(4hj) Design of Redox-Copolymers for Electrochemical Environmental Remediation and Resource Recovery

Water scarcity, resource depletion, and exposure to anthropogenic contaminants have been major drivers for the development of more efficient technologies for water remediation. Electrochemical separations have emerged as a promising approach due to their modularity, scalability, and potential for net-zero emissions when paired with renewable energy sources. However, these methods often face challenges in achieving adequate ion rejection, leading to higher energy consumption. The limitation on selectivity is largely dependent on the electrode materials used in the electrochemical systems. Thus, there is need for tailored materials that can provide molecular-level selectivity to achieve energy efficient separations.

My research has focused on understanding molecular-level interactions and interface morphology to enhance the selective capture of ions in various water matrices. By studying electrostatic and van der Waals fluorophilic interactions, I aimed to improve the selectivity for target ions, such as per- and polyfluoroalkyl substances (PFAS), over competing species. PFAS are persistent man-made chemicals used in various products, and their widespread presence in the environment poses significant health risks due to their bio-accumulative nature and resistance to degradation.

Additionally, my work explored the selective recovery of nutrients like phosphate, a valuable chemical for agriculture. This involved a fundamental study of the effects of interface morphology in the electrosorption process. For this, I combined dynamic data from multiple in-situ techniques to inform design of electrode materials, with aims to create a system that could selectively remove and recover valuable nutrients, such as phosphorus, from water.

Teaching interests:

My teaching philosophy is shaped by my personal learning experiences and those of my peers, particularly the challenges faced by racial and ethnic minority students in STEM fields. Many students from underrepresented communities do not pursue or complete STEM degrees due to lack of access to quality education and the perception that their identities do not fit in STEM careers. As a minority and product of the American public school system, I am committed to addressing these disparities and promoting equal learning opportunities.

My teaching interests focus on the skills that I found were the most valuable for me to succeed in my career given my own background and experiences. I promote scientific investigation by integrating research-based assignments into coursework, allowing students to connect course content with real-world problems and develop problem-solving and investigative skills. Additionally, I focus on teaching effective communication skills through multiple short presentations to enhance their oral communication and overall understanding of the course content. I also include midterm reports to expose students to technical writing and peer-revied publications. I plan to implement these evaluations in a group setting to enhance students' oral and technical writing abilities while fostering collaboration and interpersonal skills.

As an educator and mentor, I aim to create an inclusive environment where students can express their scientific curiosity. My research group will encourage peer mentorship to build a collaborative atmosphere and integrate diverse perspectives. I will tailor one-on-one meetings to meet individual research needs, recognizing the unique learning and mentoring styles of each student. In my future research lab, I will focus on involving historically underserved populations in cutting-edge research, addressing challenges that affect these communities. I plan to implement a bidirectional research and education model, educating affected communities about the science behind projects and incorporating their feedback to guide research. One of my main goals is to contribute to environmental remediation in regions like Puerto Rico, Michigan, and Georgia, where poor water quality affects low-income and rural communities.

In summary, my teaching philosophy centers on empowering students to achieve their professional goals by integrating scientific investigation with community engagement in a safe and inclusive environment. By teaching investigative skills and emphasizing community involvement, I aim to inspire students to contribute to scientific research and foster inclusivity in STEM education with a focus on environmental remediation and water accessibility.