B.S. University of Cincinnati Ph.D. The Ohio State University Postdoctoral Researcher, University of North Carolina at Chapel Hill

Our current scientific research involves the development of synthetic strategies yielding control and variation of both crystallite size on the nanometer scale and non-stoichiometric chemical composition of inorganic materials, and the subsequent utility of these inorganic materials towards energy storage. Specific inorganic materials of interest include: iron-containing spinels and inverse spinels, bimetallic layered or channeled materials where both metals are redox active, and inorganic materials containing alkali and alkaline earth metals. Paradigms critical to the fundamental understanding of battery function emerging from the above studies are the structure / function relationships among crystallite size, particle size, and the electrochemistry of inorganic materials.

Our previous research centered on the ligand exchange, electron transfer, or atom transfer of molecular ruthenium coordination compounds. Of note were the steric and electronic kinetic ligand effects of tertiary phosphines, trans-spanning diphosphines, or heteroscorpionate ligands on a variety of ruthenium based chemistries.

Research advisor for 12 Ph.D. (7 female, 5 male), 7 masters (3 female, 4 male), and 101 undergraduate (55 female, 46 male) students.

Teaching and Mentoring Effective communication within the classroom is a critical factor in effective teaching and learning. In order to generate a productive dialogue between teacher and student, there are a number of important factors that both the teacher and the student need to consider. Thus, I have created several lectures with the hope of enabling teachers and students to establish a genuine dialogue.

I have formulated a model of “Information, Organization, Motivation, Learning” as a framework to instruct other faculty mentors on success in and out of the classroom. I have developed lectures discussing “Coursework from a Professor’s Point of View,” and “Professors’ Expectations” which describe a systematic method whereby students can better understand how to approach the university environment and interact with their professors. I have also developed a presentation on “Tutoring Techniques”. The above lectures have been given over 70 times (>3200 attendees) on a local, regional, or national basis, with audiences ranging from students to tutors to teaching assistants to administrators to professors, often involving groups underrepresented in science, technology, engineering, and mathematics (STEM)