Postdoctoral Fellow
Institute of Plant Nutrition and Soil Science and Botanical Institute, Kiel University
Soil–plant–microbiome redox ecology and predictive-framework development.
Curriculum vitae
Training and research across plant science, soil biogeochemistry, microbial ecology and computational biology.
Institute of Plant Nutrition and Soil Science and Botanical Institute, Kiel University
Soil–plant–microbiome redox ecology and predictive-framework development.
Middle Tennessee State University, USA
Host-associated microbiomes, metagenomics, synthetic communities and fungal–bacterial interactions.
University of Illinois Urbana-Champaign, USA
Rhizosphere nitrogen cycling, biological nitrification inhibition and plant–microbe interactions.
ZEF, University of Bonn, Germany
Climate-change effects on plant performance, soil organic matter and greenhouse-gas emissions.
University of California, Davis and University of Bonn
Joint doctoral programme in soil microbial ecology and biogeochemistry. Advisors: William R. Horwath and Claudia Knief.
Shahed University, Iran
Biology and efficacy of Fusarium oxysporum isolates for biocontrol of Orobanche aegyptiaca.
IAU, East Azerbaijan, Iran
Thesis: tissue culture of carrot cells.
Greenhouse, mesocosm and field experiments; rhizosphere processes; microbial inoculation and synthetic communities; plant, root, soil and gas measurements; stable isotopes; DNA/RNA workflows; 16S/ITS profiling; metagenomics and transcriptomic analysis.
R, Bioconductor and Linux; mixed models, multivariate analysis and ecological networks; genome-resolved workflows; reproducible pipelines and R package development. Additional tools include TASSEL, Cytoscape, Gephi, SigmaPlot and GenGIS.
Teaching and mentoring
I teach microbial ecology, bioinformatics and statistics by connecting mechanisms, experiments, measurements and interpretation. Reproducible code is part of the scientific argument.
My mentoring spans undergraduate, graduate and early-career researchers at UIUC, MTSU and Kiel. I emphasize clear expectations, constructive feedback and growing independence, with multiple entry points for students from different disciplinary backgrounds.