Garey Chair and Professor of Chemistry & Biochemistry Maha Zewail-Foote co-authored a paper in a top journal, Briefings in Bioinformatics.She and her co-authors showed that DNA damage is localized within cancer-forming sequences across the human genome. This multidisciplinary research involved a unique collaboration with UT Austin professors in various disciplines.

Professor of Biochemistry and Garey Chair of Chemistry Maha Zewail-Foote presented “Biological and molecular consequences of oxidative damage on non-B DNA-induced genetic instability” at the 2024 American Society of Biochemistry and Molecular Biology National Meeting.

Professor of Biochemistry and Garey Chair of Chemistry Maha Zewail-Foote delivered a presentation on effective strategies for improving diversity, inclusion, and belonging within undergraduate research laboratories at the 2024 American Society of Biochemistry and Molecular Biology National Meeting. Her abstract was selected for the coveted spotlight talk for a special session on challenges and best practices in running a research program primarily with undergraduate students.

Professor of Biochemistry and Garey Chair of Chemistry Maha Zewail-Foote co-organized and led a well-attended 90-min workshop titled “Unlocking Your Career Success Through Networking and Mentorship” at the 2024 American Society of Biochemistry and Molecular Biology National Meeting. Workshops were selected based on proposal submissions. 

Professor of Biochemistry and Garey Chair of Chemistry Maha Zewail-Foote and Associate Professor of Biology Martín Gonzalez published an article in the Journal of Chemical Education where they describe the development and implementation of a unique undergraduate research-based laboratory course that cultivates an inclusive and supportive learning community and helps students develop a sense of belonging through mentorship and peer-to-peer learning. The course is centered on a new framework they developed called crisscrossing laboratory experiences (CCLE), where first-year students were placed into two interdisciplinary research cohorts. Halfway through the course, the cohorts swapped research projects to establish reciprocal peer learning partnerships allowing students to be both learners and teachers.