Before retiring in 2018, William W. Nazaroff was a Professor of Engineering in the Department of Civil and Environmental Engineering at the University of California, Berkeley. He joined the faculty at Berkeley in 1988, after receiving multidisciplinary training in physics (BA, 1978, UC Berkeley), electrical and computer engineering (MEng, 1980, UC Berkeley), and environmental engineering science (Caltech, 1989).

Professor Nazaroff's research group studied the physics and chemistry of air pollutants near people, particularly in indoor environments. They also worked in the field of exposure science, with a focus on the development and application of methods to better mechanistically understand the relationship between emission sources and human exposure to pollutants. He authored over 190 research papers and co-authored (with Lisa Alvarez-Cohen) a textbook, Environmental Engineering Science (Wiley, 2001). Twenty doctoral students completed their studies under his mentorship or co-mentorship.

Professor Nazaroff was Editor-in-Chief of Indoor Air (2010-2018). He is also a former President of the Academy of Fellows of the International Society of Indoor Air Quality and Climate (ISIAQ) (2011-2014) and served as President of the American Association for Aerosol Research (AAAR) (2011-2012).

His teaching and mentoring activities were guided by the following beliefs:

(a) The greatest achievements in engineering are built on a solid understanding of fundamental scientific principles, coupled with a commitment to applying that understanding for the betterment of society.

(b) Learning is a lifelong pursuit. The best teachers are enthusiastic learners.

(c) Students share responsibility for their education. Teachers play an important role in empowering students to recognize that responsibility and act accordingly.

(d) Performance standards at the University of California should be high. Teachers must establish and maintain high standards and encourage students to do their best.

(e) Students have diverse academic abilities and learning styles. Teachers must motivate and facilitate student learning at all levels of aptitude. Each student should feel encouraged to give their best effort, and their achievements should be recognized appropriately.

(f) Course activities must be structured to offer a high potential for learning per unit of student effort.