David Kniola

• Assessment methods in Higher Education
• Program evaluation methods
• Remote sensing methods in social science and education
• Learning Environments
• International Higher Education

• PhD, Virginia Tech
• MA, Bowling Green State University
• BS, Oakland University

• Co-founder and co-director, Boosting University Infrastructure for Learning + Discovery (BUILD) Project
• Core Faculty Member, Smart Infrastructure Laboratory (College of Engineering) Virginia Tech,
• Founding Director, Riva Institute for Quality in Higher Education, Riva S. Vitale, Switzerland
• Pink Time Project on Student Learning

Journal Articles

Baird, T. D., Kniola D. J., Hartter, J., Carlson, K, Russell, D., Rogers, S., & Tise, J. (2017, under review). Adapting Pink Time to promote self-regulated learning across course and student types.

Baird, T. D., Kniola D. J., Lewis, A. L., & Fowler, S. B. (2014). Pink Time: Evidence of self-regulated learning and academic motivation among undergraduate students. Journal of Geography. doi: 10.1080/00221341.2014.977334

Kniola, D. (2013). Accountability through assessment of non-academic organizations in higher education. European Journal of Higher Education. Special issue: Transatlantic perspectives on assessment and accountability. doi: 10.1080/21568235.2013.778044

• Secondary School Climate Survey- Awarded $229,343 by Virginia Department of Criminal Justice Services (Virginia Tech grant number: 542883). Principal investigators: Lawson G (60%), Kniola D (40%) (Active: 2021 - 2022).
• Secondary School Climate Survey, 2020- Awarded $197,847 by Virginia Department of Criminal Justice Services (Virginia Tech grant number: 542883). Principal investigators: Lawson G (60%), Kniola D (40%) (Active: 2020 - 2021).
• AGEP Transformation Alliance: Supporting Underrepresented Participation in Research and Academia (ATA/SUPRA) Award #2015286, 2020-2024 Co-PI on team awarded $1,995,977 by the National Science Foundation’s Supporting Underrepresented Participation in Research and Academia (SUPRA) program. The project brings together five universities with the goal of developing, employing, researching, institutionalizing and disseminating an innovative model supporting African Americans employed in instructor positions at Historically Black Colleges and Universities (HBCUs), each who are also STEM doctoral candidates classified as “All But Dissertation” (ABD). 
• Steelcase/ICAT Artificial Intelligence Audio Evaluation Project, 2020 Awarded $30,000 to conduct evaluation study on implementation and use of artificial intelligence-based lecture transcription tool to enhance student learning.
  
• Institute for Creativity, Arts, and Technology (ICAT) and Institute for Society, Culture, and the Environment (ISCE), Virginia Tech, 2016-2017
• Received full funding ($30,000) to advance study of intelligent infrastructures in academic settings including formal and informal learning spaces.
• Institute for Creativity, Arts, and Technology (ICAT), Virginia Tech, Fall 2015
• Seed grant ($3,500) to conduct pilot study to measure collaboration and creativity in instrumented buildings. Purpose of study is to establish proof of concept for extramural funding.
• School of Education Faculty Research Grant, Virginia Tech.
• Institution grant to study factors that influence success among graduate students in STEM fields. Study resulted in published paper.
• Research Associate, School of Education, Virginia Tech, Summer 2008
• Microsoft funded research project ($300,000) to study the use of tablet computers in engineering classrooms. Lead data analysis and report writing of faculty survey on technology integration. Constructed web-based surveys using survey software.

Evolution of university classroom learning community, 2016-present. An investigation of student engagement in classrooms over time using dynamic sensors to measure changes in student behavior in response to varied pedagogy.

Collaboration and creativity, 2015-present. An investigation using instrumented buildings to study collaboration and creativity in academic environments with the goal of identifying “creativity signatures” from human-building interactions while engaged in scientific and artistic behaviors.

Self-regulated learning and academic motivation, 2014-present. An investigation of the efficacy of certain types of classroom activities that contribute to self-regulated learning behaviors and academic motivation in undergraduate and graduate students attending post-secondary institutions.

• Theta Chi Fraternity (01-01-2015 - Present)