Awards

Amanda McKenzie named Supportive Staff Member of the Year

Charles Ferrer — Fri, 22 May 2026 17:01:28 +0000

Amanda McKenzie named Supportive Staff Member of the Year Charles Ferrer Fri, 05/22/2026 - 11:01

Charles Ferrer

On any given day at the Campos Student Center, Amanda McKenzie (Hum'18) can be found celebrating the achievements of student leaders, guiding them through challenges or simply asking a thoughtful question that helps them see their own potential more clearly.

McKenzie, coordinator of student societies at the Campos Student Center and ̽��Ƶ alum, was named the 2026 Supportive Staff Member of the Year by the Center for Student Involvement.

This award is presented to a staff member who recognizably helps and supports students across campus and the staff member is committed to helping their students become as successful as possible by going above and beyond their job title.

McKenzie supports the center's nine student societies with their operations, logistics, finances and student leadership development. As part of the coordinator for student societies role, the Campos Student Center recognized and prioritized how impactful participation and gaining leadership and professional development is within their student organizations.

"Amanda is one of the most student-centered professionals I’ve had the privilege to meet," said Desi Beardmore GoldShirt Program Manager. "She listens deeply, champions student ideas and continuously looks for new ways to expand opportunities for student organizations. Amanda brings warmth, care and a deep commitment to students into everything she does."

As Beardmore notes, student leaders from all nine student organizations contributed to her nomination speaking volumes about the impact she has had on their experience.

We sat down with McKenzie to speak about how her ̽��Ƶ alumni and professional experience has shaped her leadership with supporting student organizations.

What does receiving the Supportive Staff Member of the Year Award mean to you personally and professionally?

It honestly means the world to me to have been nominated, and I was very surprised to receive the award. This past year was a tough one—I was recovering from an accident while stepping into a brand-new role, and there were a lot of moments where I questioned if I was showing up enough for my students, colleagues and the people in my life.

Because of that, this award feels like a really meaningful affirmation. It reminds me that even when I didn’t feel like I was doing enough, I was still able to support my students in ways that mattered—and that’s something my brain can’t easily explain away.

I was especially honored that multiple students from the societies I support contributed to the nomination. My favorite part of this work is getting to watch them grow—seeing how they navigate challenges, build community, and support each other. I’m constantly humbled by them and the spaces they create. I really believe that when things are hard, you lean on your community, and I feel lucky that I get to be part of theirs.

What part of your work do you find most rewarding?

Amanda is embracing our Center's commitment to supporting and celebrating the leaders in our community. Congratulations Amanda on this excellent achievement, and thank you for all you do for our students!

Amy Moreno-Sherwood, Senior Director, Campos Student Center

For me, it’s leadership development. Our students already have so many strengths, and it’s exciting to watch them continue to grow into those skills.

This might sound a little unconventional, but one of my favorite moments is when a student disagrees with me or pushes back. To me, that’s a sign they’re learning to advocate for themselves and set boundaries, which is such an important skill. I often tell students that I’d much rather they practice those moments with me than navigate them for the first time in a future job.

I try to create an environment where they can learn, make mistakes, and get feedback—whether that’s around missing a deadline or sending an email that didn’t quite land the way they intended. Being a student leader is a big responsibility, and since they’re not paid for that work, I want to make sure they’re getting something meaningful out of the experience.

It’s incredibly rewarding to see a student start the year unsure of themselves and then, by the end, feel confident in who they are and what they bring to their organization.

Can you share an example of a meaningful impact you’ve had on a student or organization?

When I was advising the Women of Aeronautics and Astronautics (WoAA), I had a student leader who would check in with me regularly. One day, they came into my office, sat down, and just started crying. After giving them a moment, they shared that they felt like they were failing as a leader. Some of their responsibilities weren’t going as planned, and they were also dealing with personal challenges, and it all felt like too much.

What really stood out was that they didn’t want to ask their board for help because they were worried it would make them look like they couldn’t handle their role. I really empathized with that feeling, and we talked through it together. I asked them if they could think of any organization or project that succeeds because one person does everything—and of course, the answer was no.

We talked about how leadership is a shared effort, and that asking for help is actually a sign of strength and trust in your team. By the end of our conversation, they felt more comfortable opening up to their board. Later, they told me that the conversation went really well and that their team showed up with a lot of support.

Moments like that stick with me. A lot of students feel like asking for help is a weakness, and I try to help reframe that. If you would show up for someone else, why wouldn’t they want to show up for you?

Join a CU Engineering Campos Student Center Student Society!

American Association of Engineers of Indian Origin (AAEIO)
Advancing Indigenous People in STEM (AISES)
National Society of Black Engineers (NSBE)
Out in Science, Technology, Engineering and Math (oSTEM)
Society of Asian Scientists & Engineers (SASE)
Society of Hispanic Professional Engineers (SHPE)
Society of Women Engineers (SWE)
Women in Computing (WiC)
Women in Aeronautics and Astronautics (WoAA)

Learn about our student societies

As a ̽��Ƶ alumna, how has returning to campus as a professional staff member shaped the way you support and connect with students today?

I’ve found that when you really care about a place or a community, you also think about it critically—and that’s how I feel about CU. I’ve spent most of my career here because I genuinely want to give back and support students the way certain staff members supported me when I was a student.

Being an alumna helps me understand how students actually experience campus—how different resources show up for them, where there are gaps, and how to connect them to the right support at the right time. I think that perspective makes me a more intentional advisor.

I’m also really open with students about the fact that I don’t have an engineering degree—I’m a proud humanities alumna. My background taught me how to think critically and make connections across very different topics, and that shows up a lot in my work. Some of my favorite conversations with students are the deeper ones—talking through their goals, their values and the ethical questions they’re wrestling with as future engineers.

I remember a conversation with a student this year who realized that many aerospace careers are tied to defense, and that didn’t align with their values. I was able to connect them with a former student who had navigated that exact dilemma and ultimately found a non-defense role in the aerospace industry. Those are the moments that feel really meaningful—helping students see that there isn’t just one path forward.

If anything, being an alumna has reinforced for me that learning comes from everywhere. My students teach me something new every day and even though I’m not an engineer, they still find value in having conversations with me—whether it’s about ethics, career strategy, or just thinking about things in a different way.

As a first-generation college graduate from a multicultural background, how have your lived experiences influenced your advising style and commitment to student success?

McKenzie facilitating the Campos Student Center BILD Leadership Retreat with student society executive board members about the importance of communications in leadership, as well as focuses on the center's key values of community, leadership and growth mindset.

My lived experiences have shaped me into a very hands-on and transparent advisor. I never assume students know how to navigate college or what resources are available to them, because I know firsthand what it feels like when those assumptions are made. As a first-generation student who wasn’t coded as first-gen in the CU system, I had people assume I understood how to “do college,” even when I didn’t—and it took a few key staff members to really help me see what was possible.

My first-year advisor, Jenny, was one of those people. She introduced me to opportunities beyond the classroom—internships, student organizations, leadership roles—and helped me get my first on-campus job. That support changed my trajectory, and it directly shapes how I show up for students now. I want to be that person who helps students see possibilities they may not yet know how to name or ask for.

I also come from a multicultural background and often felt like I didn’t fully belong in any one space. Because of that, I’m very intentional about meeting students where they are and creating an environment where they feel comfortable asking questions and being honest about what they don’t know.

A big part of my approach is also helping students recognize that their voices matter. When I was a student, we didn’t have a testing center for students who needed extended time on exams. Today, CU has a strong testing center for students with accommodations—and that exists because students advocated for themselves and staff and faculty helped elevate that feedback. I try to carry that forward by reminding students that they often have more influence than they realize.

That perspective also shows up in how I help students navigate challenges. When something doesn’t go as planned—like failing a class or needing more time to graduate—I often ask, “What does this make possible now?” It helps shift the focus from feeling stuck to recognizing new opportunities.

At the core of my advising is the belief that students can only take advantage of opportunities they know exist, and they deserve to feel heard as they pursue them. My goal is to make those opportunities visible, accessible and feel possible.

What skills or lessons do you most hope students take away from their involvement in Campos Student Center societies?

I hope students leave with confidence, persistence, adaptability, community, and a sense of their own leadership identity.

Confidence in knowing they can succeed and be themselves. Persistence to keep going even when things don’t go as planned. Adaptability to pivot when challenges come up and still create something meaningful in the process. And community—understanding that they don’t have to do everything alone and that they can accomplish far more when they support one another.

I also want students to understand that leadership doesn’t look one way. There is no single “correct” style of leadership, and part of their growth is figuring out what feels authentic to them. That can change over time, and that’s okay. I encourage them to try things, experiment, and not be afraid to innovate—even if they’re not sure it will work. That’s often where the most growth happens.

At the core, I want them to trust themselves, stay open to learning and recognize that their growth is an ongoing process.

Outside of work, you stay busy with creative hobbies and travel. How do these interests help you recharge and show up fully for students in your professional role?

I think of “filling your cup” related to the eight dimensions of wellness, and my hobbies help me stay balanced across all of them. When I was more involved in aerial circus arts, for example, it filled both my social and physical cup and gave me something outside of work that energized me. Students were always curious about it, and it helped them see me as a whole person, not just a staff member. That kind of connection builds trust and makes it easier for students to open up.

Having hobbies also gives me a mental break from work. I’ve learned that when work becomes everything, I’m actually less effective. Stepping away—whether that’s crafting, spending time with friends or my partner, or traveling—gives me space to reset and come back with a clearer perspective. Sometimes I even find that ideas for student support come from those outside experiences, and vice versa.

I also try to model balance for students. It can be as simple as asking, “Have you eaten today?” or reminding them to take a short walk between study sessions. Students often tell me they’re “too busy” for self-care, so I try to reframe it as something that actually supports their productivity, not something separate from it. And I appreciate that they also hold me accountable—asking if I’ve taken a lunch break or gone outside—which creates a mutual sense of care and respect.

Anything else you’d like to expand on or note?

We truly have some of the most thoughtful, kind, and engaged students in the Campos Student Center. They consistently show leadership, community and a growth mindset in the way they support one another and engage with their organizations.

While this award recognizes staff, I see it as a reflection of the students I get to work with. They make it easy to show up and support them because they are so open, communicative, and willing to grow. Being around them—their creativity, their resilience and even their humor—makes this work incredibly meaningful and gives me a lot of hope for the future.

I often come back to the idea that change starts with individuals and communities choosing to show up for one another. I see our students doing that every day, and I feel grateful to play even a small role in supporting that work.

Coordinator of Student Societies at the Campos Student Center and ̽��Ƶ alum, Amanda McKenzie was named the 2026 Supportive Staff Member of the Year by the Center for Student Involvement. McKenzie supports the center's nine student societies with their operations, leadership development and more.

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Members of the Society of Women Engineers leadership board with Amanda McKenzie at their student banquet 2026.

27 ̽��Ƶ engineering students earn presitigious National Science Foundation fellowships

Jeff Zehnder — Wed, 13 May 2026 22:19:27 +0000

27 ̽��Ƶ engineering students earn presitigious National Science Foundation fellowships Jeff Zehnder Wed, 05/13/2026 - 16:19

Jeff Zehnder

The National Science Foundation (NSF) has bestowed 27 Graduate Research Fellowship Program (GRFP) awards to University of Colorado Boulder engineering students.

The national awards recognize and support outstanding grad students from across the country in science, technology, engineering and mathematics (STEM) fields who are pursuing research-based master’s or doctoral degrees.

Awardees receive a $37,000 annual stipend and cost of education allowance for the next three years as well as professional development opportunities.

̽��Ƶ is ranked 14th among all U.S. universities and eighth among public institutions.for NSF GRFP fellowship recipients for 2026, with 40 awardees across all majors.

Learn about each CU Engineering recipient below

The National Science Foundation has bestowed 27 Graduate Research Fellowship Program awards to University of Colorado Boulder engineering students...

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Two CU Engineering undergrads earn national Student Employee of the Year recognition

Charles Ferrer — Wed, 08 Apr 2026 16:54:50 +0000

Two CU Engineering undergrads earn national Student Employee of the Year recognition Charles Ferrer Wed, 04/08/2026 - 10:54

Arianna McCarty, senior in chemical & biological engineering, received the National Student Employment Association award in leadership and Braden O’Brien, senior in electrical & computer engineering, was named the overall student employee of year and category winner in technology & innovation.

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Kristi Anseth receives the Biomaterials Global Impact Award

Susan Glairon — Tue, 31 Mar 2026 20:48:45 +0000

Kristi Anseth receives the Biomaterials Global Impact Award Susan Glairon Tue, 03/31/2026 - 14:48

Distinguished Professor Kristi Anseth has received the Biomaterials Global Impact Award, which recognizes distinguished research and development accomplishments in the field of biomaterials. Anseth is known for developing tissue substitutes that improve treatments for conditions like broken bones and heart valve disease.

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Susan Avery, 2026 Distinguished Engineering Alumni Award Recipient

miwi9607 — Fri, 13 Feb 2026 17:34:12 +0000

Susan Avery, 2026 Distinguished Engineering Alumni Award Recipient miwi9607 Fri, 02/13/2026 - 10:34

Susan Avery, 2026 Distinguished Engineering Alumni Award Recipient

Engineering Alumni Awards

2026 Distinguished Engineering Alumni Award recipient

Susan K. Avery is an atmospheric scientist with extensive experience as a leader within scientific institutions. Her research interests include studies of atmospheric circulation and precipitation, climate variability and water resources, and the development of new radar techniques and instruments for remote sensing. She also has an interest in scientific literacy and the role of science in public policy. She is the author or co-author of over 110 peer-reviewed articles and reports.

Avery is president emerita of the Woods Hole Oceanographic Institution, having served in the leadership role there from 2008 to 2015. Prior to that she was on the faculty of the University of Colorado Boulder from 1982 to 2008, most recently holding the academic rank of professor of electrical and computer engineering. She served as the director of the Cooperative Institute for Research in Environmental Sciences, where she facilitated new interdisciplinary research efforts spanning the geosciences and incorporating social and biological sciences. From 2004 to 2007, she served in interim positions as vice chancellor for research and dean of the graduate school, as well as provost and executive vice chancellor for academic affairs.

Avery received her Bachelor of Science degree in physics in 1972 from Michigan State University and a doctorate in atmospheric science in 1978 from the University of Illinois.

Avery has given scientific presentations to a wide variety of lay and professional audiences. She has been active in Congressional outreach, including testimony and briefings; active in U.S. and international consortia dedicated to ocean and atmospheric research, observing and application; and worked with the governor’s committee to develop the Massachusetts Green Economy plan. She currently is enjoying “retirement” with travel adventures to places such as Jordan and Egypt, as well as keeping fit on her favorite hiking trails in Colorado.

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PhD student Erin Dunphy honored with Ludo Frevel Scholarship

Susan Glairon — Fri, 13 Feb 2026 15:13:48 +0000

PhD student Erin Dunphy honored with Ludo Frevel Scholarship Susan Glairon Fri, 02/13/2026 - 08:13

Susan Glairon

Dunphy's research involves studying interactions at the atomic level to design more efficient catalysts for polymer upcycling, an innovative approach for converting plastic wastes into valuable products, such as jet fuels.

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3 with ties to CU Engineering elected to National Academy of Engineering

emad5542 — Thu, 12 Feb 2026 17:19:25 +0000

3 with ties to CU Engineering elected to National Academy of Engineering emad5542 Thu, 02/12/2026 - 10:19

Dana Anderson, Iain Boyd and Bob Erickson are among the 130 scientists and engineers from around the country who will be inducted as members of the NAE at a meeting this fall.

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Karl Linden recognized as Distinguished Professor at campus ceremony

Susan Glairon — Mon, 09 Feb 2026 12:37:37 +0000

Karl Linden recognized as Distinguished Professor at campus ceremony Susan Glairon Mon, 02/09/2026 - 05:37

Susan Glairon

Karl Linden was presented with the CU system’s highest faculty honor, Distinguished Professor, on Feb. 6. A pioneer in ultraviolet water treatment and a dedicated educator and mentor, he has advanced both water quality innovation and student success.

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Pradyumna Rao (MMechEngr'24)

miwi9607 — Mon, 02 Feb 2026 18:47:05 +0000

Pradyumna Rao (MMechEngr'24) miwi9607 Mon, 02/02/2026 - 11:47

Pradyumna Rao, 2026 Alumni Engagement Medal Recipient

Engineering Alumni Awards

2026 Alumni Engagement Medal Recipient

Campos Student Center Recipient

Pradyumna Rao completed his undergraduate degree at the University of Wisconsin-Madison, with a bachelor’s degree in nuclear engineering, minors in computer science and physics, and a research focus in fusion energy systems. He was awarded the Ginsberg Family Award for Leadership, Service and Scholarship for his tenure as the vice president of the Wisconsin Union, where he led the creation of spaces for multicultural Greek student organizations.

After graduating, Rao worked as an analysis-led design engineer at Cummins Inc., conducting computational physics analysis and design efforts on natural gas and design engines. In 2022, he started his master’s degree in mechanical engineering at ̽��Ƶ, where he conducted research into nuclear power in future power grids under Bri-Mathias Hodge at the Renewable and Sustainable Energy Institute. During his master’s, he was awarded the American Society of Mechanical Engineers's Engineering4Change Fellowship, and he also founded and currently serves as an advisor to AAEIO, a professional development organization for students of South Asian and international origin at the Campos Student Center.

Rao worked as a researcher at the National Renewable Energy Laboratory after graduation, where he focused on resource adequacy, natural gas systems and electricity markets research efforts. Currently, he works as a researcher at TotalEnergies SE and serves as a member of the CU Engineering Graduates of the Last Decade (GOLD) Board.

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Tim Stelzer (ElCompEngr'99)

miwi9607 — Mon, 02 Feb 2026 18:42:39 +0000

Tim Stelzer (ElCompEngr'99) miwi9607 Mon, 02/02/2026 - 11:42

Tim Stelzer, 2026 Alumni Engagement Medal Recipient

Engineering Alumni Awards

2026 Alumni Engagement Medal Recipient

Electrical, Computer and Energy Engineering Recipient

Tim Stelzer is a technology and operations executive, leading growth-stage companies to scale with purpose and precision in the energy transition. Recognized for building enduring enterprise value, Stelzer brings over 25 years of global operations and technical leadership experience spanning R&D, product, data analytics, manufacturing and technical sales across the energy and technology sectors.

As founder and principal of Peak Zenergi, Stelzer partners with founders, investors and leadership teams as an embedded fractional COO and strategic advisor, guiding organizations to sustainable excellence through AI-informed digital transformation, data-driven frameworks, and high-performing teams that power durable growth, accelerate the energy transition and endure beyond any single leader.

Previously, as COO at LineVision, Stelzer led the company’s strategic direction and execution during a period of rapid growth. He oversaw cross-functional teams in product, software, hardware, data science and operations—advancing the company’s mission to expand capacity and enhance resilience of the electric grid. Prior to LineVision, Tim held senior leadership positions at Emerson (NI), a global leader in automated test and measurement systems, where he spent a decade overseas driving multi-site integration, M&A initiatives and large-scale operational transformation across Asia.

In addition to his industry experience, Tim has held the appointment of scholar in residence at the University of Colorado, and he continues to serve on several engineering industry advisory and volunteer boards.

Tim earned his BS in electrical and computer engineering from ̽��Ƶ, graduating with highest distinction and the department’s first embedded systems specialty. He is pursuing a master’s in data Science at the Massachusetts Institute of Technology and holds post-graduate certificates in renewable energy and machine learning / artificial intelligence.

A lifelong adventurer, Stelzer and his family share a passion for international travel and high-alpine pursuits—from mountain biking and ultramarathon running to backcountry skiing. A decade of experiences living and working in China, Malaysia and Japan continues to shape his global perspective and steady-handed leadership style, bringing resilience and adaptability to every engagement.

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Awards

Amanda McKenzie named Supportive Staff Member of the Year

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27 ̽����Ƶ engineering students earn presitigious National Science Foundation fellowships

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Two CU Engineering undergrads earn national Student Employee of the Year recognition

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Kristi Anseth receives the Biomaterials Global Impact Award

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Susan Avery, 2026 Distinguished Engineering Alumni Award Recipient

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PhD student Erin Dunphy honored with Ludo Frevel Scholarship

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3 with ties to CU Engineering elected to National Academy of Engineering

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Karl Linden recognized as Distinguished Professor at campus ceremony

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Pradyumna Rao (MMechEngr'24)

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Tim Stelzer (ElCompEngr'99)

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27 ̽��Ƶ engineering students earn presitigious National Science Foundation fellowships