Engineering Education Research Briefs 2.0: Scholars and Scholarship · Drs. Jeremi London and Monique Ross (Founded By Dr. Ruth Steveler)

Dr. Michael Loui, Purdue University Dale and Suzi Gallagher Professor in Engineering Education

September 30, 2019·38 min·3 clips

Dr. Michael Loui shares his unexpected path into teaching without any formal training.

Dr. Michael Loui discusses his career journey and perspectives on engineering education scholarship with host Ruth Streveler. Loui holds a named professorship at Purdue University after a long tenure at the University of Illinois. His career includes roles as an NSF program officer, an associate dean, and editor of the Journal of Engineering Education. Loui began teaching electrical and computer engineering in 1981 with no formal pedagogical training. He turned to foundational texts like "Teaching Tips" by Wilbert McKeachie to learn how to teach. His early scholarship focused on the teaching and learning of theoretical computer science concepts. This work led him to publish in the *Journal of Engineering Education* and eventually join its editorial board. A pivotal moment was serving as a program director in the NSF's Division of Undergraduate Education. That experience exposed him to the broader landscape of educational research and funding. He emphasizes the importance of reading widely outside one's immediate discipline to gain new insights. Loui argues that engineering education research must be grounded in rigorous quantitative and qualitative methods. He advises new scholars to identify a specific research niche where they can become a leading expert. Loui highlights the value of persistence and viewing critical peer reviews as opportunities for improvement. He notes that impactful research often addresses practical problems faced by engineering educators. The conversation covers the evolution of engineering education as a recognized scholarly field. Loui recalls the initial skepticism some engineering faculty held toward education research. He describes the satisfaction of seeing his research directly influence classroom practices and curriculum design. The interview provides a historical perspective on how engineering education conferences and journals became established. The tone is reflective and advisory, drawn from decades of experience. The style is a conversational interview between two established scholars. This episode is ideal for graduate students or new faculty seeking career guidance in engineering education. Listeners looking for a discussion of specific recent research findings might find it less directly applicable.

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