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Peter Doolittle

Peter Doolittle, Professor

Mauro J. Caraccioli
Peter Doolittle, Professor

School of Education
1750 Kraft Drive
Room 2105 (0302)
Blacksburg, VA 24061
540-231-3066  |  pdoo@vt.edu

  @PDooPDoo        @Peter-Doolittle

Peter Doolittle is currently a professor of educational psychology in the School of Education at Virginia Tech. He is also the former Assistant Provost for Teaching and Learning, Director of the Center for Instructional Development and Educational Research (CIDER), and Director of the School of Education (SOE). His academic background includes 30 years teaching undergraduate and graduate students, using traditional, blended, and online formats. In 2013, he provided a TED talk at TED Global in Edinburgh, Scotland (How Working Memory Makes Sense of the World). His current research foci include the theoretical foundations and practical implications of active learning in the college classroom, and the impact of working memory capacity on college student learning in digital learning environments.

  • 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, 2021 - present
    • 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. After managing the journal for 10 year, I now am the website developer (front-end, back-end). The website was completely overhauled this year to improve its function, structure, and aesthetics. http://www.isetl.org/ijtlhe/

 

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