About

Gary Halada is an Associate Professor and Undergraduate Program Director in the Department of Materials Science and Chemical Engineering at Stony Brook University. His current research activities include additive manufacturing materials, prototyping, nanotechnology studies, and learning from engineering disasters. His work focuses on understanding reactions at the nanoscale, from single molecules to ultrathin surface layers, to control interactions between natural and human-made materials and their environments. This research aims to address critical issues such as corrosion of advanced alloys, biomedical material interactions, hazardous waste cleanup, and the development of novel functional materials for additive manufacturing. In addition to his research, Professor Halada has dedicated over twenty years to education research and curriculum development. He has led teams in creating undergraduate research programs in nanotechnology, exploring sustainable energy education models, and enhancing STEM education at middle and high school levels. His efforts also include motivating undergraduate learning about the broader impacts of engineering through innovative course design focused on engineering disasters and science fiction. Recognized for his contributions, he has received numerous honors, including participation in the Frontiers in Engineering Education symposium, the SUNY Chancellor’s Award for Excellence in Teaching, and various awards for service and innovation in engineering education.

Research topics

• Materials science
• Chemical engineering
• Metallurgy
• Nanotechnology
• Organic chemistry
• Nuclear chemistry
• Chemistry
• Polymer chemistry
• Composite material

Selected publications

• The impact of alternative rhetoric and AI on inclusivity in STEM education

  2025-08-21

  article1st authorCorresponding
  PublisherDOI

• The effect of copper additives on hybrid Zr-based chemical conversion coating morphology and chemical compositions

  Applied Surface Science Advances · 2025-03-27 · 3 citations

  articleOpen access

  In the realm of corrosion protection, Zr-based conversion coatings offer an environmentally friendly, chromate-free alternative to conventional coating. This study uses advanced X-ray, electron microscopy and electrochemical testing techniques to better understand the impact of varying Cu²⁺ ion concentrations on the characteristics of Zr-based coatings on Fe substrates. Our findings demonstrate that within the tested conditions, higher Cu²⁺ additive concentrations at 40 ppm enhance surface characteristics, increasing stability towards anti-corrosion capability, particularly under NaCl treatment. Conversely, at a lower Cu²⁺ concentration of 20 ppm, coatings exhibited more significant dissolution of Cu clusters and increased vulnerability to chloride-induced degradation. X-ray photoelectron spectroscopy and synchrotron X-ray fluorescence (XRF) and X-ray absorption near edge structure (XANES) spectroscopy analyses revealed Cu²⁺ formation in Cu20, while Cu40 retained its metallic state (Cu⁰) with a slower reaction rate. Cu20 offers some protection but lacks durability, whereas in Cu40, lower I corr , and enhance corrosion resistance, making it ideal for protective coatings in salt-water environments. This study underscores the importance of balancing Cu²⁺ ions concentration in the coating solution to optimize performance, highlighting the role of Cu in enhancing both surface properties and long-term stability.

  PublisherDOI

• "Teaching by Disaster: The Ethical, Legal and Societal Implications of Engineering Disaster"

  2025-01-22 · 1 citations

  articleOpen access1st authorCorresponding
  PublisherOA PDFDOI

• It Takes A Village: a Collaborative Online Game Supporting Inclusive Teaching and Learning of STEM

  2025-08-21

  articleSenior author
  PublisherDOI

• Enhancing Assessment of Experiential Learning in Engineering Education through Electronic Portfolios

  2025-04-02

  articleOpen access1st authorCorresponding

  Electronic portfolios (eportfolios) are proposed as an ideal mechanism to enhance experiential learning in undergraduate internships.Eportfolios can enhance instructors' ability to assess student learning outcomes and the ability of industrial mentors to supervise and direct interns.Further, eportfolios, through student reflection and direct assessment of activities, can help programs meet the challenges of program accreditation.In particular, we show the use of an assessment model for difficult-to-assess ABET outcomes.

  PublisherOA PDFDOI

• Board 405: The REU Site in Nanotechnology for Health, Energy and the Environment: Best Practices for Enhancing Research Skills, Professional Development, and Diversity

  2024-02-07 · 1 citations

  article1st authorCorresponding

  Abstract For the past twelve years, the REU Site in Nanotechnology for Health, Energy and the Environment has been supported at Stony Brook University in New York State. Over the years, we have been fortunate to have had the opportunity to develop and pilot workshops, panels and presentations that supported the professional development of our scholars and the advancement of research skills, while providing opportunities for students from a wide range of institutions (including community colleges), educational levels (including many first and second year students), academic majors, and demographic backgrounds. Having a history of feedback via surveys and interviews by our external reviewer from over 120 participants allows us to analyze the effectiveness of summer activities as the program has continued to evolve. Tracking personal identifiable data has allowed us to follow former participants and document their academic and professional outcomes for years after. In addition, we report on the results of recruitment activities which have resulted in an increasingly diverse cohort of participants (over 55% of our REU scholars have been female and more than 35% have members of underrepresented minority populations). The role of mentors, targeted outreach, and other factors which can positively impact diversity and inclusiveness will also be discussed. Combining all of the evidence and information provided by our tracking systems has delivered significant insight which can inform the development of effective undergraduate research opportunities, and assist in identifying best practices for continuous improvement of our ongoing REU program site.

  PublisherDOI

• Redesign of an Engineering Failure Course to Incorporate Learning Objectives in Diversity, Ethics and Inclusivity

  2024-02-07 · 1 citations

  articleOpen access1st authorCorresponding

  Abstract "Learning from Engineering Disaster", an online undergraduate course taught to both engineering and non-engineering majors by the presenter at Stony Brook University for the past 12 years, has proved to be a successful method for teaching ethics as well as the broader societal implications of engineering processes and technological design. A combination of lectures, case studies, laboratory demonstrations, interviews, video site visits and team-based collaborative analysis of engineering failures and their implications (societal, environmental, economic, legal, psychological) has proved successful in teaching the role of engineers and engineering in society, as well as the importance of engineering ethics and value sensitive design. In this presentation, we will discuss recent evolution of the course to fulfill not only the University undergraduate requirements for examining significant relationships between Science or Technology and the Arts, Humanities, or Social Sciences (STAS), but also the newly implemented requirement for courses which examine the importance of Respecting Diversity and Fostering Inclusiveness (DIV). Using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) model for curriculum development, we have redesigned the course with input from a Quality Assurance advisory group, selected to better ensure that content on diversity and inclusivity is well-integrated into the course in a meaningful and effective manner. This content includes interviews with industry professionals who themselves can effectively represent diverse perspectives; readings selected from texts on engineering failures resulting from a lack of inclusivity ("missing voices") in design, and case studies on the impact of locating high risk technologies and facilities in socio-economically disadvantaged areas (often correlated with large minority populations). Students are asked to reflect on factors which impact their own values as well as those of engineers who design, site and implement technologies. DIV learning outcomes to be achieved via the course revision include (1) analyzing the impact of power and privilege on society in the context of diversity and inclusion, (2) examining how human and cultural similarities and differences influence structural and institutional inequities, and (3) critically reflecting upon how one's own personal and cultural presuppositions affect one's values and relationships. In addition to discussing the methodology of curriculum and educational material development to meet these objectives, we will present student feedback, via responses to assignments, resulting from the first implementation of the redesigned course, and the implications of this information for further enhancing course effectiveness. The methodology used in ensuring integration of diversity, ethics and inclusion learning outcomes may also provide a model for building these concepts into other engineering courses.

  PublisherOA PDFDOI

• Enhancing Inclusivity through Alternative Rhetoric in STEM Education

  2024-05-13

  article1st authorCorresponding

  We report on the outcomes of a pilot workshop for faculty, entitled iSTEAM, focused on enhancing inclusivity and diversity through the integration of alternative and non-Western, nontraditional forms of rhetoric in STEM teaching.Fifteen instructors of STEM courses were invited to revise their syllabi, coursework, assignments and assessment based on a series of four weekly online workshops on non-agonistic (for example, invitational and feminist) rhetoric and how it can be applied in teaching and course development.Online content developed included recorded discussions with leading experts, a set of carefully curated readings, and participation in a cooperative game developed for the program.The first cohort will be invited to help lead activities for a much broader, SUNY-wide version of the iSTEAM program, which will also be expanded to include an additional focus on the impact of non-traditional rhetorical processes on the growing use of generative artificial intelligence (AI) in STEM education.I.

  PublisherDOI

• Ketjenblack-Supported and Unsupported ZrO₂–ZrN Nanoparticle Systems for Enabling Efficient Electrochemical Nitrogen Reduction to Ammonia

  ACS Applied Materials & Interfaces · 2024-12-26 · 4 citations

  articleOpen access

  Artificial N2 fixation via the electrocatalytic nitrogen (N2) reduction reaction (NRR) has been recently promoted as a rational route toward reducing energy consumption and CO2 emission as compared with the traditional Haber–Bosch process. Nevertheless, optimizing NRR relies on developing highly efficient electrocatalysts. Herein, we report on the reliable and reproducible synthesis of two promising electrocatalysts in either the presence or absence of Ketjenblack (KB), namely, ZrO2–ZrN@KB and ZrO2–ZrN systems, synthesized through the nitriding of Zr. Both materials had never previously been considered for NRR, to the best of our knowledge. Nevertheless, both of these electrocatalysts incorporated a combination of tetragonal ZrO2, ZrON, and cubic ZrN and showed excellent activity and durability toward NH3 formation. Moreover, the maximum NH3 production rate of 84.1 μg h–1 mg–1 at −0.7 V vs a reversible hydrogen electrode (RHE) was achieved with the ZrO2–ZrN electrocatalyst with an impressive Faradaic efficiency of 21.2% at −0.6 V vs RHE, indicating a high selectivity associated with the NRR. Additionally, the catalysts demonstrated excellent stability during the electrolysis process and recycling tests. We postulate that the combination of exposed active sites of ZrN and ZrO2 likely contributes to the enhanced NRR performance attributed to ZrO2–ZrN.

  PublisherOA PDFDOI

• Photocatalytic Degradation of Crystal Violet (CV) Dye over Metal Oxide (MOx) Catalysts

  Catalysts · 2024-06-14 · 35 citations

  articleOpen access

  Crystal violet (CV) is an organic chloride salt and a triphenylmethane dye commonly used in the textile processing industry, also being used as a disinfectant and a biomedical stain. Although CV is widely used, it is carcinogenic to humans and is retained by industrial-produced effluent for an extended period. The different types of metal oxide (MOx) have impressive photocatalytic properties, allowing them to be utilized for pollutant degradation. The role of the photocatalyst is to facilitate oxidation and reduction processes by trapping light energy. In this study, we investigated different types of metal oxides, such as titanium dioxide (TiO2), zinc oxide (ZnO), zirconium dioxide (ZrO2), iron (III) oxide (Fe2O3), copper (II) oxide (CuO), copper (I) oxide (Cu2O), and niobium pentoxide (Nb2O5) for the CV decomposition reaction at ambient conditions. For characterization, BET and Raman spectroscopy were applied, providing findings showing that the surface area of the anatase TiO2 and ZnO were 5 m2/g and 12.1 m2/g, respectively. The activity tests over TiO2 and ZnO catalysts revealed that up to ~98% of the dye could be decomposed under UV irradiation in <2 h. The decomposition of CV is directly influenced by various factors, such as the types of MOx, the band gap–water splitting relationship, and the recombination rate of electron holes.

  PublisherOA PDFDOI

Recent grants

• Collaborative Research: A Novel Multidisciplinary, Multi-campus Undergraduate Minor to Enhance STEM Learning in Energy Science, Technology and Policy

  NSF · $130k · 2013–2016

• REU Site for Nanotechnology in Health, Energy and the Environment

  NSF · $377k · 2017–2020

• REU Site for Nanotechnology in Health, Energy and the Environment

  NSF · $441k · 2014–2018

Frequent coauthors

• Clive R. Clayton

  Stony Brook University

  55 shared

• C.R. Clayton

  University of Birmingham

  50 shared

• Lisa Ospitale

  Stony Brook University

  49 shared

• Devicharan Chidambaram

  29 shared

• Nancy S. Goroff

  Stony Brook University

  23 shared

• Christopher N. Young

  Hewlett-Packard (United States)

  18 shared

• M. Jaime Vasquez

  United States Army Combat Capabilities Development Command

  18 shared

• Sanjay Sampath

  Stony Brook University

  18 shared

Education

• Ph.D., Materials Science and Engineering

  University of California, Berkeley

  1996

• M.S., Materials Science and Engineering

  University of California, Berkeley

  1993

• B.S., Materials Science and Engineering

  University of California, Berkeley

  1991

Awards & honors

• Chosen to participate in Frontiers in Engineering Education…
• State University of New York Chancellor’s Award for Excellen…
• Leadership Fellow, Science Education for New Civic Engagemen…
• Presidential Minigrant for Departmental Diversity Initiative…
• Honorary Membership, Golden Key International Honor Society,…