Mathematics and chemistry dual-degree student Benjamin Raufman’s journey from high school lab work to national recognition highlights the power of early research experience. 

Benjamin Raufman, a junior mathematics and chemistry dual-degree student at the University of Maryland, has been selected as a 2025 Astronaut Scholar by the Astronaut Scholarship Foundation. He is one of 74 undergraduate students from 51 institutions nationwide selected this year.

The prestigious award, funded by former astronauts and established by NASA’s Mercury mission veterans, provides financial support and networking opportunities to promising junior and senior college STEM students across the country. While the scholarship was founded by space pioneers, it recognizes excellence in all scientific disciplines. As an Astronaut Scholar, Raufman will receive an all-expenses-paid trip to Houston, Texas, for the foundation’s Innovators Gala; opportunities to present his research at the Scholar Technical Conference; and mentoring from astronauts, scholars and chief executives across the country. 

This recognition follows Raufman’s Barry Goldwater Scholarship, which he received earlier this year.

“I’m extremely grateful to the Astronaut Scholarship Foundation, UMD’s National Scholarship Office and to all the mentors who have supported me along the way,” Raufman said. “It was humbling, to say the least, to see the achievements of some of the other incredible students that have received the award. I hope I can live up to what this award is meant to be for.”

An early start, a lasting impact

Raufman’s journey began at Towson High School’s Science Bowl club in 2019, when a fellow student told him about research opportunities at Towson University.

“I’ve always liked STEM, so I thought to myself that it would be great to see what it all looks like in a professional setting,” Raufman recalled. 

For Raufman, what started with simple curiosity soon led to a defining experience. As a high school sophomore, Raufman signed up to work with Mary Sajini Devadas, an associate professor of chemistry at Towson University. When the COVID-19 pandemic hit just after he joined her lab, Devadas continued mentoring him remotely.

“I met with her weekly to talk about what was going on at the lab and she’d send me papers online,” Raufman explained. “So, I started to learn the research before I could actually work in a lab.”

When the lab eventually reopened, Raufman’s virtual high school schedule created an unexpected opportunity. Because he could attend his regular high school classes online, he was able to spend much of his junior year working independently in Devadas’ lab. 

He primarily focused on synthesizing and characterizing gold nanoclusters—tiny particles with unique optical and electronic properties that hold promise for biomedical applications. Despite numerous challenges and failed experiments in his early attempts, Raufman’s persistence eventually paid off. His breakthrough research on platinum-doped gold-11 nanoclusters resulted in a first-author publication—a rare achievement for an undergraduate.

“Being able to do real research and publish a paper early on let me get a running start for college,” Raufman said. “A lot of what I learned was extremely useful for when I got to UMD and I was able to build on my past experiences.”

Bridging lab and clinic

Since then, Raufman has expanded his research repertoire, adding an additional focus on patient-focused medical research. He currently works with UMD Chemical and Biomolecular Engineering Professor Srinivasa Raghavan on two projects. The first involves developing biologically derived hemostatic agents from materials like chitosan (a material naturally found in the exoskeletons of shellfish) that can stop bleeding during surgery or medical emergencies. For the second project, he studies how certain polymers can separate into different phases when mixed together, research that may lead to additional insights into how cells can organize themselves.

“Ben is one of the best undergraduate researchers to have worked in my lab in my 24 years at UMD. He’s been involved in multiple projects with my group, notably creating granules that stop bleeding,” Raghavan said. “He is incredibly mature and very passionate about medical research and will go far in the field.”

During the last few summers, Raufman interned at the University of Maryland School of Medicine, examining circular RNAs and their role in regenerating intestinal tissue and other medical conditions. This research led to a co-authored paper published in 2024. This summer, Raufman will investigate lipids involved in gene delivery and mRNA vaccines at the University of Texas Southwestern Medical Center in Dallas. 

Raufman said his training at UMD and Towson also led to his interest in studying PROTACs, molecules that allow scientists to pinpoint and remove specific proteins. This emerging field of drug development has implications for fighting disease on a molecular level, potentially avoiding unwanted mutations and side effects that might be found in more traditional therapeutic approaches. 

“For the longest time, scientists have considered a large portion of proteins in the human body to be undruggable and untreatable,” he explained. “But with all these new advancements in all these different fields, it looks like we’ll be able to have more control over protein expression in the body than we ever thought possible. That means we’ll have more methods to treat diseases that doctors can’t currently cure.” 

Raufman’s experiences in diverse laboratories and fields of science lay the foundation for his goal to pursue an M.D. and Ph.D. in chemical biology. He hopes to apply chemistry techniques to biological systems for drug design, translating his research experience directly to patient care.

“Individual fields of research are really blending together. Chemistry, physics, biology— they’re all converging to drive biomedical research,” Raufman said. “It’s a great benefit to have a group of people trained in different fields work together to solve problems. You get to see unique perspectives from them and contribute your own unique experiences to a better, more well-rounded solution.”

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UMD’s participation in the Astronaut Scholarship program, a by-institution-invitation-only award competition, is led by the A. James Clark School of Engineering. Eligibility extends across all STEM fields.

A select group of advanced mathematics majors takes on instructor roles for calculus courses, developing key skills and new perspectives on teaching and their future careers.

For many undergraduates, the idea of standing in front of a classroom full of students and teaching calculus might seem intimidating. But for a small group of mathematics majors at the University of Maryland, doing so has become one of the most memorable and transformative experiences of their college careers—one that's reshaping not just how they see teaching, but how they see themselves and their futures.

Every year, UMD’s Department of Mathematics offers a handful of advanced math majors the unique opportunity to take on instructor roles for calculus courses through the Strauss Teaching Assistantship. Named after the late Ron Strauss, a professor and former undergraduate chair in the department, these paid positions are awarded to exceptional mathematics students with notable teaching ability.

“The Strauss TAs are impressive. We know they have potential because of the selection interviews and auditions, but their teaching far exceeds expectations,” said Lawrence Washington, a professor and associate chair for undergraduate studies at UMD’s Department of Mathematics. “Add this to the positive effect on the TAs' academic development, and it's clear the program is very successful.”

Each Strauss TA is responsible for their own Calculus I or Calculus II discussion section. Like graduate TAs or faculty members in the department, they prepare weekly lessons, grade exams, hold office hours and mentor students through challenging content.

For calculus students, the program provides instructors who recently took the same course and remember what it's like to struggle with concepts like derivatives and integrals. For the TAs, the program offers an opportunity to develop teaching and leadership skills.

Uncovering new paths

The impact of the Strauss TA program often catches participants by surprise. 

“Before I had the Strauss TA position, the thought of graduate school barely crossed my mind,” explained Quinn Carmack, a senior mathematics and computer science double major. “After taking up the job, I discovered my passion for teaching and realized how much I love academia. Because of this experience, I'm now planning to go to graduate school to become a professor.”

Carmack isn't alone. Anning Cui, a senior mathematics major interested in medicine, said the connection between the Strauss TA program and her future goals was less obvious at first. But teaching calculus in a full classroom became a proving ground for her, helping her develop the communication skills and confidence she knew she needed for a successful career in medicine.

“I was a very shy kid growing up, and as I have gotten older, that's translated into me overthinking a lot of the things that I say,” Cui said, noting that she experienced many sleepless nights before her 8 a.m. discussions because of anxiety.

Rather than struggling alone, Cui confronted her fears directly—planning lessons well in advance, seeking advice from fellow TAs and observing their teaching styles. The growth she experienced went beyond just confidence-building. Her experiences reinforced her desire to help others and allowed her to envision the kind of care and support she wants to provide as a doctor in the future.

“I think putting in the effort to become a better TA helped not only my students, but me grow as a person,” she said. "Being a part of someone else's journey to achieve their goals was a wonderful thing.”

Connections in the classroom

This personal growth is closely tied to one of the program's greatest strengths: the unique connection Strauss TAs can form with their students. As undergraduates themselves, they bring nuanced perspectives on effective teaching and learning, having experienced both sides of the classroom.

For Brooke Guo, a senior mathematics and computer science double major, her own experience as a student inspired her teaching style. 

“As a quieter student myself, I'm often hesitant to ask questions during lectures because I feel intimidated by all the people present,” Guo explained. “So I give my students multiple methods to reach me, including email, office hours by appointment and walking around during discussions to give students a chance to ask questions one-on-one. I've received positive feedback from my students about these methods.”

Anthony Spinelli, a senior mathematics and computer science double major, implemented similar measures in his classroom to make sure his students understood the material. Having a friendly, open environment was a priority for him because he could empathize with students’ anxiety about getting wrong answers or not immediately understanding concepts.

“One of the best parts about being a Strauss TA has been the relationships I've had with my students,” Spinelli said. “Seeing how they work hard inspired me to also work hard teaching them. It made me realize how much learning is a joint effort between student and mentor.”

This peer-to-peer dynamic can also create opportunities for deeper student engagement. John Dinkel, a senior mathematics and computer science double major, experienced this firsthand when a student stayed after class to try to better understand the idea behind the proof of the fundamental theorem of calculus. Because the concept sparked Dinkel's initial interest in teaching, the conversation felt like a chat between peers about an interesting math topic, rather than a one-sided lecture. 

“The calculus sequence at UMD is challenging,” Dinkel said. “I think it's incredibly valuable for students to see peers teaching the content, as it shows them that a high level of understanding is attainable by undergrads such as themselves.”

More than just calculus

For Strauss TAs, the program is more than a line on a resume—it's a profound experience that challenged them, changed them and helped them discover who they want to become. They gained something deeply personal from the experience, and they hope other math majors will take a chance on the program in the future.

“Even if your end goal doesn't involve becoming a teacher or professor, having experience as one means having the skills to break down information into easily comprehensible pieces,” Guo noted. “And that's incredibly valuable in any industry or field.”

Written by Georgia Jiang

Inspired by a college internship, Russell Schwartz (B.S. ’22, mathematics, B.S. ’22, computer science) is taking his passion for mathematics all the way to the moon.

From the time he was a kid growing up in Ellicott City, Maryland, Russell Schwartz (B.S. ’22, mathematics, B.S. ’22, computer science) was obsessed with all things space, from NASA missions to science fiction.

“I remember when I was really young, I was super into space and space exploration, that was my big thing,” Schwartz said. “I grew up learning about the Gemini and Apollo missions and the shuttle program and watching shows like Star Trek, and my room was constantly decorated with all kinds of space stuff. It was all just incredibly inspiring.”

Schwartz never outgrew that fascination. Now, as a senior perception software engineer at Pittsburgh-based Astrobotic Technology, he’s taking space exploration into the future, developing robotics and navigation systems for a 2026 mission to the moon. 

“In my job, I do computer vision, sensor processing and software development for the Griffin lunar lander. It's a fully unmanned, autonomous vehicle, and the primary payload will be a version of the lunar rover that astronauts could operate as part of Artemis,” Schwartz explained. “Our flagship mission to the surface of the moon is scheduled for launch sometime in 2026, and the navigation systems that I work on will mainly be operational during Griffin’s descent to the lunar surface. If we're going to land on the moon, we’ve got to do it safely, so that's what we're trying to do.”

From mathematics to space

Schwartz’s journey into the business of space exploration started with his love of mathematics. A self-described ‘math nerd,’ he challenged himself throughout middle and high school with college-level courses in applied math, relativity, number theory and more, and by the time he was ready for college, he was also dabbling in computing.  Hoping to continue a family tradition, he set his academic sights on the University of Maryland, and was thrilled to be selected for the Gemstone Honors Program and the Banneker/Key, UMD’s most prestigious scholarship.

“Getting the Banneker/Key Scholarship was awesome,” Schwartz said. “I always knew I wanted to go to Maryland, since a lot of my family went to UMD, and, for the kind of work I wanted to do—math and computer science—UMD was an easy choice. Then, when I got the Banneker/Key full-ride scholarship, that just made it even better.”

At Maryland, Schwartz pushed himself to explore every facet of mathematics and problem-solving.

“I loved the breadth of different classes that were available, and I also loved how much intersection there was between computation and computer science,” Schwartz noted. “I remember taking Analysis I with Stefan Doboszcak, which was fantastic. He did such a great job of building up the intuition behind really nuanced analysis topics. Nathan Manning’s algebra class unlocked a whole other level of abstract reasoning for me. And David Mount's computational geometry class, a very math-heavy, graduate-level course, was probably the best class I've ever taken. Now, I use the foundational stuff that he taught in that class almost every day at my job.”

In 2021, a game-changing internship at NASA’s Jet Propulsion Lab (JPL) helped Schwartz take the giant leap from mathematics to space.

“At that point, I knew I wanted to do robotics and applied math and software stuff, but I didn’t know exactly what that would mean. The JPL internship opportunity really reawakened my passion for space,” he recalled. “I worked with a team that was doing research related to the Mars rovers, working with autonomous localization systems and the camera data for Perseverance. The work was similar to what I do now at Astrobotic, and I loved it.”

Inspired by his experiences at Maryland and JPL, Schwartz went on to earn his master’s degree in computer science at Carnegie Mellon University; then he joined Astrobotic, first as an intern, then full-time in 2024 as a perception software engineer, a job that still feels almost too good to be true.

“It’s so cool. Other aerospace companies do orbital satellites, but what we’re doing—to actually go to another planetary body and then land there—is a whole other degree of complexity,” Schwartz explained. “I envisioned space exploration and helping to engineer these systems as something I wanted to do in my career, but I never imagined I would be able to get into it so soon.”

On to the moon

At Astrobotic, Schwartz works on guidance and sensing systems that will enable the Griffin lander to touch down safely and precisely on the rugged and hazardous terrain of the moon. 

“In addition to being one of the core architects of the navigation system for the Griffin lander, I’m working on the hazard detection system. We have a lidar on the spacecraft, which scans the lunar surface and builds a 3D map of it right before landing,” he said. “The goal is to hit Griffin’s landing target within 100 meters and do it safely.”

In Schwartz’s work, mathematics and computer science are at the heart of every challenge.

“This is one of those fields where math and computer science are heavily used and intertwined,” Schwartz said. “From the beginning, you need math literacy to define the problem, put it into symbols and write down the optimization problem that you're specifically trying to solve. Then you have to translate that problem into software in some form so a computer can solve it.”

The math skill set he developed as an undergrad at Maryland could not be more valuable.

“The amount of math I use at my job every day is incredible, and I couldn't be happier about that because I love math. I took the Putnam exam every year at Maryland because I love those Putnam problems, and now I get to do work that feels like that every day,” Schwartz explained. “The math department gave me the breadth I needed to be literate in a wide variety of important topics that come up regularly in my real-world work. Maryland gave me the experience I needed to be successful.”

Now, as Schwartz sees his career taking off in ways he never could have imagined, the sky’s the limit.

“On days when I work from home, and I'm writing software that will one day run on the moon, I walk outside and look up at the moon, and I'm like, ‘Oh my God, that's where we're going. It’s an incredible feeling,” he said. “Space exploration is one of those places where the problems are really hard and unique—and wherever the hardest problems are, that's where I want to be.”

By Leslie Miller