New Office of Entrepreneurship and Innovation captures the startup spirit on campus

Janet Hackman, a third-year economics and environmental sustainability, health and safety major from Rockville, Md., is the team manager of the RIT Electric Vehicle Team, a collegiate electric motorcycle racing team founded in 2012. How did you discover the Electric Vehicle Team? ‌ Janet Hackman Hackman, second from right, poses with members of the Electric Vehicle Team and RIT President David Munson during the Imagine RIT Creativity and Innovation Festival. During my freshman year, I attended a club fair, where all the performance teams were showcased. It was clear that these teams are a big part of the RIT experience. I initially considered a few options related to my studies in business and economics, but nothing really stood out. Then my roommate mentioned she was going to the Electric Vehicle Team’s meeting and invited me to tag along. I thought, Why not? Before attending, I did some research and learned it was the first year the team was forming an operations subteam. Since I have a background in business, I thought it would be a great fit. I joined as the first operations team member, which was a unique experience. I worked closely with the team manager, got involved quickly, and found the work rewarding. That’s what kept me coming back. What is your day-to-day role with the team? My role has changed over the years. When I first joined, I focused on managing communications, reaching out to potential sponsors, maintaining relationships with existing sponsors, and handling budgeting. When I became team manager, I had a lot to learn, especially as a non-engineer and one of the youngest members to hold the position. My team has been incredibly supportive, and while I don’t need to know the technical details, they were always happy to explain. Now, as team manager for the second year, my role has expanded to overseeing the entire team. Day to day, I spend time checking in with members during meetings, not just about the work but also to get to know them personally. Those original responsibilities remain, but as the operations team has grown, we’ve improved our processes. For example, we now send out a monthly newsletter and have a much better response rate from sponsors thanks to changes we implemented, which is wonderful. What’s funny is that I’m not a car person! At public events, people often tell me about their car modifications, and I just smile and nod—it’s all new to me. It’s been an amazing learning experience. How do you fit into what is traditionally a male-dominated scene? It’s definitely a challenge. RIT itself has a predominantly male student population, and engineering and coding-focused fields tend to be male as well. When I joined the team, my roommate and I were two of only a handful of women. But things are improving, and this year we’ve seen the most women join the team, which is amazing. Seeing five women sitting together at a meeting table now makes me so happy, knowing how far we’ve come. One moment that stood out was during an intro meeting my first year as team manager. A new operations team member later told me it was daunting for her to join the team but was inspired when she saw me in the front of the room with five guys, overseeing the team. Knowing that my presence made her feel more comfortable and confident makes all the challenges worthwhile. Another unforgettable moment happened after my first year as team manager. I met an older woman in engineering who faced significant adversity in her career because of her gender. When I introduced myself and told her about my role, she was so moved that she teared up, saying how much it meant to see a woman leading in such a male-dominated space. Moments like that remind me why representation is so important—and why I’m proud to be part of this team. How has your experience with the Electric Vehicle Team influenced your career goals? It’s opened new possibilities for me. I never envisioned myself in engineering management, but this experience has shown me that it’s a viable path—and a significant industry. It’s also boosted my confidence in taking on leadership roles. Without this experience, I think I’d second-guess myself more. My first year as team manager was full of learning opportunities—plenty of mistakes, but also growth. Now, in my second year, I feel more prepared and capable, and I’ve learned how to handle pressure and adapt, which I know will translate to a professional environment. Being on the team has also piqued my interest for electric vehicles and alternative energy, and how that connects to sustainability. In class discussions about topics like lithium-ion batteries, I can confidently contribute because of what I’ve learned on the team. It’s rewarding to see how my hands-on experience complements my academic studies. Do you have any advice for other students just starting out at RIT? Be curious and open to trying new things. Some of the best decisions I’ve made—choosing RIT, joining the Electric Vehicle Team, and sticking with it—started with a simple “what if?” Those choices have shaped my career goals and shown me what I’m capable of. Leading a team while managing my coursework has taught me how to handle pressure, adapt to mistakes, and navigate burnout. Burnout can be an isolating experience; it's easy to be convinced that it’s only you, but it’s not singular. It’s taken a lot of practice to realize that, and I’m still nowhere close to perfect with handling it. That said, don’t overthink everything. Nothing is that serious—if you try a club or activity and it’s not for you, that’s okay. College is about exploring, making mistakes, and figuring out what works for you. Don’t feel pressured to have it all figured out or to stick with people or opportunities that don’t fit. Find those opportunities and take those chances, knowing that some of them will fail, but the ones that don't are probably going to be the best opportunities of your college experience.

Kyle Scher knows AI, and he’s sharing it with his peers and faculty in RIT’s College of Engineering Technology. The third-year mechatronics engineering technology student from Dix Hills, N.Y. is leading a student team developing ProGenie, an artificial intelligence tool for faculty and peers. The new tool is a collection of activities that can be incorporated into coursework being taught in various classes in CET. He has been working this fall with Michael Eastman, CET professor and senior associate dean for Academic Affairs, and three classmates from the Golisano College of Computing and Information Sciences on the project that is expected to be rolled out in the spring semester. ProGenie is one of the projects underway in CET’s Laboratory for the Advancement of Applied AI in Education. How did you begin work on the ProGenie project? I started working with Dr. Eastman on the AI project from a conversation we had in a Student Government meeting. I joined Student Government for a short time in my second year, opening up some opportunities to work closely with the CET Dean’s Office on cool projects. The AI project focuses on helping students stay engaged in the classroom by creating content that is tailored to them using generative AI. I am currently the project manager. RIT students, Benjamin Brundage (computer science), Stephen Zelazny-Medina, and Christopher Obando (both software engineering), help build the software.   Can you describe what it is and how it can be used? ProGenie is an innovative tool designed to transform the educational experience by enabling educators to create tailored, narrative-driven content for any class or subject. By integrating customizable storytelling into lectures and assignments, ProGenie enhances student engagement, making complex topics more accessible and enjoyable. Versatile across STEM disciplines, it offers professors a dynamic way to enrich lessons, foster curiosity, and improve learning outcomes. While designed with educators in mind, ProGenie’s open-ended framework holds potential for broader applications, making it a transformative tool for modern education and beyond.  How does the work you are doing on this project align with coursework in your degree program? While this project does not directly relate to my major, it has given me insight into the broader AI sector. I can see engineers in the future using AI tools as they evolve and get smarter. I would expect most engineers to be using some form of generative AI in the future. Mechatronics is a broad major. Because of this, I am now on my second co-op where I am focused more on mechanical engineering, compared to my first co-op where I was focused on electrical. Having a diverse co-op experience will help you learn more about the theoretical things you learn in the classroom.  One of the big items that employers look for on resumes is personal projects. They want to see students applying a passion outside of the classroom, because they know that the number one thing students bring with them to the workforce is excitement, and willingness to learn. Try to have a personal project for every semester, or academic year to show your advancement.  How did you decide on this degree and what advice might you give to others pursuing interests similar to yours? I enrolled at RIT knowing that I wanted to be an engineer, but I was not sure what kind. That is why I started in CET Exploration. The exploration class showed me that mechatronics was the combination I was looking for because I enjoyed electrical, mechanical and robotics. My co-op experience has only reinforced my major selection. I urge students to seek co-op experiences that will allow them to find the same answers about their major selection that I was able to. My advice to other students is to pursue what you have a passion for. If you have a hobby or an interest in something, try to find ways to work on that on, while completing your RIT education.

View the full story at https://www.rit.edu/news/witr.

Rochester Institute of Technology researcher Rubén Proaño has joined the World Health Organization’s (WHO)  Technical Advisory Group on Market Access for Vaccines (TAG MVAC). He began his service during the advisory group’s November meeting in Geneva, Switzerland. The TAG MVAC group specializes in areas such as vaccine market dynamics, vaccine manufacturing, immunization programs, and data analytics. The committee, comprised of 15 experts from around the world, convenes twice a year and serves as a WHO advisory board. “It is both an honor and a responsibility to be invited to join this WHO advisory group. Ensuring equitable access to vaccines is a significant challenge for humanity,” said Proaño, an associate professor of industrial and systems engineering in RIT’s Kate Gleason College of Engineering. “The opportunity to discuss the issues, solutions, and strategies for making vaccines more accessible in such a prestigious forum is a unique privilege and a chance to contribute to a better world.” Utilizing mathematical modeling and analytics, Proaño’s research explores ways to make vaccines more affordable, accessible, and profitable. His work on vaccines has received support from the Bill and Melinda Gates Foundation. Additionally, he spent a sabbatical year at the UNICEF Vaccine Center in Copenhagen during the first year of the COVID-19 pandemic. “In my research, my students and I have been investigating hypothetical models to gain new insights into coordinating the global vaccine market,” he said. “I believe that industrial engineering and operations research tools are highly effective for developing systematic strategies to tackle complex, multi-dimensional challenges.” Advisory group members support the WHO's Market Information for Access Initiative in its efforts to improve access to safe, effective, quality, and affordable vaccines for all. The group provides recommendations on various global vaccine market issues, enhancing access to vaccines, analyzing data, understanding pricing dynamics, and developing initiatives to balance vaccine supply and demand. Vaccine distribution fluctuates and often millions of children are living in countries lacking regular immunizations. Programs such as those supported by WHO work to ensure that the neediest populations receive necessary and affordable vaccines. “We were thrilled to learn that Dr. Praono was invited to serve on this Technical Advisory Group for the World Health Organization,” said Doreen Edwards, dean of RIT’s Kate Gleason College of Engineering. “It’s a shining example of how engineers bring their expertise to address complex issues that impact the quality of people’s lives.” Related Information:https://www.rit.edu/news/ruben-proano-participate-united-nations-forum https://www.rit.edu/news/researcher-gets-grant-study-vaccine-market https://www.rit.edu/news/faculty-researcher-sees-covid-19-unfold-global-perspective-while-sabbatical-unicef

NTID President Gerard Buckley, who made history as the first RIT/NTID alumnus to become president of the college, has announced his intention to step down in summer 2025 after leading the National Technical Institute for the Deaf for 15 years. His tenure as NTID president caps a career in higher education spanning more than 40 years. His last day as president will be July 18, 2025.   “Fifty years ago, I entered RIT/NTID as a freshman student, and this college profoundly changed my life,” said Buckley. In his Nov. 26 message to the RIT community regarding Buckley’s intention to step down, RIT President David Munson praised Buckley as a fierce advocate for students and for his dedication to improving opportunities for members of the deaf and hard-of-hearing communities. Buckley joined NTID in 1990 as an assistant professor and chairperson of NTID’s Department of Educational Outreach. He later served as director of NTID’s Center for Outreach, associate dean of student services, and assistant vice president for college advancement before being named president. He graduated from RIT/NTID in 1978 with a bachelor’s degree in social work and went on to earn a master’s degree in special education from the University of Missouri and a doctorate in special education from the University of Kansas. “Throughout his career, Gerry has been a fierce advocate for students, while dedicating his professional life to improving opportunities for members of the deaf and hard-of-hearing community,” said RIT President David Munson. “He is respected throughout the nation in the field of deaf education and, on our campus, he is recognized as a leader in fostering a highly inclusive, supportive culture. For me, it has been, and continues to be, a true pleasure to work with Gerry.” As NTID president, Buckley strengthened and steadily increased U.S. Congressional support for the federally funded college and its mission. Other NTID achievements during his tenure include:Raising $51 million for Transforming RIT: The Campaign for Greatness; Establishing the NTID Regional STEM Center and expanding STEM Outreach activities and STEM Academies, all designed to prepare deaf and hard-of-hearing students for career success; Strong student enrollments, including a 4% increase for fall ’24; Consistently maintaining placement rates for graduates at the college’s record 94 percent level; Establishing the Deaf Health Care and Biomedical Science Hub, along with expanded partnerships with University of Rochester Medical Center and Rochester Regional Health, designed to increase deaf representation in health care and scientific fields; Strengthening NTID’s commitment to diversity through establishing the NTID Office of Diversity and Inclusion, the Randleman Program, and the NTID Faculty Fellowship Program; Graduation of the first three deaf students to earn doctoral degrees from RIT. “I spent a decade working externally before returning to NTID as a faculty member in 1990,” Buckley said. “RIT/NTID has changed the lives of thousands of deaf students during our 60+ year history, and I am honored to have served as president over the past 15 years. I am thankful to the dedicated faculty and staff of NTID who continue to fulfill our mission of preparing young deaf and hard-of-hearing students for outstanding career success. I am especially thankful for the tremendous support of my wife, Judy, over the years and her active engagement in our community. We consider ourselves blessed to have had this opportunity to serve.” RIT will launch a national search for the next president of NTID. Munson said RIT will engage students, faculty, staff, and alumni during the search.

A new National Science Foundation grant will allow 18 RIT students to travel to Sweden and conduct artificial intelligence (AI) research that enhances the industrial workplace. The students will take part in a program of AI research, professional development, and mentorship, which includes eight weeks at University West, near Gothenburg, Sweden. The trip and program are funded as part of the NSF International Research Experiences for Students (IRES) program. A team of RIT professors and collaborators at University West are running the program, which prioritizes Ph.D. students. The NSF-funded grant is called US-Swedish Research Experiences on AI in Production Technology and Work-Integrated Learning (AI-PROWIL). The research projects will advance fundamental scientific research on AI-enhanced automation, AI-enhanced automatic control, and AI-enhanced management. “AI is transforming how industrial organizations operate, including on global scales,” said PI Cecilia Alm, a professor affiliated with RIT’s Department of Psychology and School of Information and director of the AWARE-AI program. “AI plays a prominent role in Industry 5.0—where robots, smart systems, and humans are teaming up.” Alm said that University West is known for its unique scientific environment focused on work and industrial production and its advanced facilities enabling fundamental research that is future-of-work-centered. She added that challenges with workforce development and managing these AI-enhanced aspects of industry are important areas to study. Students participating as IRES scholars in this U.S.-Sweden partnership will complete projects that are industry-inspired for future human-centered and sustainable workplaces, guided by faculty mentoring teams. The research projects could involve innovative machine learning algorithms, architectures, and new AI interface prototypes and sensor methods. During the research experience, RIT students will interact with peer students at University West and experience international research cultures. The IRES scholars will also seek to present, publish, and release research products with mentors. “Research has increasingly become a global endeavor, where different countries and universities may create unique cultures, environments, and approaches to research problems and development,” said Pengcheng Shi, computing and information sciences Ph.D. program director. “This experience will allow our students to benefit from different perspectives and technical/application strengths, address new research questions, and form concrete long-term collaborative relationships.” Co-principal investigators on the grant, include Shi, who is also associate dean for Research and Scholarship in the Golisano College of Computing and Information Sciences; Reynold Bailey, professor of computer science; and Alexander Ororbia, assistant professor of computer science and cognitive science. Professor Thomas Pederson is coordinating the activities at University West. “At University West, we are very much looking forward to hosting the participating RIT Ph.D. students and collaborating with them and their mentors to address important research challenges together,” said Pederson. The NSF IRES program is training a new generation of science and engineering research leaders. The U.S.-Sweden program will run from September to December in 2025, 2026, and 2027. The stay in Sweden begins in mid-September. The experience includes pre-travel research and professional development. A continuation phase with a workshop after the trip will be a springboard for research dissemination in publications and talks at top-tier conferences. To learn more and apply, go to the IRES AI-PROWIL website.