Michael A. de Miranda is a Professor, Claude H. Everett, Jr. 47' Endowed Chair, and Head of the Department of Teaching, Learning, and Culture at Texas A&M University. Michael's current responsibilities are to provide leadership across the department in support of the faculty, staff, and students. The students and their families within the department represent our single most important asset and our award winning faculty are second to none within their respective fields of research and teaching. Professor de Miranda's research focuses on the development of young STEM educators for the future of our profession, specifically in learning, cognition, and instruction in engineering and technology education. A graduate of the University of California in Educational Psychology, his research is focused on the study of cognitive process and complex classroom interventions associated with achieving scientific and technological literacy through engineering content. The research focus is centered on measuring and understanding how students \"connect the STEM dots\". Research awards as PI and Co-PI in excess of $10M funded through the National Science Foundation and most recently the National Institutes of Health have provided the funding to translate core basic research in engineering, big data systems and analysis, and interdisciplinary work in chemistry, environmental health, and engineering into new K-12 STEM contents and research.
- Ph.D. in Educational Psychology, University of California, Berkeley - (Berkeley, California, United States) 1996
- M.A. in Industrial Arts, California State University, Long Beach - (Long Beach, California, United States) 1989
- B.A. in Industrial Arts, California State University, Long Beach - (Long Beach, California, United States) 1980
- NOROUZIAN, R., DE MIRANDA, M., & PLONSKY, L. (2019). A Bayesian Approach to Measuring Evidence in L2 Research: An Empirical Investigation. Modern Language Journal. 103(1), 248-261.
- Norouzian, R., Miranda, M., & Plonsky, L. (2018). The Bayesian Revolution in Second Language Research: An Applied Approach. Language Learning. 68(4), 1032-1075.
- Ozfidan, B., & de Miranda, M. A. (2017). K12 Teacher Credentialing Containing Engineering Content in the USA. EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION. 14(1), 3-13.
- Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education. 27(1), 63-88.
- Maciejewski, A. A., Chen, T. W., Byrne, Z. S., De Miranda, M. A., Mcmeeking, L., Notaros, B. M., ... Notaros, O. (2017). A Holistic Approach to Transforming Undergraduate Electrical Engineering Education. IEEE ACCESS. 5, 8148-8161.
- de Miranda, M. A. (2018). Pedagogical Content Knowledge for Technology Education. Handbook of Technology Education. (pp. 685-698). Springer International Publishing.
- de Miranda, M. A. (2016). Pedagogical Content Knowledge for Technology Education. de Vries, M. J. (Eds.), Encyclopedia of Coastal Science. (pp. 1-14). Springer International Publishing.
- Siller, T. J., De Miranda, M. A., & Deuermeyer, E. (2018). Engineering pathways for P-12 teacher preparation. 2012 ASEE ANNUAL CONFERENCE. 2018-June,
- Ibrahim, B., DeMiranda, M. A., & Siller, T. J. (2017). Exploring the Relationship Between Creativity and Engineering Design Outcome Score. 2018-January, 212-217.
- Ibrahim, B., DeMiranda, M. A., Lashari, T. A., & Siller, T. J. (2017). Teamwork and Engineering Design Outcomes: Examining the Relationship Among Engineering Undergraduate Students. 00, 628-635.
- Ibrahim, B., DeMiranda, M. A., & Siller, T. J. (2016). The Correlation Between Creativity and Engineering Knowledge Among Engineering Undergraduate Students. 38-43.
- Rosales, A. H., Leland, A. M., Notaros, O., Toftness, R. F., Siller, T. J., De Miranda, M. A., ... Maciejewski, A. A. (2016). Preliminary work on weaving professionalism throughout the engineering curriculum. 2012 ASEE ANNUAL CONFERENCE. 2016-June,