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Professor Qi’s engineering education research has three primary overarching goals. First, she studies pedagogies such as inquiry-based learning, assessment design, and project-based learning to improve students’ conceptual mastery, transfer of engineering principles, and problem-solving skills. Second, she investigates interventions that empower students to become more effective self-regulated learners by enhancing their growth mindset, metacognition, and use of effective learning strategies. Third, she explores inclusive pedagogy to support the learning success of students from diverse backgrounds. At �鶹��ý, she leads and collaborates with a diverse cross-campus team on several educational innovation projects, including the NSF-funded initiatives “Improving the Conceptual Mastery of Engineering Students in High Enrollment Engineering Courses through Oral Exams” and “Empowering Engineering Students to Become More Effective and Self-Regulated Learners: A Course-Integrated Intervention to Promote the Transfer of Learning Skills”. Professor Qi and her team’s educational research work has been highlighted in various press releases, including the Wall Street Journal, EdSurge, �鶹��ý Today, and �鶹��ý JSOE News.

Recent News: 

Jacobs School researchers present engineering education advances at ASEE

New course expands sustainable practices to all engineering disciplines

Capsule Bio:

Before joining �鶹��ý in 2019, Professor Qi was an Assistant Professor of Mechanical Engineering at Grand Valley State University. She received her Ph.D. in Mechanical Engineering from Rutgers University-New Brunswick. 

Selected Awards and Honors:

• ASEE Mechanics Division Best Paper Award, 2023
• �鶹��ý Jacobs School of Engineering Best Teacher Award, 2022
• �鶹��ý Jacobs School of Engineering Best Teacher Award, 2021
• �鶹��ý Integrity Award, 2021