ProfileIn September 2015, Dr. Mobley initiated a project with the Greenville Health System to explore attitudes regarding a neighborhood-based mobile health clinic in Greenville, SC ($9,490).
In February 2015, Dr. Mobley and her Co-PIs were awarded a grant from the National Science Foundation - Enabling Field Experiences in Introductory Geoscience Classes Through the Use of Virtual Reality. (Total grant: $227,369 - Stephen Moysey (PI), Matthew Boyer (Co-PI); Catherine Mobley (Co-PI)). This interdisciplinary project will explore the use of virtual reality to teach about basic geological concepts. Dr. Mobley is providing qualitative research support and her expertise in engineering education to this project.
In August 2014, Dr. Mobley was awarded a grant from the National Science Foundation: Student Veterans in Engineering. (Total grant: $565,541). This interdisciplinary, multi-site case study will take place at University of San Diego (Dr. Susan Lord, PI, and Dr. Michelle Camacho, Co-PI), Purdue University (Dr. Joyce Main), Clemson University (Dr. Catherine Mobley, Co-PI), and NC State (Dr. Catherine Brawner, Co-PI).
In August 2010, Dr. Mobley was awarded a grant from the National Science Foundation “Improving the Educational Pathways of Engineering Transfer Students” ($1,500,000). The research team (Dr. Matthew Ohland (PI), from Purdue University, Dr. Clemencia Consentino, of Mathematica Policy Research, Inc., and Dr Catherine Brawner, Research Triangle Educational Consultants)will use quantitative and qualitative methods to study students who transfer across institutions and pursue undergraduate engineering studies. The quantitative portion will use a longitudinal database with over 700,000 student records to study and compare native and transfer academic trajectories and outcomes. The qualitative component of this study will rely on interviews and focus groups of transfer students to explore the factors that motivated them to transfer out of their institutions,and the factors that facilitated or impeded their success at their new institutions.
Dr. Mobley was also a Research Associate for a research team that conducted a policy analysis of South Carolina\\\'s 2006 Education and Economic Development Act. This research provided a unique opportunity to examine the impact of a statewide, mandated reform policy that establishes career-focused programs of study (POS) across the high school curriculum.
Dr. Catherine Mobley is a Professor of Sociology at Clemson University. In recent years, her research has focused on sustainability, environmental sociology, and technology, engineering and mathematics (STEM) education. Her focus is on identifying the human factors (cultural, social, economic and political) that influence environmental and educational policies. She has more than 15 years of experience conducting evaluations, developing surveys (traditional and web-based), conducting in-depth interviews, and moderating focus groups. A Clemson University alumna, prior to her arrival at Clemson University, Dr. Mobley worked or consulted for a variety of organizations, including the RAND Corporation, the U.S. Department of Education, the American Association of Retired Persons, the Walter Reed Army Institute of Research, Planning Research Corporation, and the U.S. Bureau of the Census.
Regarding her research, since 1996, Dr. Mobley has been involved in nearly 35 grants and contracts totaling $6,414,026; much of this work is interdisciplinary. Nearly all of this funding has been obtained from external sources, including three major grants from the National Science Foundation and additional funding from other agencies such as the South Carolina Department of Health and Environmental Control, the United Way of Pickens County, and the Clemson University Restoration Institute. In 2004, Dr. Mobley joined the NSF-funded MIDFIELD interdisciplinary research team which is examining the educational pathways of engineering students at eleven universities. She is currently serving as Co-PI an NSF-funded engineering education project, directing the qualitative portion of this study on transfer students in engineering at the eleven MIDFIELD institutions. In May 2014, she was a Blaustein Visiting Professor at Stanford University to engage in interdisciplinary research on sustainability.
Yates, Adam, Ye Luo, Catherine Mobley and Erin Shealy. 2015. “Changes in Public and Private Environmental Behaviors by Gender: Findings from the 1994 and 2010 General Social Survey.” Sociological Inquiry, 85(4): 503-531.
Mobley, Catherine. 2015. “What Matters When Explaining Environmentalism at the Watershed Level: Who You Are, Where You Live, What You See, or What You Perceive?" Environment and Behavior, first published online May 18, 2015 doi:10.1177/0013916515586058
Mobley, Catherine, Catherine Brawner, & Russell Long. 2014. “Looking Upstream: Identifying and Describing the Entry Points into Engineering Transfer Pathways.” Published in the Proceedings of the Frontiers in Engineering Annual Conference. Madrid, Spain, October.
Brawner, Catherine and Catherine Mobley. 2014. “Motivations and Experiences of Older Transfer Students in Engineering.” Published in the Proceedings of the Frontiers in Engineering Annual Conference. Madrid, Spain, October.
Mobley, Catherine, Cindy Lee, John Morse, Jeffrey Allen, and Christine Murphy. 2013. “Learning about Sustainability: An Interdisciplinary Graduate Seminar in Biocomplexity.” International Journal of Sustainability in Higher Education, 15(1): 16-33.
Mobley, Catherine and William Kilbourne. 2013. “Gender Differences in Pro-Environmental Intentions: A Cross-National Perspective on the Influence of Self-Enhancement Values and Views on Technology.” Sociological Inquiry. 83(2): 310-332. DOI: 10.1111/j.1475-682X.2012. 00431.x
Mobley, Catherine, Catherine Brawner, and Erin Shealy. 2013. Work in Progress: First-Generation Engineering Transfer Students: A Qualitative Study of Social and Cultural Capital. The Proceedings of the Frontiers in Education Conference, October 23-26, 2013, Oklahoma City, OK. DOI: 10.1109/FIE.2013.6685118.
Sharp, Julia L., Catherine Mobley, Cathy Hammond, Cairen Withington, Sam Drew, Sam Stringfield, and Natalie Stipanovic. 2012. “A Mixed Methods Sampling Methodology for a Multisite Case Study.” Journal of Mixed Methods Research 6(1): 34-54.
Giacalone, Katie, Catherine Mobley, James Witte, Calvin Sawyer, and Gene Eidson. 2010. “Survey Says: Implications of a Public Perception Survey on Stormwater Education Programming.” The Journal of Contemporary Water Research and Education, 146(1): 92-102.
Mobley, Catherine. 2011. “Diversity, Service-Learning and Social Justice: Finding Common Ground through Mindful Service-Learning.” Pp. 83-103 in Trae Stewart and Nicole Webster (Eds.), Cultural Dynamics and Tensions in Service Learning. Charlotte, NC: Information Age Publishing.
Mobley, Catherine, Wade Vagias, and Sarah DeWard. 2010. “Exploring Additional Determinants of Environmental Behavior: The Role of Environmental Literature and Environmental Attitudes.” Environment and Behavior, 42(4): 420-447.
Mobley, Catherine, Catherine Brawner and Matt Ohland. 2009. “The South Carolina Merit Scholarship: Strategies Used by Engineering Students to Keep their Scholarships.” International Journal of Engineering Education 25(6): 1249-1256.
Mobley, Catherine, James Witte, Roy Pargas, and Justin Green. 2009. “Public Opinion on Water-Related Issues: Knowledge, Attitudes and Behaviors of Residents of Horry and Georgetown Counties, South Carolina.” Carolina Clear, Clemson University Restoration Institute, December.
Mobley, Catherine, James Witte, Roy Pargas, and Justin Green. 2009. “Public Opinion on Water-Related Issues: Knowledge, Attitudes and Behaviors of Residents of Charleston, Berkeley, and Dorchester Counties, South Carolina.” Carolina Clear, Clemson University Restoration Institute, December.
Mobley, Catherine. 2007. “Breaking Ground: Engaging Undergraduates in Social Change.” Teaching Sociology 35(2): 125-137.