Ian Aberbach confesses that he thought about pursuing English as a major in college, but found the problems in a modern algebra class so engaging that he was drawn inescapably to mathematics instead. Taking that fork in the road has led Aberbach to a career in commutative algebra. During our interview, the math professor patiently allowed me to test the claim that “no question is a stupid question.” When asked to explain his research to the general public, Aberbach admitted that he wasn’t sure whether that was possible, referring to the highly specialized language, concepts, and theory in which his work is situated—concepts that are crucial for algebraists, but challenging for those outside of that subfield to wrap their minds around. In spite of the highly technical language, Aberbach does his best to explain his research in layperson’s terms.

Craig Kluever’s dream was born as he found himself awestruck in front of a grainy black-and-white television screen watching Apollo 11 land on the moon. He was in kindergarten. As he puts it, “that just made a big impact on me. Of course, the first thing I wanted to be was an astronaut.” Those early dreams of becoming an astronaut turned instead into a pursuit of the science behind the rockets. Today, the MU Professor of Mechanical and Aerospace Engineering works behind the scenes to solve the kind of problems involved in designing space travel—such as how to take off, how to reach a target, and, more importantly, how to return safely to Earth.

Being a mathematician in an engineering department.

In the most basic definition of his field, Kluever explains that engineers apply math and science knowledge to real problems, taking existing knowledge from mathematics and the physical sciences to construct some real device or to make some system better. “What do engineers do at work?” he laughs irreverently, “they go to a lot of meetings, they work on projects, and they try to stay on budget!”

When asked about why they were drawn to this area of research or creative activity, MU faculty provide interesting and compelling responses. In some cases, they continued in school because the drive to learn new things was so great, because family provided a sense of identity and career direction, or because of initial interest in a related field. In other cases, they stumbled upon the field quite by accident. Regardless of the reason, the passion they hold for their work is obvious.

In this segment, faculty members talk about how their research and creative activity contribute to better teaching, as well as the relationship between these two aspects of their work. Frequently, the two endeavors intersect, profitting both. Carmen Chicone remarks, “If you are actively involved in your subject, you’re bound to be a much better teacher.”