James Minogue

Bio

Dr. Minogue is an Associate Professor in the Department of Teacher Education and Learning Sciences where he teaches elementary science methods courses at both the undergraduate and graduate level.

• https://perceptproject.weebly.com/
• https://ced.ncsu.edu/news/2018/09/25/minogue-receives-nsf-grant-to-reimagine-physics-teaching-in-preservice-educators/
• http://aspectproject.weebly.com/

Selected Scholarly Publications

• Qi, K. Borland, D., Jackson, E., Williams, N., Minogue, J & Peck, T. (2020). Augmenting Physics Education with Haptic and Visual Feedback,” 2020 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), 2020, pp. 439-443.
• Carrier, S. J., Whitehead, A. N., Minogue, J., & Corsi-Kimble, B. S. (2018). Novice Elementary Teachers’ Developing Visions of Effective Science Teaching. Research in Science Education, 1-25.
• Minogue, J., & Borland, D. (2016). Investigating students’ ideas about buoyancy and the influence of haptic feedback. Journal of Science Education and Technology, 25, 187-202.
• Minogue, J., Borland, D., Russo, M., & Chen, S. T. (2016). Tracing the Development of a Haptically-enhanced Simulation for Teaching Phase Change. Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play (p. 213-219). ACM, New York, NY, USA.
• Chen, S.T., Borland, D. Russo, M., Grady, R., & Minogue, J. (2014). ASPECT: Sinking and floating, haptics for elementary school students. Proceedings of CHI PLAY ’14 the First ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play (p. 405-406). ACM, New York, NY, USA.
• Chen, S.T., Borland, D. Russo, M., Grady, R., & Minogue, J. (2014). ASPECT sinking and floating: an interactive playable simulation for teaching buoyancy concepts. Proceedings of CHI PLAY ’14 the First ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play (p. 327-330). ACM, New York, NY, USA.
• Annetta, L., Minogue, J., Holmes, S., & Cheng, M.T. (2009). Investigating the effect of video games on high school biology students’ learning and engagement. Computers and Education, 53, 74-85.
• Minogue, J., & Jones, M.G. (2009). Measuring the impact of haptic feedback using the SOLO taxonomy. International Journal of Science Education. 31, 1359-1378.
• Minogue, J. & Jones, M.G. (2006). Haptics in education: Exploring an untapped sensory modality. Review of Educational Research, 76 (3), 317-348.

Courses Taught

• ELM 420 Teaching Science in the Intermediate Grades
• ECI 709 Special Topics: Action & Cognition in SteM Teaching & Learning

Editorial Boards

• Journal of Science Education and Technology (JSOT); Editorial Board Member
• Computers and Education (CaE); Manuscript Review Board
• International Journal of Science Education (IJSE): Manuscript Review Board
• Journal of Research in Science Teaching (JRST); Manuscript Review Board

Services and Engagements

• Co-PI on Multimodal Visitor Analytics: Investigating Naturalistic Engagement with Interactive Tabletop Science Exhibits [NSF-AISL] (1713545) $1,951,956, James Lester (PI) & Jonathan Rowe (Co-PI), March, 2017-Present
• Senior Researcher on PROJECT ATOMS: Accomplished Elementary Teachers of Mathematics and Science [NSF-DR K-12] (1118894) $3,166,758, Temple Walkowiak PI, September 2011-Present
• Faculty Associate on Missions with Monty: A Game-Based Approach to Comprehension Monitoring with Informational Science Text. [NSF/EHR Core] $1,500,000, PI John Nietfeld, Co-PI Marc Russo, August 2018-Present
• PI on ASPECT: Advancing Science Performance with Emerging Computer Technologies [NSF-DR K-12] (1316473) $449,643, Marc Russo & David Borland Co-PIs, Sep. 2013-Aug. 2017

Area(s) of Expertise

James Minogue is currently an Associate Professor of Science Education in the Department of Teacher Education & Learning Sciences at North Carolina State University (NSCU). Prior to joining NC State, James held a tenure-track position at The College of New Jersey (TCNJ). His current research efforts involve trying to better understanding haptic (touch) perception and cognition within the context of teaching and learning, exploring the efficacy of game-based learning environments (GBLEs) in elementary science, and examining how to best structure elementary teachers’ and students’ “conceptual encounters” with invisible science phenomena. He has eight years of experience teaching public school science and has been developing and teaching elementary science methods courses at the college level since the fall of 2005.