Peter Doolittle, CEUT)

Mauro J. Caraccioli

Peter Doolittle



226 War Memorial Hall, Blacksburg, VA 24061    


Office: 540-231-3066


Department Membership

School of Education


  • Multimedia Learning
  • Constructivism

Professional Activities

  • Director, School of Education, Virginia Polytechnic Institute and State University (Virginia Tech), 2017-
  • Executive Editor, International Journal of Teaching and Learning in Higher Education (IJTLHE), 2005-2016
  • Executive Editor, International Journal of ePortfolio (IJeP) 2010-2016


  • Ph.D.  The Catholic University of America
  • M.S.  Baylor University
  • B.S.  Southern Methodist University
  • B.A.  Southern Methodist University

Awards and Honors

2011 Distinguished Fellow, International Society for Exploring Teaching and Learning

2010 Alumni Award for Excellence in Teaching, Virginia Tech

2010 Executive Development Institute, Virginia Tech

2009 Certificate of Teaching Excellence, College of Liberal Arts and Human Sciences, Virginia Tech

2008 Outstanding Teaching Award, School of Education, Virginia Tech

2008 Outstanding Service Award, School of Education Student Association, Virginia Tech

2007 Excellence in Graduate Student Advising Award, College of Liberal Arts & Human Sciences, Virginia Tech 2004

Research Fellowship, Institute for Distance and Distributed Learning, Virginia Tech

2001 Certificate of Teaching Excellence, College of Human Resources and Education, Virginia Tech

2000 Instructional Fellowship, Institute for Distance and Distributed Learning, Virginia Tech

2000 Teacher-As-Researcher Award, Phi Delta Kappa, Virginia Tech Chapter

1999 Award for Innovative Teaching, Phi Delta Kappa, Virginia Tech Chapter

Selected Publications

Journal Articles

Ozdemir, D., & Doolittle, P. (2015). Revisiting the seductive details effect in multimedia learning: Context-dependency of seductive details. Journal of Educational Multimedia and Hypermedia, 24(2), 101-119

Doolittle, P. E., Bryant, L., Chittum, J. (2015). Effects of segmentation and learner disposition on learning in a multimedia instructional environment. British Journal of Educational Technology, 46(6), 1333-1343.

Levi Altstaedter, L., & Doolittle, P. E. (2014). Students’ perceptions of feedback. Argentinian Journal of Applied Linguistics. 2(2), 59-76.

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.

Book Chapters

Watson, C. E., Terry, K.,& 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., & Doolittle, P. E. (2012). Classroom-level assessment: Aligning pedagogical practices to enhance student learning. In C. Secolsky & 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., & vanFossen, P. (2012) Learning social studies: An evidence-based approach. In K. Harris, S. Graham, & T. Urdan (Eds.), American Psychological Association Educational Psychology Handbook (pp. 283-307). Washington, DC: American Psychological Association.


Adams, S., & 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., & 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., & 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).