FFICE OF THE
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A vital part of research and scholarship is educating others on the work we do and why it maers. That is
why it is gratifying to see each of this issue’s contributors — a new generation of students starting to test their
own ideas — engaged in this brave, public act in the pursuit of scientic insight and discovery.
Why brave? In forming my own career as an engineer and scientist, I understood the value of opening my
research ndings to the scrutiny of peers and colleagues. This is not a painless process, I assure you. Yet if you can tame the healthy fear of public criticism, you will be beer for it. The public review process is incredibly
instructive, instilling discipline, building character, and sometimes taking you in entirely new directions.
At Georgia Tech, our mission is to “dene the technological research university of the 21
Century.” The word
“dene” is very important. We are not waiting for others to pave the way for us. We want to lead the way by exploring the vast possibilities, seing our own agenda, and sharing our goals and successes with the world.
For our contributors, publishing results in
represents a rst step — forging their own path — into a larger world. Not all will go on to a life of research, but the experience is what maers. Asking your own
questions, seeking answers through experimentation, contributing to the intellectual archive, and defending your conclusions: these are the critical behaviors of experiential learning. If we are to be among the most highly respected learning institutions in the world, Georgia Tech must ensure its students are prepared to evaluate, analyze, and resolve the stubborn problems of society. The articles in this issue of
are evidence that Georgia Tech has achieved that goal and that our students “can do that.” Congratulations!Regards, Rafael L. Bras
Provost and Executive Vice President for Academic Aairs
Georgia Institute of Technology
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