Three outstanding Arizona State University students with a passion for advancing our understanding of space will soon have the opportunity to extend their academic pursuits beyond the classroom by conducting cutting-edge research and contributing to groundbreaking initiatives that hold the promise of shaping our future in space.

Lindsey Tober, Elizabeth Garayzar and Matthew Marquez have each been selected as recipients of prestigious internship grants from the ASU/NASA Space Grant office, a member of the Arizona Space Grant Consortium. From left: Lindsey Tober, Matthew Marquez and Elizabeth Garayzar. Courtesy photo Download Full Image

NASA Space Grant is a nationwide program funded by NASA and designed to develop the young minds of STEM graduate and undergraduate students into thinking beyond the classroom by actively performing NASA-related research alongside a faculty mentor.

"These three students are richly deserving of such recognition, and they are understandably excited for the opportunity that comes with such a grant to conduct their own research. Lindsey, Elizabeth and Matthew will each have the chance to develop ideas that will ultimately realize real-world applications,” said Eric Stribling, a faculty member in the Interplanetary Initiative who will serve as a mentor to both Tober and Garayzar.

Lance Gharavi, a professor in the ASU School of Music, Dance, and Theatre and associate director of the Interplanetary Initiative, will provide mentorship to Marquez.

The ASU/NASA Space Grant office is led by Thomas Sharp, professor in the School of Earth and Space Exploration. The ASU program is designed to support educational, research and public engagement projects that contribute to the advancement of the nation's science enterprise. Additionally, it plays a pivotal role in promoting greater diversity and representation in science, technology, engineering, and mathematics (STEM) fields.

"ASU/NASA Space Grant has been a wonderful partner in helping us involve more undergraduate students in Interplanetary’s research into how space technologies might impact a more inclusive and sustainable future for our global community," Stribling said. "This is really a next-level opportunity for the students to make an impact by using the many innovative lessons learned in our degree program. Also, it’s a unique chance to enhance their skills in practical and interdisciplinary research in a hands-on, problem-solving environment."

Hailing from diverse backgrounds, each of the selected students is pursuing a degree in the Interplanetary Initiative’s technological leadership program, a unique degree that prepares students to answer tomorrow’s questions in the fields of science and technology.

Tober, a junior in the program, is working on a project called "Space for Humans," which aims to foster insightful discussions about the evolving space industry through weekly short-format videos showcasing key findings and developments from ASU Interplanetary Initiative research.

Tober expressed her gratitude for the unique opportunities that her technological leadership degree has provided.

"I’ve really struggled finding my own path around space, because I have so many different interests," she said. "This degree program has given me the confidence to pursue a career in space technologies and film, which no other degree offers."

Garayzar, also a junior, is working on the SpaceHACK project. This unique hackathon project focuses on leveraging satellite data to address pressing real-world issues spanning social, economic and environmental dimensions on Earth.

Garayzar expressed her enthusiasm for the interdisciplinary nature of the Interplanetary Initiative and the tech leadership program.

"The Interplanetary Initiative provides a dynamic and interdisciplinary environment that isn't usually found in a lot of space or engineering organizations," she said. "Tech leadership ensures that its students are being taught to think outside the box when it comes to the design of space technologies. And we're highly encouraged to think about how these technologies can also be used to benefit Earth and its inhabitants."

Garayzar’s project merges her passion for space and her desire to make a positive impact on people's lives. By utilizing space technologies and satellite data, she aims to map and monitor natural disasters in communities facing challenges. These maps can identify high-risk areas and enable the creation of early warning systems, ensuring the safety of residents.

Marquez, a senior in the program, is embarking on a self-directed research project titled "Exploration Of ChatGPT as a Research Tool for Exoplanet Detection and Analysis." This project harnesses the power of widely available AI tools, including ChatGPT, to inform research on identifying new extrasolar planets orbiting stars outside our solar system.

"Tech leadership and Interplanetary at ASU is a crucible for interdisciplinary research, seamlessly blending engineering, data science and even astrobiology," he said. "As a student, I've been able to work on real-world projects that challenge the status quo. This interdepartmental synergy is crucial for addressing the multifaceted challenges of space exploration and planetary sustainability."

Beyond advancing the field of AI in astrophysics, Marquez's project seeks to democratize access to complex data analytics.

“The excitement in this project stems from its interdisciplinary nature," Marquez said. "By tailoring ChatGPT to act as a research tool for nonexperts, we're not only advancing the field, but also empowering individuals to contribute to the larger scientific narrative."

John Harkness says writing, communications and foreign language skills he acquired as an Arizona State University honors student helped him get to the position he now holds with the United States Department of State.

Harkness, who graduated from ASU in 2016 with a bachelor’s degree in history with honors from Barrett, The Honors College, is a newly minted foreign service officer who will soon take up his first post at the U.S. embassy in Kinshasa, Democratic Republic of the Congo. 2016 ASU graduate John Harkness has joined the U.S. Department of State as a foreign service officer at the U.S. embassy in Kinshasa, Democratic Republic of the Congo. Courtesy photo Download Full Image

In addition to his undergraduate degree, Harkness earned a master’s degree in international economics from the Johns Hopkins School of Advanced International Studies in 2020.

As an economic officer, he’ll work on issues that are important to U.S. economic and policy interests; assist in building and maintaining positive economic and trade relations; develop relationships with economic figures in government, business, nongovernmental organizations, academia and multilateral organizations; and report and analyze economic conditions and trends. 

“My experience at Barrett gave me a great base of preparation. Writing and communication skills are essential for almost any career path, and I started developing them both through (honors) classes and extracurricular activities,” said Harkness, who lists among his best experiences the time he served as an Honors Devil, giving informational tours to prospective ASU honors students and their families.

“Another thing that was so valuable for me in college was the opportunity to learn German. Learning a foreign language really helped lead to more opportunities that prepared me for where I am today,” he added.

Harkness capitalized on several opportunities to build his skills and prepare him for foreign service.

In 2017, he received a yearlong Fulbright English Teaching Assistant (ETA) Award to teach English in Graz, Austria. While there, he was a part-time student at Karl-Franzens-Universität, where he did research on refugee policy, national identity and foreign policy in Austria from 1945 to 1955.

In the summer of 2019, Harkness served as an international relations trainee at the Banque Centrale du Luxembourg in Luxembourg City, the capital of the western European country.

He was an international economics intern for the Group of Thirty, an international body of financiers and academics based in Washington, D.C., from September 2019 to May 2020.  

In November 2020, he joined the U.S. Department of Commerce in Washington, D.C., as an international trade specialist and held the post for nearly three years before taking his current position with the U.S. Department of State.

Harkness took time out from his busy schedule to share his thoughts about ASU and where he is now, as well as share a bit of advice for students interested in foreign service. Here is what he had to say:

Question: How did you decide to attend ASU and Barrett Honors College?

Answer: I am from Flagstaff, so I was already familiar with ASU. To be honest, at the start of my college search, I didn't want to stay in Arizona at all. But I got to know Barrett much better through my sister, who is a year older than me and decided to attend Barrett. It really was the "best of both worlds" pitch that sold me, that I could stay in state at a large public university with so many possibilities but still have a more personal experience in an honors college. I would not change my decision at all if I had to choose again.

Q: How did you develop an interest in foreign service? Why did you choose this line of work?

A: My interest in the foreign service began at ASU. I was a history major focusing on modern and contemporary history — that is, history to the present day — so I became much more interested in current events and international affairs due to that. That interest led to an internship in the U.S. Consulate in Frankfurt, Germany, during my junior year and I've been intrigued with that life ever since.

Q: What are some of the challenges you face in your work and how do you overcome them?

A: In general, from my experience working in government, the most challenges have been the result of trying to reconcile different opinions within an organization. Communication, empathy and learning to compromise are very important.

Q: What advice would you give to students who are contemplating a foreign service career? For example, how to prepare academically, professionally and personally.

A: Study a foreign language! There is a lot of talk about how AI will make studying languages obsolete or whatever, but studying languages introduces you to a new way of thinking and enables you to really immerse yourself in another culture. Knowing another language isn't required to join the foreign service, but you have to learn one once you're in, and knowledge of another language makes it much easier to learn a new one. You can learn many of the "soft skills" required to be a diplomat through many different courses of study, but a facility in languages is an important asset to have.

Professionally, be patient. Many foreign service officers come in with years of experience, and very few come in directly out of college. Look at opportunities to volunteer or teach English abroad, for example. I also got a master's degree, which is by no means necessary, but it opened the door to new opportunities and experiences.

And personally, be interested in the world around you. Read the news, read books about different subjects, watch shows from somewhere else, try food from somewhere else. You don't have to travel to engage with the world.

Barrett Honors College student Rebecca Smalley contributed to this story.

Looking for a flexible, reputable degree program with a subject matter that applied to her career was important for ASU Online student Autumn Coalwell. 

Coalwell works full time as a program analyst and contracting officer representative for the Federal Emergency Management Agency (FEMA). She is also enrolled in the global health 4+1 program through the School of Human Evolution and Social Change, and is minoring in political science.   Autumn Coalwell during a volunteer event removing invasive species in Maine with a view from the top of the trail. Courtesy photo Download Full Image

The accelerated 4+1 program offers students both a bachelor’s and master’s degree in just five years. 

“I didn’t do my degree right out of high school,” Coalwell said. “I went and did the AmeriCorps national service program.” 

“When I went to finish my degree while I was working with FEMA, I needed something that would work well with my full-time work schedule because it just wasn’t feasible for me to take time off to do my degree. Especially when I would also have to be paying for the degree.”

ASU News spoke with Coalwell about her experience in the global health program and her work with FEMA. 

Editor's note: Answers have been edited for length and clarity. 

Question: Tell us about your career with FEMA.

Answer: I’ve worked with FEMA for about six years. I started with the AmeriCorps NCCC FEMA Corps program, and then I worked as a FEMA reservist, which is when you’re employed part time throughout the year, but you deploy into the field in direct support of disasters. 

After that, I obtained a job with headquarters as a program analyst and contracting officer representative. 

A program analyst is someone who administratively and strategically supports FEMA’s programs. I work on a wide range of tasks, such as the development of new training and mentorship programs for the workforce, the evaluation of existing programs and the development of program guidance documents. A contracting officer representative (COR) is a member of the agency who manages contracts for services or goods. So I help plan, write and manage contracts. 

Q: When you worked in the field for FEMA, was there a location that made a significant impact on you?  

A: Most of my time deployed to the field was spent in Puerto Rico working with the FEMA Individual Assistance Program, which helps individuals through the recovery process. 

Something that really stood out to me and has stayed with me was the situation of homeownership in Puerto Rico. Several generations ago, many people in Puerto Rico built homes on land that, at the time, had no ownership. The government of Puerto Rico allowed these homes and settlements to be built. 

Over the years, these homes were passed down through families. When Hurricane Maria hit and many of these homes were destroyed, the families were unable to prove ownership of their homes to seek response or recovery assistance. 

Even though they had grown up in these homes, their grandparents had built the homes and the building of these homes was not considered immoral or illegal at the time they were built, these families were left homeless. They could not prove that they were owners or renters. They had no avenues to seek repair or temporary housing assistance. This shocked me, and since then, I have learned of other similar situations around the world. 

Q: How do you hope your degrees in global health will help you in your career at FEMA? 

A: It already is helping with my career at FEMA, mostly because of the understanding of social and cultural differences. Even here in the United States, we have such a wide range of cultures and social differences around the country. 

When you are operating in disaster response and recovery situations, you’re encountering a lot of the social determinants of health that are discussed in the global health program. 

Understanding how to really help communities with recovery and resilience is important. A lot of those factors and considerations are recurrent in the global health major, so I really think that it’s applicable. I also hope to get into some international affairs work in the future. 

Q: Has there been a professor or course that has made a big impact on you? 

A: The class ASB 327: Disaster!, taught by President’s Professor Amber Wutich, was great. It was so much more than I expected. I’ve taken a lot of emergency management classes in the past and they really just revolved around policies within disaster response within the U.S. This course really dove into a lot of the ethics surrounding humanitarian relief and disaster response — and how those efforts and how humanitarian aid can be used to promote resiliency instead of just the immediate needs of the community and the importance of long-term development and recovery. 

Several other professors have made a profound impact on my degree through their engaging teaching methods. They include Gabriela Clarke, graduate teaching associate of Spanish at the School of International Letters and Cultures, and Charles Ripley, instructor at the School of Politics and Global Studies.