(6cu) Computational Heterogeneous Catalysis for Energy Storage and Conversion

I obtained my Ph.D. in Materials Science and Engineering at University of North Texas (UNT) in May 2017. After graduation, I worked as a postdoctoral researcher with Prof. Jens K. Nørskov in SUNCAT Center for Interface Sciences and Catalysis at Stanford University. In Sep. 2018, I moved to the University of Notre Dame to join Prof. William F. Schneider in the Department of Chemical and Biomolecular Engineering. My interdisciplinary background will compliment the existing strength of chemical engineering research of the department, and will open pathways towards materials chemistry.

I have been conducting independent computational research on heterogeneous catalysis for clean-energy applications such as fuel cells and metal-air batteries using high-performance computing and machine learning. I also worked on kinetics and mechanism of Cu-zeolite for deNOx reaction. My future research interests are combining computational and experimental (in collaboration) methods to design and search novel catalysts for next-generation energy storage and conversion, and using machine learning to accelerate the searching process.

2. High-throughput screening and machine learning algorithm of metal oxides as novel oxygen electrochemical catalysts.

3. Synergistic effect on heteroatom doped metal phosphide for efficient hydrogen evolution.

4. Mass transport and oxygen permeation in PEM fuel cells.

I served as a teaching assistant for 2 classes (Bonding and crystallography, and electronic properties of materials), and a guest lecturer for 1 class (fundamentals of materials science) when I was a Ph.D. student at UNT. The most challenging part I found was to specialize course materials for students with different scientific backgrounds. After I took the teaching training at Stanford University when I was doing my postdoc, I learned a systematic teaching strategy including how to control the class atmosphere, how to lead the class, how to get positive feedback and how to improve my course quality. Those trainings benefit my teaching ability a lot that I have more capability to generate a creative, communicative, diverse class environment.

I have helped advising junior graduate students in our labs, and I have formally advised 2 high school students from Texas Academy of Mathematics & Science while at UNT, both of whom got admitted by top-tier research universities. One of the most challenging aspects of mentoring has been identifying what kind of communication works best with each student. Another challenge is to identify how frequently to interact with a student; some students benefit from more hands-on tutorials than others. My approach has been to make myself readily available to students and make it clear that if they need something when I am available. To make sure that students are on track, I also encourage frequent casual meetings and occasional written proposals for new ideas and directions. I have found that giving thorough feedback on a student's proposal is one of the best ways to steer a project. I also effectively interact with students from underrepresented minorities to enhance the diversity in the field.