As UPenn Engineering Postdoctoral Researcher Kun-Hao Yu transitions from his role to an Assistant Professor in the Civil and Environmental Engineering at Syracuse University, he reflects on his journey and shares insights into his preparation for this new chapter.
Why don’t we start at the beginning of your journey. What were the factors that led you to select the Shu Yang lab at Penn to start your postdoctoral training?
While I was obtaining my Ph.D. at the University of Southern California, I focused on sustainable materials, particularly polymers with self-healing and strengthening properties. I had long admired the work from Professor Shu Yang’s group, which is renowned for its innovative design, synthesis, and deep understanding of novel materials. One of the key areas of her research is sustainable materials, perfectly aligning with my interests. In the summer of 2022, while searching for a postdoc position, I was thrilled to learn that Professor Yang had received a Department of Energy grant and was looking for a postdoc to work on 3D printing carbon-absorbing concrete. This opportunity was incredibly exciting for me, especially since my undergraduate training and research were focused on concrete materials. It felt like everything aligned perfectly, and I was fortunate to join the UPenn team at just the right time.
Can you describe the primary focus of your research during your postdoctoral tenure?
My research is focused on developing sustainable concrete materials, and incorporating various biominerals that can be 3D printed and are highly efficient at carbon absorption. Given that CO2 is a major greenhouse gas contributing to global warming and that the concrete industry accounts for 8% of global CO2 emissions, our work aims to innovate at the material level. We seek to understand the fundamental mechanisms at play and leverage 3D printing technology to create a new class of sustainable building materials and structures for the next generation.
Beyond research, a significant aspect of my postdoctoral experience has been preparing for a future faculty role in a university setting, which is my career goal. Mentoring is a crucial part of being a faculty member, as it involves not only conducting cutting-edge research but also educating, guiding, and training the next generation of leaders. At UPenn, there are numerous excellent programs, such as the Vagelos Integrated Program in Energy Research (VIPER), which supports undergraduates from various departments in pursuing sustainable research projects. Additionally, senior design courses provide undergraduate students with opportunities to collaborate on research projects.
In this supportive environment, and with the backing of my advisor, I’ve had the privilege of mentoring undergrad and master’s students on various projects. This experience has been invaluable, not only in helping students gain research experience but also in enhancing my own mentoring skills. Prof. Yang’s group also includes many outstanding Ph.D. students.
As someone who has recently completed my Ph.D., I understand the challenges students face and the gaps that sometimes arise when an advisor is stretched from teaching and conducting research. In our group, I’ve taken on the role of assisting with the smaller tasks that can make the Ph.D. journey smoother and more manageable for these students.
How have you mentored or supervised graduate students or junior researchers?
Every individual has unique strengths and areas for growth. As a research mentor, my goal is to recognize these aspects and tailor my guidance accordingly. Beyond devising effective research plans, I focus on understanding what each mentee hopes to gain from their experience. I help them visualize their goals and develop strategies to achieve them. By aligning their personal aspirations with our research objectives, I aim to create a supportive environment that fosters growth and learning.
Professor Yang provided me with numerous opportunities to mentor student research projects, directly supervising a total of 15 students across various academic levels. This includes mentoring 12 undergraduate students as a Senior Design Course Mentor, with two teams winning prestigious awards at the SEAS and MSE Senior Design Competitions: one for the ‘ECO2NCRETE: Climate-conscious concrete’ project, which received the Social Impact Prize at SEAS, and another for developing sustainable concrete alternatives, which won both the Societal Impact Prize and the Judges’ Choice Prize at MSE. Additionally, I mentored one master’s student focused on building materials inspired by elephant skin and two PhD students on projects related to tailored bio-mineralization for living materials and improving CO2 fixation in cyanobacteria.
What skills or knowledge have you acquired that you believe will be valuable in an Assistant Professor role?
Each stage of my academic journey has equipped me with valuable skills and knowledge. As an undergraduate, I gained foundational knowledge through entry-level courses, which now inform my approach to teaching. I understand the importance of ensuring that all students, regardless of their backgrounds, can effectively learn and engage with the material.
As a graduate student, I delved deeper into advanced topics and participated in research-oriented projects. This experience has guided me in designing graduate-level courses that integrate research with learning. My Ph.D. advisor, who was an assistant professor at the time, demonstrated the balancing act of mentoring, writing grants, conducting research, and fulfilling service responsibilities. This exposure taught me how to manage these demands effectively.
Finally, my postdoctoral training has been invaluable in preparing me for an assistant professor role. At UPenn, I’ve had numerous opportunities to mentor students, network with professionals through conferences and seminars, and collaborate with potential partners. Professor Yang encouraged us to participate actively in meetings, propose and explain our ideas, and write research proposals. This comprehensive experience has provided me with a well-rounded perspective on academia and has been instrumental in preparing me for a future faculty position.
My academic training journey has been incredibly enriching, thanks to the support and guidance I’ve received along the way. These experiences have equipped me with the skills and insights necessary for a successful career as an assistant professor.
How do you stay current with developments and trends in your field of research?
I use various methods to stay up to date with the latest research pertinent to my field of study. When venturing into a new research area, I start by reading several high-quality review papers and key representative papers. This approach helps me build a solid foundation of knowledge and understand the current status and challenges in the field, which informs my own research direction.
While reading, I identify pioneering labs and leading researchers. I use Google Scholar’s alert feature to stay informed about their latest publications. By setting alerts on specific researchers’ profiles or on relevant keywords like “sustainable materials,” I receive notifications about new papers weekly. Social media platforms like LinkedIn and Twitter are also valuable for staying connected. They allow me to follow updates from researchers and labs, see posts about new publications, and share my own work to increase its impact.
How have you integrated your research findings into your teaching practices?
One effective way to integrate research findings into teaching, which I learned after joining UPenn, is through our department’s senior design course. In this course, senior students team up over two semesters to select a research project with an advisor’s guidance. Advisors often provide students with recent research findings from their labs, encouraging them to brainstorm potential research topics
As a research mentor, I’ve shared knowledge from my research and offered technical support. For example, in 2023, a student team worked on 3D printing climate-conscious concrete by reducing cement usage and incorporating calcined eggshell powder. In 2024, another team focused on reducing carbon emissions in concrete and enabling plant growth on concrete surfaces to enhance CO2 absorption through photosynthesis. These projects help students understand the research process and how to apply classroom knowledge to solve real-world scientific and engineering challenges proposed by their own ideas.