(3it) Maximizing Nano-Bio Interfaces for Enhanced Agricultural Nanotechnology

Human health and agricultural sustainability are deeply interdependent challenges that require interdisciplinary solutions. My professional journey, rooted in chemical toxicology and chemical engineering applied to human health and sustainability, has uniquely prepared me to build an independent research program at the intersection of nanotechnology, human health and agricultural research. My program seeks to bridge the concepts of kinetics and thermodynamics to develop nano-scale tools that simultaneously enhance agricultural resilience, protect ecosystems, and improve human health outcomes.

Over the past decade, nanotechnology has emerged as a transformative tool for supporting agricultural practices and meeting projected global food demand. My research focuses on leveraging the dynamic interactions between native in planta biomolecules and nanomaterials to enhance the efficacy of agricultural biotechnology. By elucidating and systematically harnessing nano-bio interfaces, my research will facilitate the translation of nanotechnology for the optimization of agricultural systems that advance sustainability efforts and address global food security challenges. To achieve this, my research program will address:

1. Deep profiling plant-omes using nano-omics. The intrinsic ability of certain engineered nanomaterials to enrich biomolecules, including low-abundance biomarkers of disease within complex biofluids, makes them promising tools to deep profile multiple plant-omes, including proteomes, lipidomes, and metabolomes. This aspect of my lab’s work integrates tuning nanomaterial physicochemical properties to enrich distinct biomarkers of stress in plants and crops, detecting the enriched biomolecules with mass spectrometry, and applying machine learning algorithms to predict stress in plants that have yet to express phenotypic symptoms for remediation efforts.
2. Elucidating the in planta nano-bio interface to optimize nano-carrier delivery. Current genetic engineering efforts that leverage agricultural nanotechnology are limited by a lack of understanding on how in planta biomolecules adsorb onto nanomaterials and mediate their efficacy within plant vasculatures and cells. By elucidating the biomolecules that adsorb onto nanomaterials within plants, my research will provide strategic insights for precision-delivery of enhanced nanocarriers.
3. Mediating nanomaterials for gene delivery applications that biofortify crops. Genetically engineering resilient plants requires optimized strategies that facilitate the delivery of gene-editing biomolecules into plant cells by crossing the ultra-exclusive plant cell wall. Building upon my prior work in characterizing in planta nano-bio interfacial data, my research will develop nano-carriers for the precise delivery of gene-editing proteins and nucleic acids.
4. Assessing the risk and lifecycle of agricultural nanotechnology on human and environmental health. Nanomaterial-mediated genetic engineering of crops requires that these nano-scale tools align with regulatory standards and long-term sustainability goals. By integrating computational modeling and experimental toxicology, my research contributes to the safe-by-design paradigm in agricultural nanotechnology.

Teaching Interests:

My teaching philosophy builds on my teaching experience and centers on supporting the academic and personal growth of my students by applying active learning strategies and connecting theory to real-world problems. To accomplish this, I will draw from my prior instructing and mentoring experiences, namely from a dynamic genome course, where I introduced students to key biochemical concepts using active learning approaches, such as hand-on experimentation and data analysis, which challenged them to apply their knowledge by carrying out a class-wide collaborative research project. As an instructor, I am committed to fostering an inclusive, equitable learning environment that builds on excellence by embracing diverse academic journeys, learning styles, and accessibility needs, empowering each student to excel. In preparation to lead my classroom with an equitable approach, I have been certified in ‘Inclusive Excellence’ and ‘Scientific Leadership and Management’. Based on my teaching experiences and certifications, I will implement the following values to equip chemical engineering students with the skills and knowledge needed for their professional success:

1. Developing critical thinking and analytical skills rather than memorization. I plan to reinforce the relevance of my course materials and engage students in the development of their own problem solving skills by connecting theoretical concepts to tangible, practical examples. By training students to interpret peer-reviewed journal articles and analyze real-world data, I aim to strategically foster my students’ critical thinking and analytical skills, helping them appreciate how chemical engineering principles apply beyond the classroom.
2. Creating an inclusive classroom environment that celebrates diversity and belonging. To create a learning space that is welcoming and supportive of all students, I will highlight scientific contributions from underrepresented scientists to ensure students resonate with the connections I parallel to the course materials, provide students with constructive feedback, and offer interactive, flexible office hours. I aim to accommodate individual learning needs by proactively adapting my teaching pace and employing different teaching strategies that cater to diverse learning styles, such as scaffolding for problem solving and critiquing AI for metacognition development. I will implement regular surveys to evaluate learning outcomes and gather anonymous feedback from students, allowing me to tailor my teaching strategies to maximize student learning.
3. Promoting interdisciplinary collaboration and teamwork among students. Critical thinking, effective communication, and leadership skills are cultivated in students through team-building discussions and exercises. I aim to structure my courses so that students learn and work in a manner that resembles real-world collaborative experiences, such that they can develop both the technical and communication skills needed to succeed in the workforce. I will promote collaboration by integrating cooperative learning using team-based problem-solving exercises, implementing student self-evaluations and employing a rotating structure for group work in which each student will take the lead on different projects. By taking these actions, each student will have a chance to serve in a ‘leadership’ and in a ‘contributor’ capacity.

My research and teaching synergize to advance sustainable nanomaterial-mediated engineering while fostering the next generation of innovators and professionals in chemical engineering. I welcome collaborations on emerging nanomaterials, circular economy processes, and pedological strategies for modern chemical engineering education.