Zoya Mir is a third-year Biology major studying liposomal drug delivery with Dr. Edward Botchwey. She is also studying STEM education with Dr. Colin Harrison.

How long have you been an undergraduate researcher at Georgia Tech?

I have been a researcher at Georgia Tech for two years now. I started during the spring of my first year at the Botchwey Lab in the Department of Biomedical Engineering and began working with Dr. Colin Harrison during my second year.

How did you get involved with undergraduate research?

Participating in the International Genetically Engineered Machine (iGEM) competition during high school catapulted my interest in the field of biomedical research and its complex overlap with public policy. When I came to Tech, I knew I wanted to continue working in research, but I wanted to participate in projects more relevant to biological concepts I was interested in as a pre-med student. In my BIOS1108 class, I was introduced to immunotherapeutic techniques such as STEM cell therapy that were being pioneered at places such as Tech and Emory and utilized throughout the world. I decided to cold email labs that aligned with these interests, leading me to begin working with Liana Hatoum, a graduate student in the Botchwey Lab for Regenerative Engineering. But wet lab was not my only area of interest—public policy has always been an essential part of science that is often understated by the scientific community. Effective policy shapes how research is applied in real-world settings, making sure that scientific advancements have a lasting, equitable impact on the world around us. This led me to a strong interest in science education, as I see it as a key tool for fostering public understanding of science and empowering individuals to make informed decisions. When researching labs that work in this field, I came across Dr. Harrison’s work in STEM education and decided to email him for availability in his lab.

What are you working on?

When I began working at the Botchwey Lab, I joined a project investigating how hematopoietic stem cell transplants, the only current cure for sickle cell disease (SCD), can prevent damage to arteries. Using imaging techniques like MRA and tissue analysis, we focus on understanding the molecular mechanisms that cause artery damage in SCD. The project examines the role of Cathepsin proteases like Cathepsin K, which breaks down elastin and collagen in artery walls, and how they contribute to cardiovascular issues over time. To deepen our understanding, we use genetically modified mice lacking Cathepsin K to explore how it affects artery remodeling in SCD. The goal of this research is to find better strategies to prevent and treat arterial damage in SCD, reducing long-term cardiovascular complications. I recently started a new project at the Botchwey lab working on developing lipid-based therapeutics, which use the properties of lipids for regenerative medicine and targeted drug delivery.

My project with Dr. Harrison studies the methods in which novices (i.e. students) versus experts organize their conceptual framework of biological experimental design in order to improve course instruction within STEM fields. Research experience in college classes can vastly improve students’ research skills and scientific thinking abilities. However, assessing students' conceptual research skills efficiently and comprehensively poses a challenge to educators. To address this, we developed a card sorting task and assigned it to students during the beginning and end of introductory biology courses to differentiate between novice- and expert-level conceptualization of research principles and experimental design. The goal is to identify and address gaps in students’ understanding of experimental design in introductory STEM courses to build a foundation for students to continue their professional journey, whether that is in research, graduate programs, or industry.

What is your favorite thing about research/researching?

I love how open professors at Georgia Tech are to having us pursue our own questions and giving us the chance to direct a project in our own manner, even if we don’t know how to do it right away! It’s very fulfilling to explore topics that excite me while being given the opportunity to learn and grow as a student (often through failure!). Also, despite the stress of project deadlines and the occasional monotony of wet lab work, there is a unique satisfaction in seeing experiments succeed.

What are your future plans and how has research influenced them?

After graduation, I intend to pursue an MD with a focus on biomedical research or public health and policy, and I hope to integrate my passion for science education and communication into that path. Research at Tech has sparked my interest in not only advancing scientific knowledge but also in making it accessible and understandable to the public. I would love to spend time working on health policy or education initiatives that promote science literacy and informed decision-making in healthcare.