Q&A: Catherine Mobley
CW: What do you enjoy most about your job? Or what’s the most satisfying thing about your job?
Mobley: There’s so much that I enjoy about my career, but perhaps my favorite part is that I am constantly learning something new. No day is ever the same as I am continually challenged to apply sociology in new ways in a diversity of contexts – in the classroom, in my research, both within the field and across other fields in my interdisciplinary research. I especially enjoy engaging in interdisciplinary research and teaching. While I have engaged in independent research, I have had the opportunity to engage in empirical research with colleagues from other discipline across campuss. According to Ernest Boyer’s definition of the “scholarship of integration,” interdisciplinary research consists of making connections across disciplines in order to advance understanding of complex scientific questions and social issues. Indeed, the “lone ranger” concept is rarely effective for investigating the issues that are central to my research efforts. Funding agencies are increasingly recognizing the value of interdisciplinary research and teaching. These efforts also support the recent call on the part of my college and university to increase interdisciplinary research. These research collaborations are beneficial and interesting to me both personally and professionally. I enjoy working with my colleagues to develop and implement creative approaches to challenges that would not otherwise emerge if I was working in isolation. Indeed, I am finding that the most innovative research often emerges at the interface of disciplines. Across campus, I think I am known to be a reliable collaborator who makes substantial contributions to projects and adds value to research teams through my expertise in sociological theory and methods. Together, we have applied for multiple research grants and co-authored research presentations and manuscripts. I have truly enjoyed these experiences!
CW: How do you balance teaching and research?
Mobley: I view both as inevitably intertwined with one another. For example, as I work on my research I am always seeking opportunities to enrich my teaching. And, students often raise questions in the classroom that inspire my research.
CW: Give me a brief description of your research. What piqued your interest in that area (s)?
Mobley: At the current time, my two main areas of research are in the area of environmental sustainability and engineering education. The two topics often overlap with one another, depending on the particular research effort. I have long been personally interested in environmental issues and feel lucky to be able to pursue my personal interests through the lens of the sociological perspective. I’ve been able to explore a vast variety of topics related to environmental sustainability, including human behavior as it pertains to water quality and water quantity, college student perceptions of environmental issues, the influence of formative experiences on the development of environmental concern, and public perception of a variety of sustainability related topics. For the past decade or so, I have been involved with an extensive research project related to engineering education, the MIDFIELD project. This project, headed up by Matt Ohland (formerly at Clemson University and now at Purdue University) involves a study of the academic experiences and pathways of engineering majors from 12 institutions. One part of the research team analyzes a longitudinal database of over a million student records from the 12 MIDFIELD institutions. I have been involved in the qualitative portion of the project, investigating a variety of research questions through focus groups and interviews with engineering transfer students. The most recent qualitative project focused on engineering transfer students and in Fall 2014, my colleagues and I received a NSF grant to investigate the experiences of student veterans at four institutions (University of San Diego, Clemson University, Purdue University, North Carolina State University). I also collaborate with colleagues from other disciplines, such as hydrogeology, to learn more about engineering education.
CW: What does this award mean to you…being chosen by your peers?
Mobley: I am so honored to be receiving this award, especially knowing it is coming from my peers. I’ve been walking by the Carillon Bell monument for nearly 20 years now, in awe of the people whose names are inscribed there. It means so much to me, especially knowing there were so many qualified candidates for the award. Recently, I was talking to a recipient of the Class of ’39 award and learned that one of the purposes of the award is to inspire faculty to do their bes,t and to go above and beyond expectations. This recognition has definitely inspired me! Little did I know when I was attending Clemson University in the early 1980’s that I’d be here 30 years later, pursuing the career of my dreams!
It’s natural to begin making something by sitting down at the computer or drawing pad to think up an objective form. But a blindfolded walk from Lee Hall to the site, led by Padua, who worked with Halprin at one time, threw the students back on their senses. Then an unblindfolded score (Halprin’s term for a plan of action over time, like a musical score) asked them to investigate the site using that sensory awareness.
In undergraduate engineering labs, students perform stress tests to determine how various materials respond and to see the relative strength of different metals. MTS produces samples like the ones pictured here.
When chemistry professor Ya-Ping Sun needed to create a mechanism to produce fullerene nanoparticles, he came to MTS. They worked with him and others in chemistry, physics and COMSET (Center for Optical Materials Science and Engineering Technologies) to create this mechanism that produces carbon molecules used in pharmaceuticals, lubricants, coatings and composite materials.
When civil engineers were developing hurricane-proof building techniques, they worked with MTS to create joist hangers and hurricane clips that were then tested in the Wind Load Test Facility. Pictured here is one of the hurricane clips developed to keep roofs from lifting off houses during storms.
