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In 2023, Dr Chi (David) Cheng established the Nanofluidics and Advanced Separations Laboratory at ̽��ϵ��’s School of Chemical Engineering, setting out to explore how fluids move at the nanoscale and how we can better separate chemicals in complex systems.

His work has implications for clean energy, water treatment, and health technologies—but just as central to his role is building a supportive research culture and mentoring the next generation of engineers.

In this Q&A, Dr Cheng shares what drives his research, what it’s been like to start a new lab, and why setbacks in science are often just a sign to ask a better question.

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1. What excites you most about your current work at ̽��ϵ��, particularly in leading the Nanofluidics and Advanced Separations Laboratory?

I'm excited about the opportunity at ̽��ϵ�� to explore fundamental science while building solutions that can make a real-world difference. At the Nanofluidics and Advanced Separations Laboratory, we’re pushing the frontiers of membrane technology to separate chemicals more efficiently and developing unique capabilities for engineering fluid transport at the nanoscale. These breakthroughs are essential for tackling some of the biggest challenges of our time — from clean energy and water to better health outcomes and a more sustainable future.

What I find most fulfilling is working alongside students, solving problems bit by bit each day. Growing together as a team — both intellectually and personally — is incredibly rewarding. The journey becomes even more meaningful as we tackle challenges and celebrate successes side by side.

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2. You established the lab in 2023. What have been some of the key priorities or challenges in building a new research group?

A major priority has been to cultivate a collaborative, interdisciplinary environment where students feel empowered to take risks and ask bold questions. One of the biggest challenges has been balancing the long-term vision with short-term needs: securing funding, establishing infrastructure, and fostering the right team culture, all while maintaining research momentum and focusing on problems I am genuinely passionate about solving. It’s a constant balancing act, but one that is incredibly rewarding.

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3. How do you manage the balance between research, teaching, and service? Any strategies that have worked for you?

I view these roles as interconnected rather than separate. I’m fortunate to teach fluid mechanics, which closely aligns with my research. Teaching deepens my understanding and inspires students to engage with research — for example, a student from my fluid mechanics class last year has joined the group through the Taste of Research (ToR) program. I also serve on the Education and Health & Safety committees, which are areas I genuinely care about and believe in. Setting clear priorities each semester, being realistic about what I can take on, and carving out time for deep work (free from meetings and emails) have been essential strategies. It’s also crucial to understand, in a quantitative manner, how long tasks will actually take in order to manage my time effectively. I’m still learning, and I’m fortunate to have mentors—both at ̽��ϵ�� and externally—whose guidance I value. Maintaining strong relationships with them helps me calibrate my understanding and stay on track.

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4. Mentoring students is a big part of your role. What values or approaches guide the way you support your students?

I try to get to know my students as individuals, and through that process, I often feel like I’m learning just as much from them as they are from me — I sometimes joke that I don’t know whether the students have learned, but I certainly have. I also believe in “show, not tell” — if students can see how I approach problems, they often pick up methods and skills more naturally. Every student’s path is different, and I try to support each journey with care and encouragement.

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5. Research can sometimes feel uncertain. What advice or encouragement would you offer to students facing challenges or setbacks?

I often share my own story with students. If it’s a research-related question, it’s easier, because there is always an answer — if something isn’t working, it often means we’re asking the wrong question, testing the wrong hypothesis, or looking in the wrong direction. There’s always a path forward in research. Setbacks are often more about how we perceive outcomes, which can make them feel subjective. In these moments, I find that sharing my own experiences is the most empowering. When I was going through similar challenges, it often felt painful at the time — but now, I see that process as incredibly valuable. It gave me stories and lessons I can pass on to help my students (and sometimes even laugh about together).