Dr. Mimi Recker


Dr. Mimi Recker

Contact Information

Office Hours: By Appointment
Phone: (435) 797-2692
Email: mimi.recker@usu.edu
Additional Information:


When she’s not working, you might find Mimi on skis, in a kayak, on a bike, or on a cliff, exploring the natural beauty around Logan.

Mimi served as the ITLS Department Head from 2008 to 2015. Her research focuses on helping the education sector take advantage of the benefits of cyber-learning and teaching. Over the years, this line of research, funded by the NSF and the Institute for Museum and LIbrary Services, has involved a dynamic mix of faculty, post-docs, and graduate students from USU, as well as colleagues from around the world.

Mimi Recker holds a bachelor’s degree in mathematics from the University of Pennsylvania. After a few years working as a software engineer in Silicon Valley, she earned her PhD from the University of California, Berkeley. Mimi worked for two years at the Georgia Institute of Technology and for four years at Victoria University of Wellington in New Zealand, before finally joining Utah State University in 1998.

Featured Work

Libraries and STEM Maker Programs Grant

Supporting The Development Of Public And School Librarians As Stewards Of Cross Setting STEM Maker Programs. Funding from the Institute for Museum and Library Services from July 2016 to June 2019.

Designing a Middle School Science Curriculum that Integrates Computational Thinking and Sensor Technology

This experience report describes two iterations of a curriculum development process in which middle school teachers worked with our research team to collaboratively design and enact instructional units where students used sensors to investigate scientific phenomena. In this report, we examine the affordances of using a sensor platform to support the integration of disciplinary learning and computational thinking (CT) aligned with Next Generation Science Standards and the CT in STEM Taxonomy developed by Weintrop and colleagues. For more information, see https://dl.acm.org/citation.cfm?id=3287476.

Table Top 2 Screens

This project, funded by the National Science Foundation, is studying approaches to help elementary students learn computational thinking skills by first playing a tabletop board game and then building game levels in Scratch, a block-based programming language. For more information, see http://itls.usu.edu/t2s.

Research Focus

  • Educational Data Mining
  • Teacher Professional Development
  • Digital Libraries, Online Education
  • Computational Thinking
  • Computer Science Education

Selected Publications

Feel free to request information about other publications or contact directly if you need access to a publication.

Books, Book Chapters and Reports

 Lee, V., Recker, M., & Rogowski, A. (2019). Researchers or Service Providers? A case of renegotiating partnership in a research-practice partnership. In T. Ruecker and V. Svihla (Eds.), Research, Interrupted: Confronting and Overcoming Challenges in Education Research. Routledge.

 Blair, P., Recker, M., & Glomb, N. (2018). A case study of special educator professional development in a virtual world. In Robert C. Branch (Ed.) Educational Media and Technology Yearbook 41, (pp. 25-39). New York, NY: Springer.

 Phillips, A. L., Lee, V. R., & Recker, M. (2018). Small Town Librarians as Experience Engineers. In V. R. Lee & A. L. Phillips (Eds.), Reconceptualizing Libraries: Perspectives from the Information and Learning Sciences (pp. 158-169). New York, NY: Routledge.

Journal Publications

 Phillips, A., Lee, V., & Recker, M. (2019, in press). A Framework for Characterizing 21st Century School Librarianship. School Libraries Worldwide.

 Martiz, G. & Recker, M. (2019). Mobile Phone Use for English Language Learning in a Dominican Republic University Classroom: A Qualitative Inquiry. Computer-Based Learning in Context, 1(1), 14-27.

 Rogowski, A., Recker, M., & Lee, V. (2018/2019). Designing Online Support Guides for Librarians Managing STEM Maker Activities. International Journal of Innovations in Online Education, 2(4). doi.org/0.1615/IntJInnovOnlineEdu.2019029566