Research
Overview
My research explores the biogeochemistry of water and soil systems, with a focus on how redox processes affect contaminant mobility, groundwater quality, and the nutritional value of crops. I use a combination of lab-based experiments, field sampling, and growth chamber studies to understand the complex relationships between environmental change, human health, and agriculture. In 2024, I was awarded a New Innovator Award from the Foundation for Food & Agriculture Research (FFAR) to support this work.
Current Projects
At SUNY Oneonta, my research focuses on the biogeochemical processes that shape the chemistry of water, soil, and food systems. I’m particularly interested in how redox dynamics influence the mobility of contaminants like arsenic and cadmium, and how those processes intersect with agricultural practices, climate change, and public health. Current projects include:
Rice Nutrient & Contaminant Dynamics
Using controlled growth chambers, we investigate how irrigation, soil type, and elevated CO₂ affect nutrient uptake and trace element accumulation—particularly arsenic and cadmium—in rice. This work is supported by a 2024 FFAR New Innovator Award.
Soil Redox & Pore Water Geochemistry
We monitor changing redox conditions in soils under flooded and dry-down cycles, tracking elements like Fe, Mn, As, and Cd to better understand their mobility and behavior.
Synchrotron μXRF Proposal (in prep)
We’re developing a beamline proposal to map the spatial distribution of elements in rice grain, pairing synchrotron imaging with bulk chemistry and soil pore water data.
The Student Research Experience
Students in my lab are deeply involved in every stage of the research process. Whether working in the growth chamber, lab, or field, they help design experiments, collect and analyze data, and interpret results. One focus is pairing rice tissue analysis with soil and pore water chemistry to understand how environmental conditions influence nutrient availability and contaminant behavior.
We emphasize learning by doing. Students build technical skills—like pipetting, sample preparation, data management, and instrumentation use—while gaining experience with state-of-the-art tools like ICP-OES and controlled-environment growth chambers. Many take on independent study projects or contribute directly to grant-funded research, often presenting their work at professional conferences.
If you’re a SUNY Oneonta student interested in environmental science, soil chemistry, or water quality research, I’d be glad to talk about how you can get involved.