Huron High School alumna Gabby Mayrend transforms her senior project into groundbreaking college research on female crash test dummy inadequacies
When Gabby Mayrend walked across the stage at Huron High School’s 2024 graduation ceremony, she had already laid the groundwork for what would become a published research paper addressing a critical gap in automotive safety.
Now a student at Embry-Riddle Aeronautical University in Prescott, Arizona, Mayrend’s journey to published undergraduate researcher shows how Huron’s Project Lead The Way (PLTW) programs continue to launch students toward meaningful careers and impactful work.
Mayrend’s research story began in her senior year through Huron’s PLTW engineering program, where students complete capstone projects designed to mirror college-level engineering experiences. While searching for a project topic, she discovered a news article about the inadequacy of female crash test dummies in automotive safety testing.
“That discovery sparked something in me, and I decided to dive more into the topic,” Mayrend said. “I knew from the start that it was a huge problem, something I probably would not finish or find funding for in my first year. The dummy has a large legal gap and so forth, which makes it an incredibly hard project to work on.”
Rather than attempting to solve the entire problem, Mayrend focused on gathering data and compiling a research report—work that became the foundation for her ongoing college research. Her interest in combining automotive engineering with social impact grew from her experiences in Vince Snyder’s auto lab, where she spent considerable time working on cars, and the guidance of her PLTW teachers, Charles Centivani and Veronica Choe.
“They were incredibly supportive throughout my research,” Mayrend says of her teachers. “Their guidance helped me not only explore the technical side of engineering but also gain the confidence to pursue long-term research in automotive safety. Centivani continued to encourage me and help despite the fact that we knew I would only get a small start – that really made me want to continue the project onwards to do bigger and better things.”
Mayrend’s involvement in drag racing at Huron provided crucial hands-on experience that informed her research approach.
“I think my involvement in drag racing and my passion for working on cars is what really pulled me toward this project,” she explains. “The hands-on experience I gained—both in Mr. Snyder’s auto lab and through my own work—gave me a solid foundation in how vehicles function and how their safety systems and how mechanics operate.”
Education at Huron paved the way
The skills Mayrend developed at Huron proved essential when she approached college professors about continuing her research. Through PLTW and her auto lab experience, she learned to “approach problems methodically: identifying a need, researching existing solutions, and thinking critically about how to design and develop a future solution.”
Her high school education also helped her gain the confidence to advocate for her ideas.
“I would not have approached that professor and asked him to assist had I not been exposed to so many opportunities during High School,” she said. “I wasn’t afraid to approach my professors and say, ‘Here’s what I’ve started—how can I take this further?’ which is exactly what I ended up doing.”
Mayrend’s experience giving the graduation commencement speech at Huron helped her prepare to present her research at the ASEE national conference. Despite suffering from anxiety, especially in large crowds, the commencement speech taught her how to manage and calm her nerves, stay focused, and throw in a little humor to keep the audience engaged.
Beyond PLTW, several Huron programs contributed to Mayrend’s research foundation. The Humanities program, she notes, “taught me creativity and to think out of the box” and helped her understand how to integrate different perspectives into her work. Teacher Aimee Grant played a crucial role in refining her writing skills, teaching her “how to share my voice – even when discussing complex or technical topics.”
History classes with Lauren Moon also proved influential, with classroom debates helping refine “my ability to answer research questions on the spot for my research presentations.”
Mayrend’s participation in WISE (Women in Science and Engineering) at Huron helped shape her awareness of how engineering intersects with social justice issues.
“This club definitely had times where they discussed how engineering can impact social justice. We even had some of our own projects geared towards equality and raising awareness around similar issues like my project,” she explains. “Those conversations helped me see how technology and innovation can help solve inequalities.”
The transition to college-level research brought new challenges, including learning to pitch herself and navigate extensive paperwork for project funding through the Arizona Space Grant. However, Huron had prepared her well for adaptation.
“I think that Huron taught me how to adapt quickly and absorb information/learn easily. Even in a new environment, I was able to apply the can-do attitude.”
Now with a published paper as a rising sophomore—a significant achievement for any undergraduate—Mayrend reflects on how her Huron education gave her advantages many of her college peers lacked.
“Many of the undergraduates around me did not know how to research or use the resources around them,” she observes. “While being at Huron, I had already been encouraged to go to the library and use my resources so that I could find the most unbiased and accurate information.”
Mayrend credits Huron’s diversity with shaping her critical thinking about systemic issues.
“I would say that Huron High School is one of the most diverse and inviting high schools around the Ann Arbor area, because of this, I was offered a lot of exposure to diverse topics, as well as protests and even foundational topics such as inadequacy, which I now apply to my research.”
Her research addresses a serious equity issue—automotive safety standards that inadequately represent women’s bodies, using models from the 1950s that need major updates. This social justice dimension of her technical work reflects the comprehensive education she received at Huron.
Advice for Huron students:
For current Huron students interested in engineering research, Mayrend offers this advice: “Don’t be afraid to dive deep into a topic you find truly fascinating or interesting. Even if it feels futile or you don’t think you can do much for it – I promise you, you can.”
She suggests students take their PLTW projects seriously, noting they look great on a resume and build foundational skills that can be used in future research.
She also encourages students not to let meaningful work end at graduation.
“I was able to continue my work through a simple conversation with a professor whom I knew absolutely nothing about at the time I started working with him. You can make your projects and ideas into something bigger if you put your mind and heart into it.”
As Mayrend continues her research at Embry-Riddle and through her summer internship at Georgia Tech Research Institute, she carries forward the foundation Huron provided—technical skills, critical thinking, confidence, and a commitment to using engineering to address social inequities.
“Real-world impact doesn’t start with perfection—it starts with asking good questions and being willing to keep going when the answers aren’t easy,” Mayrend said. “Most importantly: Believe that your work can matter.”
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