(4mr) Advancing Solution Processed 2D Materials Towards Next-Generation Electronic and Optoelectronic Devices

Materials engineering is the centerpiece of technological advancement and innovation. It plays a vital role in addressing complex global issues in fields from healthcare to information processing to climate and environment. Two-dimensional (2D) van der Waals (vdW) materials have accelerated progress by introducing atomically thin layers of materials with unprecedented properties that arise due to quantum confinement. Devices based on 2D “nanosheets” are set to revolutionize nanotechnology in well-established applications such as sensing, energy conversion, and sieving, as well as play pivotal roles in emerging fields such as spintronics and quantum computing. The effects of such devices will be far-ranging, from medicine to renewable energy to quantum information science. However, a major obstacle in realizing these devices outside of the laboratory is the large-scale production and processing of pristine 2D nanosheets while maintaining control over their unique properties.

To this end, my research is directed to developing new 2D nanomaterials and processing them into high-performance devices using solution-processable methods. My main interests include: (1) Developing transversal synthesis methods to enhance and induce exceptional properties in known nanomaterials, (2) Discovery of novel nanomaterials and their structure-property relationships, and (3) Harnessing the emerging properties of these 2D materials for electronic and optoelectronic devices in sensing, energy conversion, and quantum information applications. In addition to developing novel methods for tuning known nanomaterials (e.g., transition metal dichalcogenides), I am especially motivated by an emerging class of 2D vdW materials that take full advantage of the rich cache of organic chemistry tools available: free-standing organic nanosheets from layered molecular crystals. With building blocks that are both earth abundant and easily modified, these materials represent a promising class of inexpensive, tunable, and solution-processable nanomaterials with unprecedented potential.

At the interface of quality, scalability, and control, I synthesize, characterize, and process 2D materials with exceptional properties for next-generation devices with sustainable future development in mind.

Teaching Interests:

My approach to teaching is identical to my approach to experimental design – I consult peer-reviewed literature, draw on formative past experiences, and recognize that there will always be room for reflection, improvement, and future growth. I am a firm believer in active-learning structures and adapting teaching style to the level of my audience and the desired learning outcomes.

At the Bachelor level, I believe the goal is to teach students how to learn information. This involves helping students to problem solve, think independently, and work collaboratively. At the late Bachelor/Master/early PhD stage, the desired outcome is for students to be able to apply information. This requires facilitating independence, critical thinking, and adaptability. Finally, the goal for a PhD student is to ultimately create information. In this case, I believe my role as a mentor and supervisor is to foster ingenuity, encourage interdisciplinary collaboration, and set high standards for scientific integrity.

This approach has been formed by my unique collection of teaching experiences. These roles include undergraduate teaching assistant for large lecture courses (UNC), leading weekly review sessions (UNC), tutoring privately (UNC) and on an online platform aimed at under resourced populations (Tutoring.com), doctoral teaching assistant for first year medical students as well as for final year chemical engineering labs (EPFL), supervising master students’ thesis projects (EPFL), serving as the Chemistry and Chemical Engineering PhD Student Representative (EPFL), and reviewing doctoral education strategy as a full-time project officer in the Vice Presidency for Postgraduate Education (EPFL). In each role, my own learning curve was steep, taking time to identify and address the new challenges that come with adapting to a new audience and environment. In addition to improving on my own abilities, I became more sufficient in identifying and seeking out the appropriate resources and support, including peers, mentors, literature, and university-based teaching centers. As such, I look forward to contributing to my future department by teaching classic introductory courses (e.g. intro to chemistry), designing in-depth doctoral courses (ex., photoelectrochemistry of semiconducting 2D materials, heat transfer in 2D materials), sponsoring doctoral courses in transversal skills (ex., transcending the science-policy interface), serving on committees dedicated to upholding and reforming educational practices, and, most of all, supervising the next generation of engineers and scientists.