Faculty and Staff
Bridget Miller, Ph.D.
|Title:||Assistant Professor, Science Education
|Department:||Instruction and Teacher Education
College of Education
Ph.D., Special Education and Science Education, Purdue University
B.S., Elementary Education, Indiana University
Bridget Miller's research investigates the integration of commercial technologies such as tablet computers and their use in the STEM classroom to support instructional objectives in authentic and meaningful ways. Her recent studies focused on the use of electronic notebooks on iPads for students with cognitive disabilities to access, communicate, and be assessed in STEM curriculum.
Bridget Miller is originally from Saratoga Springs in upstate New York, and relocated to the Midwest where she attended Indiana and Purdue Universities. With a passion for teaching all students, Miller has worked in the field with a range of diverse populations, from teaching developmental kindergarten, to Special Education with students with low incidence disabilities. Miller teaches for the Early Childhood Program here at USC focusing on Science Education for young children. Her research investigates the integration of commercial technologies such as tablet computers and their use in the STEM classroom to support instructional objectives in authentic and meaningful ways. Her recent studies focused on the use of electronic notebooks on iPads for students with cognitive disabilities to access, communicate, and be assessed in STEM curriculum. Now this is expanding with the use of e-notebooks for younger students as they can scaffold and support students through science inquiry and engineering design processes.
Miller, B., & Taber-Doughty, T. (2014). Self-monitoring checklists for inquiry problem-solving: Functional problem-solving methods for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 555-567.
Miller, B., Krockover, G. H., & Doughty, D., (2013). Using iPads to teach inquiry science to students with intellectual disabilities: A pilot study. Journal of Research in Science Teaching, 50 (8), 887-911.
Doughty, T., Miller, B., Shurr, J., & Wiles, B., (2013). Portable and accessible video modeling: Teaching a series of novel skills within school and community settings. Journal of Autism and Developmental Disabilities, 48, (2), 147-163.
Miller, B. (2012). Inquiry methods for students with significant cognitive disabilities: Access to general science curriculum. Teaching Exceptional Children, 44 (6), 16- 25
Wendt, O. & Miller, B., (2012). Quality appraisal of single-subject experimental designs: An overview and comparison of different appraisal tools. Education and Treatment in Children, 35 (2) 235-268
Bouck, E., Flannagan, S., Miller, B., (2012). Rethinking everyday technology as assistive technology to meet students IEP goals. Journal of Special Education Technology, Technology and Media, 27(4), 47-57.
Miller, B. (2013). Using iPads to Teach Inquiry Science to Students with a Moderate Intellectual Disability. National Association for Research in Science Teaching. Rio Grande, Puerto Rico.
Miller, B. (2013). Science inquiry checklists: Self-monitoring problem solving for students with cognitive disability. San Antonio, TX
Miller, B., Science instruction with technology supports for students with moderate intellectual disabilities. (2012). Council for Exceptional Children Convocation and Expo, Denver, Colorado.
Miller, B. & Smith, S., (2012). iPads in the Inclusive Classroom. National Science Teachers Association. Indianapolis, Indiana.
Miller, B., & Wiles, B., (2011). Accessible inquiry-based learning in science and math to promote functional outcomes. Council of Exceptional Children, Division of Teacher Education, Austin Texas.
Miller, B. (2011). Accessible STEM Education for Inclusive Outcomes. Transforming Education: From Innovation to Implementation, Discovering Learning Center, Purdue University, West Lafayette, IN.