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Multifunctional coatings with simultaneous antibacterial and anticorrosive properties are essential for marine environments, oil and gas industry, medical settings, and domestic/public appliances to preserve integrity and functionality of pipes, instruments, and surfaces. In this work, we developed a simple and effective method to prepare graphene oxide (GO)-hybridized waterborne epoxy (GOWE) coating to simultaneously improve anticorrosive and antibacterial properties . The effects of different GO filler ratios (0.05, 0.1, and 0.5, 1 wt%) on the electrochemical and antibacterial behaviors of the waterborne epoxy coating were investigated over short- and long-term periods. The electrochemical behavior was analyzed with salt solution for 64 days. The antibacterial effect of GOWE coating was evaluated with Shewanella oneidensis (MR-1), which is a microorganism that can be involved in corrosion. Our results revealed that concentrations as low as 0.1 wt% of the GO was effective performance than the waterborne epoxy coating without graphene oxide. This result is due to the high hydrophilicity of the graphene oxide fillers, which allowed great dispersion in the waterborne epoxy coating matrix. Furthermore, this study used a corrosion relevant bacterium as a model organism, that is, Shewanella oneidensis (MR-1), which is more relevant for real-word applications. This as-prepared GO-hybridized waterborne polymeric hybrid film provides new insight into the application of 2D nanomaterial polymer composites for simultaneous anticorrosive and antibacterial applications. 

Improving undergraduate STEM teaching for diverse students is dependent to some extent on increasing the representation of Black, Indigenous and People of Color (BIPOC) and women in the ranks of faculty in engineering departments. However, new faculty members, whether they had postdoctoral training or not, report that they were not adequately prepared for academia. To address this need, a professional development program was developed for underrepresented doctoral and postdoctoral students, which focused on various strategies to be successful in teaching, research and service aspects of academic positions. The program included an intensive two-week summer session, with follow-up mentoring during the academic year, and was conducted from 2017 to 2020 with three cohorts of fellows recruited from across the country. To evaluate the impact of the program on the participants’ perceptions of their preparation for academic careers, a follow up survey was sent in May 2021 to the three former cohorts of participants (n=61), and responses were received from 37 of them. The survey asked participants to reflect on areas that they felt most prepared for in their academic positions, and areas that they felt least prepared for. The survey also asked participants to discuss additional supports they would have liked to have been provided with to better prepare them given their current positions (academic, industry, etc.). Results from the survey indicated that 92% of participants found the professional development program prepared them for the responsibilities and expectations to succeed in academic positions. Over 90% agreed that the program prepared them for the application process for a tenure track search, and 89% agreed the program prepared them for the primary components of the startup package. In addition, participants reported that the program increased their preparation in developing teaching philosophy (100%), developing learning outcomes (97%), and using active learning strategies during teaching (91%). The majority agreed that the program helped prepare them to teach students with various cultural backgrounds, and to develop and use assessment strategies. Participants were also asked to discuss the impact of the Covid 19 pandemic on their career trajectory, and most of them reported being somewhat impacted (65%) to extremely impacted (29%). Participants reported few or no job openings, cancelations of interviews, delays in research which impacted the rate of completing degrees, and publications, which affected the participants’ application competitiveness. Furthermore, working from home and balancing family and academic responsibilities affected their productivity. Based on the survey results, funds were secured to provide an additional day of professional training to cover any items not addressed during summer training, as well as any issues, challenges, or concerns they might have encountered while fulfilling their academic position. Thirty-three ACADEME fellows have indicated that they will participate in the new professional development, held in May 2022. Results from this analysis, and preliminary topics and outcomes of the supplemental activities are discussed. The findings contribute to the literature by increasing knowledge of specific challenges that new faculty encounter and can inform future efforts to support minorities and women in engineering doctoral programs. 

Improving undergraduate STEM teaching for diverse students is dependent to some extent on increasing the representation of Black, Indigenous and People of Color (BIPOC) and women in the ranks of faculty in engineering departments. However, new faculty members, whether they had postdoctoral training or not, report that they were not adequately prepared for academia. To address this need, a professional development program was developed for underrepresented doctoral and postdoctoral students, which focused on various strategies to be successful in teaching, research and service aspects of academic positions. The program included an intensive two-week summer session, with follow-up mentoring during the academic year, and was conducted from 2017 to 2020 with three cohorts of fellows recruited from across the country. To evaluate the impact of the program on the participants’ perceptions of their preparation for academic careers, a follow up survey was sent in May 2021 to the three former cohorts of participants (n=61), and responses were received from 37 of them. The survey asked participants to reflect on areas that they felt most prepared for in their academic positions, and areas that they felt least prepared for. The survey also asked participants to discuss additional supports they would have liked to have been provided with to better prepare them given their current positions (academic, industry, etc.). Results from the survey indicated that 92% of participants found the professional development program prepared them for the responsibilities and expectations to succeed in academic positions. Over 90% agreed that the program prepared them for the application process for a tenure track search, and 89% agreed the program prepared them for the primary components of the startup package. In addition, participants reported that the program increased their preparation in developing teaching philosophy (100%), developing learning outcomes (97%), and using active learning strategies during teaching (91%). The majority agreed that the program helped prepare them to teach students with various cultural backgrounds, and to develop and use assessment strategies. Participants were also asked to discuss the impact of the Covid 19 pandemic on their career trajectory, and most of them reported being somewhat impacted (65%) to extremely impacted (29%). Participants reported few or no job openings, cancelations of interviews, delays in research which impacted the rate of completing degrees, and publications, which affected the participants’ application competitiveness. Furthermore, working from home and balancing family and academic responsibilities affected their productivity. Based on the survey results, funds were secured to provide an additional day of professional training to cover any items not addressed during summer training, as well as any issues, challenges, or concerns they might have encountered while fulfilling their academic position. Thirty-three ACADEME fellows have indicated that they will participate in the new professional development, held in May 2022. Results from this analysis, and preliminary topics and outcomes of the supplemental activities are discussed. The findings contribute to the literature by increasing knowledge of specific challenges that new faculty encounter and can inform future efforts to support minorities and women in engineering doctoral programs. 

Use of visible light photocatalytic nanomaterials in water treatment can be promising in treating contaminants. However, little research has been conducted examining the effects of more complex chemistries in the nanomaterial's performance. In this work, the effects of inorganic salts (NaCl and CaCl 2 ) and natural organic matter (NOM) such as humic acid (HA) and extracellular polymeric substances (EPS) on nanoparticle aggregation, dissolution, and ultimately on the photocatalytic properties of molybdenum trioxide (MoO 3 ), i.e. nanorods, nanowires, and nanoplates were examined. In the presence of NaCl, nanorod, nanowire, and nanoplate MoO 3 had similar critical coagulation concentrations, while the nanorods showed higher instability in CaCl 2 . Overall, the presence of inorganic salts caused high colloidal instability in the MoO 3 nanostructures in terms of aggregation behavior, but greatly aided in the reduction of MoO 3 dissolution. NOM presence decreased aggregation rates, albeit dissolution was not similarly affected in all three structures. Only the dissolution of the nanowire structures was reduced in the presence of HA or EPS. Furthermore, the photocatalytic activity of the nanowires and nanoplates was overall reduced when inorganic salts or natural organic matter were present. While the presence of natural organic matter alone did reduce photocatalytic effectiveness of the nanorod MoO 3 , the presence of salts seemed to negate the effects from the organic compounds. Furthermore, the presence of CaCl 2 resulted in a highly enhanced photocatalytic activity regardless of the presence of natural organic matter. The structural and chemical differences of the nanomaterials played a significant role in their aggregation, dissolution, and ability to photocatalytically degrade methylene blue in solution. This study demonstrates that a better understanding of water chemistry effects on nanomaterials is essential prior to their intended applications.