About Adrian
Hi, I’m Adrian Ildefonso. I’m an Assistant Professor of Intelligent Systems Engineering at Indiana University Bloomington. Before joining IU, I was a research engineer in the Radiation Effects and Optoelectronics Branch at the U.S. Naval Research Laboratory. I’m originally from a small town in Puerto Rico called Arroyo. I completed my B.S. in computer engineering from the University of Puerto Rico at Mayagüez, in 2014. After graduating, I moved to Atlanta, GA to pursue my Ph.D. I completed my M.S. and Ph.D. degrees in electrical and computer engineering from the Georgia Institute of Technology, in 2017 and 2020. While at Georgia Tech, I worked as a research assistant in the Silicon-Germanium Devices and Circuits Team led by Dr. John D. Cressler. Throughout my academic and professional journey, I developed a passion for understanding how fundamental physics connects to the performance of microelectronics at the system level, an approach that now defines my research and mentorship philosophy.
Research
In a nutshell, my research aims to understand the effects of space radiation on electronic systems to build more robust space systems (learn more). My work has taken me to radiation facilities all over the world. See a map of my travels below. This is me in action!
Philosophy: Research, Mentorship, and Teaching
Research: From Atoms to Systems
My research group takes an atoms-to-systems approach, connecting fundamental material interactions at the atomic level to microelectronics performance and reliability at the system level. This multi-scale perspective allows us to address challenges in microelectronics reliability from the ground up, to build electronic systems that can operate in the harshest environments like deep space.
Mentorship: Shaping a Collaborative and Inclusive Lab Culture
I believe that connecting diverse perspectives leads to the most impactful breakthroughs. This principle guides every aspect of how I approach mentorship and teaching. I am committed to building a lab environment where every student feels valued, supported, and empowered to share their unique perspectives.
I strongly encourage my students to communicate openly and collaborate to solve problems. My goal is to establish a culture where students can respectfully challenge each other’s thinking, help each other, and grow together. By fostering a culture of mutual respect and shared learning, I aim to create a research environment where students rapidly grow as independent thinkers and develop groundbreaking work.
Representation and inclusion are essential values in the lab. I strive to ensure that students from all backgrounds see themselves reflected in the future of engineering. I work closely with each student to understand their goals and help them develop the skills and confidence needed to pursue them.
Just as experimentation drives discovery in the lab, I encourage students to treat their academic journeys as opportunities for growth, exploration, and reflection. I aspire to lead a research group where students not only master technical knowledge but also develop the confidence, curiosity, and adaptability to become lifelong learners and leaders in their fields.
Teaching: Developing Critical Thinkers and Problem Solvers
My teaching philosophy centers on developing critical thinkers who can tackle complex, interdisciplinary problems with confidence and creativity. I emphasize inquiry-based learning by encouraging students to ask why, how, and what if. These questions are essential for understanding the underlying principles of engineering and applying them in new contexts.
In the classroom, I use project-based assignments, thought experiments, and reflective learning tools to guide students in connecting ideas across disciplines. Similar to my multi-scale thinking approach to research, I help students connect how fundamental concepts directly impact engineering applications. The ability to navigate problems at different scales, frames of reference, and in different contexts is a necessary skill to tackle the real-world challenges that define modern engineering.
A Philosophy of Lifelong Learning
Ultimately, my approach to research, mentorship, and teaching is driven by the belief that learning is a lifelong process. My goal is to build a research group culture that reflects this mindset: we aim to continuously evolve by learning from new data analysis methods, simulation tools, and experimental techniques. We live in a time when technologies are rapidly advancing and engineering challenges are becoming increasingly complex. I want my students to leave my group not only as experts in their field but as curious, confident, and resilient problem solvers—leaders who are prepared to navigate the unknown, drive innovation, and shape the future.
Hobbies + Life Outside of Lab
When I’m not in the lab, I enjoy exploring craft breweries, cocktail bars, and restaurants. I’m a fan of craft beer in general, though I’m partial to IPAs and sour beers. I also enjoy mixing cocktails, in particular, whiskey- and mezcal-based drinks. I recently opened an Instagram account to chronicle my journey as I learn to make more drinks (and occasionally take pictures of them). See an example below (taken at my dining room table!):
Recently, I’ve been enjoying some more active hobbies, including weight training a few times per week and participating in social volleyball leagues. I also completed a Spartan Race in June 2023. It was one of the most challenging and rewarding experiences I’ve undergone recently. During the last year, I’ve started learning West Coast Swing dancing (I’ll admit, I have a long way to go before I’m any good… but it’s fun!).