Bioorganic Chemistry and Chemical Biology:
Structure- and fragment-based drug design: development of new isozyme-specific and/or tissue/organ-selective inhibitors or activators with increased potency and improved biocompatibility for metalloenzymes connected with physiopathology; multi-step organic synthesis; biological evaluation for systemic and topic administration.
Bioinorganic Chemistry and Biochemistry:
Structural characteristics and in vivo roles of metalloproteins: enzyme kinetics; spectrometric techniques for structural analysis of small molecules and of their supra-molecular assemblies; biochemistry/molecular biology techniques for protein expression, purification and immunodetection.
- 2017: Evidence-Based Teaching Award in Undergraduate Science, Technology, Engineering and Math Education (STEM) - Drexel University
- 2015: Drexel Service Recognition Award
Monica Ilies has an extensive research background in bioorganic chemistry and chemical biology, and more than 17 years teaching experience at different universities, both in the United States and Europe. She published 25 scientific papers in peer-reviewed journals (>1300 citations in the research literature; h-index 19; i10-index 20), 1 book chapter, 1 undergraduate course and 4 laboratory manuals.
In 2010, she joined the Department of Chemistry at Drexel University, where she has been actively involved in the development and application of evidence-based teaching practices, such as clickers, muddiest point cards, "study-buddy", think-pair-share, small-group problem-solving, and partially flipped classroom and integrated content delivery in general, organic, and medicinal chemistry classes.
She has presented her pedagogical work at the American Chemical Society national meetings in the Division of Chemical Education. Since 2013 she has also been coordinating the general chemistry service courses (CHEM 101-102) and is currently a member of the national committee that will develop the standardized General Chemistry exam to be released in 2019. Her teaching philosophy revolves around a simple tripartite core: 1) we learn best when we do; 2) we understand the most when we teach; and 3) the most effective learning-teaching process is personalized.