Peter Doolittle

• The theoretical foundations and practical implications of active learning in the college classroom
• The impact of working memory capacity on college student learning in digital learning environments.

• Ph.D., The Catholic University of America (Educational Psychology)
• M.S., Baylor University (Education)
• B.S., Southern Methodist University (Psychology)
• B.A., Southern Methodist University (Education)

• Former Director, School of Education, Virginia Tech (2017-2020)
• Former Assistant Provost for Teaching and Learning
• Former Director, Center for Instructional Development and Educational Research (CIDER)
• Editorial Activities
  • Editorial Board, Liberal Education (AAC&U)
  • Editor/Curator, International Journal of Teaching and Learning in Higher Education, 2005-2015
  • Associate Editor, International Journal of Cyber Behavior, Psychology, and Learning, 2020-2021
    
  • Executive Editor, International Journal of Teaching and Learning in Higher Education, 2005-2016
  • Executive Editor, International Journal of ePortfolio, 2010-2016

• Alumni Award for Excellence in Teaching, Virginia Tech, 2010
  
• Certificate of Teaching Excellence, College of Liberal Arts and Human Sciences, Virginia Tech, 2009
  
• Outstanding Teaching Award, School of Education, Virginia Tech, 2008
  
• Outstanding Service Award, School of Education Student Association, Virginia Tech, 2008
  
• Excellence in Graduate Student Advising Award, College of Liberal Arts and Human Sciences, Virginia Tech, 2007
• Certificate of Teaching Excellence, College of Human Resources and Education, Virginia Tech, 2001
• Teacher-As-Researcher Award, Phi Delta Kappa, Virginia Tech Chapter, 2000

Journal Articles

Ma, S., Stegar, D., Doolittle, P., Lee, R., Griffin, D., & Stewart, A. (2020). Persistence of multitasking distraction following the use of smartphone-based clickers. International Journal of Teaching and Learning in Higher Education, 32(1), 64-72

Doolittle, P. E., Bryant, L., Chittum, J. (2014). Effects of segmentation and learner disposition on learning in a multimedia instructional environment. British Journal of Educational Technology, 46(6), 1333-1343.

Doolittle, P. E. (2014). Complex constructivism: A theoretical model of complexity and cognition. International Journal of Teaching and Learning in Higher Education, 26(2), 21-29.

Ragan, E. D., Jennings, S. R., Massey, J., & Doolittle, P. E. (2014). Unregulated use of laptops over time in large lecture classes. Computers and Education. 78, 78-86.

Lusk, D. L., Evans, A., D. Jeffrey, T. R., Palmer, K. R., Wikstrom, C. S., & Doolittle, P. E. (2009). Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation. British Journal of Educational Technology, 40(4), 636-651.

Doolittle, P. E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31(1), 72-104.

Book Chapters

Watson, C. E., Terry, K., and Doolittle, P. (2012). Please read while texting and driving. In J. Groccia (Ed.), To improve the academy (Vol. 31) (pp. 295-310). Bolton, MA: Anchor.

Drezek McConnell, K., and Doolittle, P. E. (2012). Classroom-level assessment: Aligning pedagogical practices to enhance student learning. In C. Secolsky and D. B. Denison (Eds.), Handbook on measurement, assessment, and evaluation in higher education (pp. 15-30). New York, NY: Routledge.

Van Hover, S., Hicks, D., Doolittle, P., and vanFossen, P. (2012) Learning social studies: An evidence-based approach. In K. Harris, S. Graham, and T. Urdan (Eds.), American Psychological Association Educational Psychology Handbook (pp. 283-307). Washington, DC: American Psychological Association.

Adams, S., and Doolittle, P. (2012-2015). A self-assessment of evidence-based instructional practices and outcomes in STEM-related core courses for STEM majors and non-majors. National Science Foundation WIDER:EAGER ($300,000). Co-PI.

Meehan, K., Doolittle, P., and Hendricks, R. (2008-2012). Discrete steps to improve student comprehension of concepts from quantum mechanics and solid state physics and their application in electrical and computer engineering. National Science Foundation - Course, Curriculum, and Laboratory Improvement (NSF – CCLI) ($500,000). Co-PI.

Matusevich, M., Doolittle, P., Hicks, D., and Ewing, D. (2003-2006). Teaching American history professional development. U.S. Department of Education: Teaching American History Grant. ($571,705). Co-PI on subcontract with David Hicks and Tom Ewing ($412,453).

• Diggs Teaching Scholars (01-01-2009 to present)
• Academy of Teaching Excellence (ATE) (01-01-2015 to present)
• (2020, August). Neuroscience: Teaching for deep and flexible learning [Invited speaker]. Neuroscience, Cognition, and Technology Seminar, Fundación Educacional Seminarium, Santiago, Chile. (Participants included 310+ K-12 teachers and administrators) 
• (2020, August). Working memory and the integration of technology in teaching and learning [Invited speaker]. Neuroscience, Cognition, and Technology Seminar, Fundación Educacional Seminarium, Santiago, Chile. (Participants included 310+ K-12 teachers and administrators) 
• (2020, July). Neurociencias en la educación: Claves para impulsar el aprendizaje [Neuroscience in education: Keys to promoting learning] [Invited address]. Neuroscience in Education, Ministry of Education, Santiago, Chile. (Participants included 4700+ K-12 teachers and administrators) 
• (2020, February). Integrating learning and experience in STEM [Keynote address]. STEM Teaching and Learning, Wiley Publishing, Coral Gables, FL. (Participants included 70+ STEM faculty members)
• Developed the International Journal of Teaching and Learning in Higher Education in 2005.