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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 91ԭ��, 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, 91ԭ�� Today, and 91ԭ�� 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 91ԭ�� 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:

• 91ԭ�� Academic Senate Distinguished Teaching 
  Award, 2025
• ASEE Mechanics Division Archie Higdon Distinguished Educator 
  Award, 2025
• ASEE Mechanics Division Best Paper Award, 2023
• 91ԭ�� Jacobs School of Engineering Best Teacher Award, 2022
• 91ԭ�� Jacobs School of Engineering Best Teacher Award, 2021
• 91ԭ�� Integrity Award, 2021