet ticket. The deadline for registration is October 3, 2014.

Non-student banquet tickets are $30 each.
Student banquet tickets are $15 each. The first 50 student banquet tickets are $5 each!

The link to registration is HERE.

Award Chair

Dr. David L. Patrick
Dept. of Chemistry
Western Washington University

Symposium Chairs

Dr. John D. Gilbertson
Dept. of Chemistry
Western Washington University

Dr. David A. Rider
Dept. of Chemistry
Western Washington University

“Postgraduate Career Strategies: Academia”

Join us for a Webinar on October 2

Space is limited.
Reserve your Webinar seat now at:


The Center for Sustainable Materials Chemistry (CSMC) will host a webinar titled: “Postgraduate Career Strategies: Academia” as part of the ongoing series of Innovation Webinars. Panelists from academia will discuss the current landscape of a universities and the transition from working as a graduate student/post doc or in industry to working in an academic position. Panelists will be available to answer questions regarding current expectations for recent graduates, points to consider when searching for jobs as well as alternative non-research opportunities within academia. Panelists include John Conley (Oregon State Univeristy), Thuy Tran (Oregon State University), Shanti Deemyad University of Utah). Blake Hammann (Washington University, St. Louis) will moderate the panel.


“Postgraduate Career Strategies: Academia”


Thursday, October 2, 2014


12:00 PM – 1:00 AM PDT

After registering you will receive a confirmation email containing information about joining the Webinar.

System Requirements
PC-based attendees

Required: Windows® 8, 7, Vista, XP or 2003 Server

Mac®-based attendees
Required: Mac OS® X 10.6 or newer

Mobile attendees
Required: iPhone®, iPad®, Android™ phone or Android tablet

Instructors Margie Haak and Paula Weiss will give a seminar titled, “Success GTAs: What Are They and Why Do We Need Them” at the 2014 Biennial Conference on Chemical Education, August 3-7 2014 at Grand Valley University in Michigan.


In Fall term 2013 we created the Success GTA position as part of a larger university-wide pilot program focused on increasing student success in first-year courses that historically have high percentages of students earning grades of D or F, or withdrawing from the course (DFW rates).  The fall term enrollment in our three different general chemistry courses (science majors, engineering majors, and majors other than physical sciences) range from 750 to 1200 students and each course has between 3 and 7 lecture sections.

The Success GTAs had several roles in the courses.  They all taught at least one recitation or lab section in their assigned course, half the load of a regular GTA .  In addition they were responsible for identifying and contacting students who were doing poorly in some aspect of the course: not registered for Mastering Chemistry or not completing the Mastering Chemistry assignments, exams scores well below the class median, not attending recitations or labs.  They were also part of the CH 199 courses that were offered to provide extra support to students struggling in general chemistry.

We will present results showing the impact of the Success GTA interventions, discuss the training Success GTAs received prior to the start of fall term classes, and lessons learned from the first year of this program.

Instructors Paula Weiss and Margie Haak will give a seminar titled, “Design and Implementation of General Chemistry Support Course” at the 2014 Biennial Conference on Chemical Education, August 3-7, 2014 at Grand Valley State University in Michigan.


We will discuss the design and implementation of a full-year support course to  increase student success in General Chemistry. The course provides support for developing problem-solving skills, effective study skills for chemistry courses, math review, and additional exposure to the chemistry concepts covered in General Chemistry.  In the classroom students are engaged in problem-solving with other students, with guidance from general chemistry faculty and graduate teaching assistants. This presentation will focus on lessons learned in our first year of offering the course and plans for future implementations.

Instructors Margie Haak and Michael Burand will give a lecture on Less Class Time, More Learning at the 2014 Biennial Conference on Chemical Education, August 3-7 at Grand Valley State University in Michigan.

A hybrid-format general chemistry course for science-majors was implemented in the winter term of 2014. Two sections of approximately 160 students each were included. This course was a “trailer” course insomuch as students began the sequence in the second 10-week term of the academic year. Students in trailer courses have historically been more at risk for poor academic performance.

The format of the course included short, topical videos which were custom-made for this course and were made available to students online. Students were assigned to groups of approximately four for the duration of the term and biweekly class meetings consisted almost exclusively of students working on solving problems within their groups. Generally two faculty members and four teaching assistants were present to assist student groups. Typically some time was reserved at the end of the class periods for student groups (selected at random) to come before the class and present their solution to a problem.

Preliminary data show that students in this hybrid course performed significantly better on exams than historical averages for the traditional lecture format. This result is especially noteworthy given that the students in the hybrid course have only 60% of the class time compared to students in the traditional version of the course. A survey of students’ views regarding this hybrid course format was also conducted and will be discussed.