Peter Doolittle

Peter Doolittle, Professor

Mauro J. Caraccioli
Peter Doolittle, Professor

School of Education
Public Safety Bldg, Suite 201
Blacksburg, VA 24061
540-231-3066  |  pdoo@vt.edu

Peter Doolittle is a Professor in the Educational Psychology Program.

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

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).

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