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Angela Minichiello PhD, PE

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Engineering Education

Assistant Professor

Contact Information

Go toOffice Location: ENGR 217
DialPhone: 435-797-6370
SendEmail: angie.minichiello@usu.edu


Educational Background

PhD, Engineering Education, Utah State University, 2016
Toward Alternative Pathways: Nontraditional Student Success in a Distance –Delivered, Undergraduate Engineering Transfer Program
MS, Mechanical Engineering, Georgia Institute of Technology, 1997
The Development of a Heat Transfer Module for the Thermal Management of Sealed Electronic Enclosures
BS, Mechanical Engineering, (Aerospace), United States Military Academy, 1987

Licensures & Certifications

Registered Professional Engineer, Utah, State of Utah, 2002
Registered Professional Engineer, Colorado, State of Colorado, 2002

Biography

My research explores how advancements in educational technology, online learning, and knowledge of contemporary engineering practice can be used to improve access, participation, and inclusivity in engineering education.


Research Interests

My research explores how advancements in educational technology , online learning, and knowledge of contemporary engineering practice can be used to improve access, participation, and inclusivity in engineering education.

Awards

Nominated for ASCE Educator of the Year Award, 2018

USU Student Chapter, American Society of Civil Engineering (ASCE)

Outstanding Teacher of the Year, 2018

Department of Engineering Education

RGS Washington, DC Faculty Fellow, 2017

Utah State University, Office of Research and Graduate Studies (RGS)

Outstanding Graduate Scholar, 2016

USU College of Engineering

Online Course Selected for Online Teacher Certification Course, 2016

Center for Instructional Innovation and Design

Selected Participant: AERA Narrative Research Special Interest Group Doctoral Student Workshop, 2016

American Educational Research Association (AERA)

Graduate Student International Travel Award, 2015

USU Office of Research and Graduate Studies

Ph.D. Student Travel Award, 2015

USU College of Engineering

Research Mentor of the Year, 2014

USU Regional Campuses

Undergraduate Research Mentor of the Year, 2014

USU Brigham City

Outstanding Graduate Student of the Year, 2014

Department of Engineering Education

Online Teaching Fellow, 2013

USU

Accepted as ABET Program Evaluator on behalf of ASME, 2010

ASME, ABET

Small Business Commerce Association (SBCA) Best of Business Award, 2009

Small Business Commerce Association (SBCA)

NASA Langley Group Achievement Award, 2006

NASA

Space Dynamics Laboratory Outstanding Performance Award, 2005

Space Dynamics Laboratory

Best Paper Award Runner-up, 2000

7th Inter Society Conference on Thermal and Thermomechanical Phenomena in Electronic Systems (ITHERM)

National Science Foundation (NSF) Graduate Fellowship, 1994

NSF

Distinguished Honor Graduate, 1993

US Army Aviation Officer's Advanced Course

Commandant's List Graduate, 1988

US Army Aviation Rotary Wing Flight School

Airborne and Air Assault School Graduate, 1987

Airborne and Air Assault School

Distinguished Graduate, 1987

US Military Academy

First Female Graduate, 1987

US Army JFK Special Warfare Center High Risk SERE School

Publications - Abstracts

    Publications - Books & Book Chapters

      Books

    • Minichiello, A.L, , (2016). Examining academic integrity in the postmodern: Undergraduates’ use of solutions to complete textbook-based engineering coursework (Chapter in Qualitative Research in STEM education: Studies of equity, access and innovation.): Qualitative Research in STEM education: Studies of equity, access and innovation.. Routledge/Taylor & Francis
    • Minichiello, A.L, Blake, T., Goodridge, W.H, Sam, D.D, Blackstock, A., Straight, N., (2015). Interdisciplinary team instruction in a distance-delivered first year engineering course (Chapter in Connected classrooms: Interdisciplinary approaches to distance teaching.): Connected classrooms: Interdisciplinary approaches to distance teaching.. Routledge/Taylor & Francis
    • Minichiello, A.L, , (2006). A first-order thermal analysis of balloon-borne air-cooled electronics (Chapter in Heat transfer calculations.): Heat transfer calculations. McGraw-Hill

    * Has not been peer reviewed

    Publications - Fact Sheets

      * Has not been peer reviewed

      Publications - Curriculum

        * Has not been peer reviewed

        Publications - Journal Articles

        * Has not been peer reviewed

        Publications - Literary Journal

          * Has not been peer reviewed

          Publications - MultiMedia

            * Has not been peer reviewed

            Publications - Technical Reports

              * Has not been peer reviewed

              Publications - Translations & Transcripts

                Publications - Other

                  Magazine/Trade Publication

                • Belady, C., Minichiello, A.L, (2003). Effective thermal design for electronic systems. Electronics Cooling Magazine
                • Other

                • Minichiello, A.L, (2016). Toward alternative pathways: Nontraditional student success in a distance–delivered, undergraduate engineering transfer program. ProQuest
                • Minichiello, A.L, (2015). Sheri Sheppard: Teaching and Learning Scholarship in Engineering: Engineering Education Pioneers and Trajectories of Impact Project. University of Washington
                • Minichiello, A.L, (1997). The development of a heat transfer module (HTM) for the thermal management of electronic enclosures. Georgia Institute of Technology

                * Has not been peer reviewed

                Scheduled Teaching

                MAE 2300 - Thermodynamics I, Spring 2018

                EED 7230 - Foundations of Engineering Education, Fall 2017

                MAE 2300 - Thermodynamics I, Fall 2017

                MAE 2300 - Thermodynamics I, Spring 2017

                MAE 2300 - Thermodynamics I, Fall 2016

                ENGR 2030 - Engineering Mechanics Dynamics, Spring 2016

                MAE 2300 - Thermodynamics I, Fall 2015

                ENGR 2030 - Engineering Mechanics Dynamics, Spring 2015

                MAE 2300 - Thermodynamics I, Fall 2014

                ENGR 2030 - Engineering Mechanics Dynamics, Spring 2014

                MAE 2300 - Thermodynamics I, Spring 2014

                ENGR 2010 - Engineering Mechanics Statics, Fall 2013

                MAE 2300 - Thermodynamics I, Fall 2013

                MAE 2300 - Thermodynamics I, Fall 2013

                ENGR 2030 - Engineering Mechanics Dynamics, Spring 2013

                MAE 2300 - Thermodynamics I, Fall 2012

                ENGR 2030 - Engineering Mechanics Dynamics, Spring 2012

                ENGR 2140 - Strength of Materials, Spring 2012

                ENGR 2010 - Engineering Mechanics Statics, Fall 2011

                MAE 2300 - Thermodynamics I, Fall 2011

                ENGR 2030 - DYNAMICS, Spring 2011

                ENGR 2450 - ENGINEERING NUMERICAL METHODS, Spring 2011

                ENGR 2140 - STRENGTH OF MATRLS, Spring 2011

                ENGR 2030 - Engineering Mechanics Dynamics, Fall 2010

                ENGR 2010 - Engineering Mechanics Statics, Fall 2010

                ENGR 1000 - Introduction to Engineering Design, Fall 2010

                ENGR 1000 - Introduction to Engineering Design, Fall 2010

                ENGR 1000 - Introduction to Engineering Design, Fall 2010

                MAE 2300 - Thermodynamics I, Fall 2010


                Graduate Students Mentored

                Lori Caldwell, Engineering Education, August 2018
                Theresa Green, Engineering Education, July 2017
                Joel Hood, Engineering Education, August 2016 - January 2017

                Research Synopsis

                Strongly influenced by my personal experiences as a military veteran, nontraditional engineering student, and practicing mechanical engineer, I have developed a deep desire to work towards expanding access, broadening participation, and cultivating a culture of inclusivity within engineering education. As we face the unprecedented economic, environmental, societal, and technological challenges of the 21st century, our nation’s engineers are called to rise to new levels of expertise, ingenuity, collaboration, and collective vision in order to develop enduring, sustainable solutions on a global scale. Against this contemporary backdrop, I am motivated to explore topics related to the recruitment, retention, and preparation of engineers who will take the lead in tackling 21st century challenges.
                Specifically, my current research is focused on understanding how traversable engineering pathways may be realized for nontraditional, low-income, first-generation, and veteran undergraduates. Additionally, I am involved in curricular innovation projects aimed at implementing and assessing the use of e-learning technologies to engage diverse undergraduates in engineering. I use qualitative and mixed methods research approaches to challenge the status quo for the purposes of expanding engineering opportunities for people of all backgrounds.puzzle The following questions are representative of the ideas important to my work: How can emerging technology and understanding of contemporary engineering practice be leveraged to transform traditional approaches to engineering education? How can deterrents to the access of engineering education along alternative or nontraditional pathways be reduced or eliminated? How can a culture that considers diversity of thought and experience as natural and essential to ethical engineering practice both emerge and thrive?
                If you are interested in exploring issues of access, participation, and inclusivity in engineering education and would like to learn more about my research, please contact me via email at angie.minichiello@usu.edu or by phone at (435) 797-6370.

                Learning from Engineers to Develop of Model of Disciplinary Literacy in Engineering

                PI: Amy Wilson-Lopez, PhD
                Co-PI: Angela Minichiello, PhD


                Overview:

                The purpose of this early stage design and development research is to advance knowledge by developing a robust model of disciplinary literacy in engineering that can be tested in diverse K-16 classrooms. A multiple, comparative case study will describe how eight engineers from varied companies and sub-disciplines (aerospace/mechanical, biological, civil/environmental, and electrical/computer) use literacy practices to solve problems through engineering. A constant comparative analysis of think-alouds, observations, and interviews with each engineer will result in the identification of common cognitive frameworks that engineers use while they interpret and generate core texts. This instructional approach is expected to broaden participation by providing underrepresented students with literacy instruction designed to support their engagement with engineering. Future studies will test whether disciplinary literacy instruction leads to positive outcomes, such as an improved ability to engage in complex engineering design processes, among underrepresented K-16 students.

                Amount: $317,971
                Period of Performance: July 1, 2017 - June 30, 2020
                Status: In Progress
                Funded by: NSF (Award #1664228)

                Developing an Introduction to Mechanical Engineering Course at
                Utah State University Based Upon National Science Foundation-Sponsored Foundation Coalition Findings and Methodologies

                PI: S. Wendel, PhD
                Co-PI: Angela Minichiello, PhD


                Overview:

                While early undergraduates may interact with engineering faculty in introductory level engineering science and/or graphics courses, the bulk of engineering students’ experience during their first two years does not directly address engineering student outcomes. As a result, early undergraduates may fail to develop specific learning strategies and practical skills needed for success in engineering practice, as well as miss opportunities for engagement in formal and informal learning and research activities available within the larger engineering community. The National Science Foundation (NSF) chartered the Foundation Coalition (FC) to explore these issues and to develop innovative curricular models to address engineering student retention, learning, and practical skills development. This work presents a synthesis of the FC’s findings taken from the literature. These findings are used to identify and explore solutions to challenges we face as we develop and implement a new 1st year mechanical engineering curriculum at Utah State University (USU).

                Amount: $47,000
                Status: In Progress
                Funded by: Utah State University, Office of the Provost

                Online Learning Forums for Improved Engineering Student Outcomes in Calculus

                PI: Angela Minichiello, PhD


                Overview:

                This project is supporting a national need to rapidly increase opportunities for underrepresented student groups (geographically dispersed rural residents, working professionals, and women) to pursue engineering degrees via distance education. The numbers of nontraditional students now participating in distance engineering programs necessitates innovative instructional interventions to support them within these challenging new learning environments.

                Amount: $199,979
                Period of Performance: February 1, 2013 - Janruary 31, 2018
                Status: In Progress
                Funded by: NSF (Award #1245194)