Angela Minichiello PhD, PE

Engineering Education

Associate Professor


Angela  Minichiello

Contact Information

Office Location: ENGR 217
Phone: 435-797-6370
Email: angie.minichiello@usu.edu
Additional Information:

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

I am a U.S. Army (Aviation) veteran and former practicing thermal-mechanical engineer. Currently, I am an Assistant Professor of Engineering Education in the College of Engineering at Utah State.

Teaching Interests

I teach foundational engineering and engineering science courses to early undergraduates across a variety of engineering sub-disciplines. I am actively involved in transforming these challenging courses to incorporate student-centered approaches to teaching and engineering practice-based learning activities to promote deep understanding of fundamental principles and development of professional skills.

At the graduate level, I engage with students to study the historical and philosophical foundations of the field of engineering education. I am interested in developing graduate level courses in qualitative research methodologies that are aligned within the interpretivist/constructivist, pragmatist, and subjectivist paradigms for application in engineering education research.

Research Interests

My research explores use of 1) educational technology; 2) mobile learning, online learning, and distance education; 3) contemporary engineering practice; and 4) asset-based frameworks to improve access, participation, and inclusivity within all levels of engineering education. I engage with qualitative, mixed-method, and multi-method approaches to better understand student experience for the ultimate purpose of strengthening and diversifying the engineering workforce.

Awards

Graduate Mentor of the Year, 2024

USU College of Engineering

Graduate Mentor of the Year, 2024

USU Department of Engineering Education

Researcher of the Year, 2023

USU Department of Engineering Education

Researcher of the Year, 2022

USU Department of Engineering Education

JEE Star Reviewer Award, 2021

Journal of Engineering Education

Undergraduate Research Mentor of the Year, 2021

USU Department of Engineering Education

Graduate Research Mentor of the Year, 2020

USU Department of Engineering Education

Co-Researcher of the Year, 2019

USU Department of Engineering Education

Undergraduate Research Mentor of the Year, 2019

USU Department of Engineering Education

Nominated for ASCE Educator of the Year Award, 2018

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

Outstanding Teacher of the Year, 2018

USU 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 | Books

  • Minichiello, A.L, (2016). Examining academic integrity in the postmodern: Undergraduates’ use of solutions to complete textbook-based engineering coursework : 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, (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

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Curriculum

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Journal Articles

Academic Journal

  • Lawanto, O., Iqbal, A., Goodridge, W.H, Minichiello, A.L, Galindo-Guerrero, C., Sneed, C., (2024). Adaptation in unplanned and unexpected online learning in post-secondary education. Journal of European Society of Medicine, 12:2
  • Asghar, M., Minichiello, A.L, Ahmed, S., (2023). Mental health and wellbeing of undergraduate engineering students: A systematic literature review. Journal of Engineering Education
  • Minichiello, A.L, (2022). Factors contributing to the Subjective Well-Being of undergraduate engineering students. International Journal of Environmental Research and Public Health, 19:23, doi: https://doi.org/10.3390/ijerph192316284
  • Asghar, M., Minichiello, A.L, (2022). Guest Editorial. Two sides to every psyche: Implications of positive psychology for “mental health” research in engineering education. Journal of Engineering Education, 112:1
  • Lawanto, O., Iqbal, A., Goodridge, W.H, Minichiello, A.L, Asghar, M., (2022). Emergency Remote Learning: Developing an understanding about online learning features and students’ feelings. International Journal of Engineering Education, 38:5B, 1629-1642.
  • Minichiello, A.L, Lawanto, O., Goodridge, W.H, Iqbal, A., Asghar, M., (2022). Flipping the digital switch: Affective responses of STEM undergraduates to Emergency Remote Teaching during the COVID-19 pandemic. Project Leadership and Society, Special Paper Collection on Digital Learning and Education in a Project Society, 3:100043, 1-13.
  • Kulyukin, V.A, Mukherjee, S., Minichiello, A., Truscott, T., (2021). BeePIV: A Method to Measure Apis Mellifera Traffic with Particle Image Velocimetry in Videos . Applied Sciences, 11:5, doi: https://doi.org/10.3390/app11052276
  • Minichiello, A.L, Caldwell, L., (2021). A narrative literature review of Design-Based Research in engineering education: Opportunities and challenges. Studies in Engineering Education
  • Minichiello, A.L, Hanks, E., (2020). Becoming engineers in the middle years: Narrative writing as identity work in an undergraduate engineering course. International Journal of Engineering Education
  • Minichiello, A.L, Armijo, D., Mukerjee, S., Caldwell, L., Truscott, T., Kulyukin, V.A, Bhouraskar, A., Elliott, J., (2020). Developing a mobile application-based particle image velocimetry tool for enhanced teaching and learning in fluid mechanics: A design-based research approach.. Computer Applications in Engineering Education, 1–21. doi: https://doi.org/10.1002/cae.22290
  • Wilson, A., Strong, A., Sias, C., Garlick, J., Minichiello, A.L, Weingart, S., Acosta-Feliz, J., (2020). A systematic review of argumentation about the engineering-designed world. Journal of Engineering Education, 109:2, 281-306.
  • Minichiello, A.L, Marx, S., McNeill, L.S, Hailey, C., (2019). Exploring student study behaviours in engineering: How undergraduates prepared textbook problems for online submission. European Journal of Engineering Education, 44:1-2, 253-270. doi: 10.1080/03043797.2018.1474342
  • Lawanto, O., Minichiello, A.L, Uziak, J., Febrian, A., (2019). Task affect and task understanding in engineering problem solving. Journal of Technology Education, 30:2
  • Minichiello, A.L, Hood, J.R, Harkness, D.S, (2018). Bringing user experience design to bear on STEM education: A narrative literature review. Journal for STEM Education Research, 1:1, 7-33. doi: 10.1007/s41979-018-0005-3
  • Lawanto, O., Minichiello, A.L, Uziak, J., Febrian, A., (2018). Students' task understanding during problem solving in an introductory thermodynamics course. International Education Studies, 11:7
  • Minichiello, A.L, (2018). From deficit thinking to counter storying: A narrative inquiry of nontraditional undergraduate experience in engineering education. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 6:3
  • Wilson, A., Minichiello, A.L, (2017). Disciplinary literacy in engineering. Journal of Adolescent & Adult Literacy, 6:1, 7-14.
  • Minichiello, A.L, Glezer, A., Hartley, J.G, Black, W.Z, (1997). Thermal management of sealed electronic enclosures using synthetic jet technology. Advances in Electronic Packaging, 2:ASME, 1809-1812.

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Other

Magazine/Trade Publications

  • Minichiello, A.L, (2021). Army meets Academy. Utah State Alumni Magazine *
  • 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

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Teaching

ENGR 2030 - Engineering Mechanics Dynamics, Fall 2023
EED 7230 - Foundations of Engineering Education, Fall 2023
MAE 2300 - Thermodynamics I, Spring 2022
EED 7230 - Foundations of Engineering Education, Fall 2021
MAE 2300 - Thermodynamics I, Fall 2021
MAE 2300 - Thermodynamics I, Spring 2021
MAE 2300 - Thermodynamics I, Fall 2020
MAE 2300 - Thermodynamics I, Spring 2020
EED 7230 - Foundations of Engineering Education, Fall 2019
MAE 2300 - Thermodynamics I, Fall 2019
EED 7810 - Research Seminar, Spring 2019
MAE 2300 - Thermodynamics I, Spring 2019
MAE 2300 - Thermodynamics I, Fall 2018
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

Jack Elliott, Engineering Education, January 2020
Alison Sunderland, Engineering Education, January 2019
Hannah Wilkinson, Engineering Education, November 2021 - August 2023
Muhammad Asghar, Engineering Education, January 2020 - August 2023
Lori Caldwell, Engineering Education, August 2018 - August 2023
Theresa Green, Engineering Education, July 2017 - June 2021
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.

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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. 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)