Petie Deveer and Hailey Hodgins
PULSE: Powering and Unifying Long-range Sensor Ecosystems
UAF Sophomore & Senior
B.S. Computer Science & B.S. Mathematics
Petie and Hailey received a 2024-2025 Community-Engaged Learning Award.
Our project is called Powering and Unifying Long-range Sensor Ecosystems or PULSE. The project focuses on evaluating technology for remote sensing applications; namely, non-cellular communication and solar power. The goal is to work with high school students and evaluate the technology's effectiveness as a tool for learning, while also looking at the viability of the data collected for citizen science applications.
How is your project going so far this semester?
PULSE is making progress! We've settled on our communication protocol and have worked out some of the tech issues associated. We ran a small workshop at North Pole High School's after-school T3 (Teaching Through Technology) club, where we introduced a handful of already tech-savvy students to concepts like software-defined radios, mesh networks, and data collection. We are also in the process of deploying a test system on campus to monitor cold tolerance and solar charging capabilities. Our next steps are to set up the system outdoors, and focus on the data collection process (ie, storage, database structure, and adhering to GLOBE standards, a worldwide science and education program).
How did you find out about URSA and what encouraged you to submit an application for funding?
Our mentor, Dayne Broderson, suggested we apply for an URSA grant with the goal of solving a problem in our “research ecosystem.” We’ve both worked with the Teaching Through Technology (T3) program, which offers STEM education opportunities for high school students and has used remote sensors as a basis for student projects in the past. However, we've noticed a couple of common problems; the data was either going nowhere, or the data was only being saved locally, which requires someone to go and get it. This, along with power issues, resulted in students being able to set up the stations, but not maintain them or receive data long term.
How does your URSA project relate to your career or personal goals?
A major focus of this project involves working directly with high school students, motivating them to solve problems and start projects of their own. We've both worked for the T3 program and have seen the value in projects like these for empowering students and supporting rural STEM education. Even just by troubleshooting this technology ourselves, we can create resources that provide access to citizen science opportunities for students across Alaska. Beyond that, this project also connects to research being done at the Alaska Center for Energy and Power (ACEP) related to atmospheric monitoring. By coming up with solutions that high school students can use, we may also provide some solutions for our colleagues’ projects.
If you could share one piece of advice with students interested in pursuing URSA in the future, what would you say?
One of the most important lessons in research is that things rarely go exactly as planned. Equipment may not work as expected, or you may encounter obstacles out of nowhere. The key to a successful project is adaptability—being open to changing your approach while staying focused on your core goals. Seek advice from mentors, collaborate with peers, and see points of ‘failure’ as learning opportunities rather than roadblocks or dead ends. If a method isn’t working, don’t be afraid to explore alternatives. Sometimes, the best discoveries come from unexpected directions. Research is an iterative process and flexibility will help you make the most of it.