Peter Doolittle is a professor in the Educational Psychology Program of the School of Education.
- Multimedia Learning
- PhD, The Catholic University of America
- MS, Baylor University
- BS, Southern Methodist University
- BA, Southern Methodist University
- Director, School of Education, Virginia Tech, 2017-2020
- Executive Editor, International Journal of Teaching and Learning in Higher Education, 2005-2016
- Executive Editor, International Journal of ePortfolio, 2010-2016
- Distinguished Fellow, International Society for Exploring Teaching and Learning, 2011
- Alumni Award for Excellence in Teaching, Virginia Tech, 2010
- Executive Development Institute, 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
- Research Fellowship, Institute for Distance and Distributed Learning, Virginia Tech, 2004
- Certificate of Teaching Excellence, College of Human Resources and Education, Virginia Tech, 2001
- Instructional Fellowship, Institute for Distance and Distributed Learning, Virginia Tech, 2000
- Teacher-As-Researcher Award, Phi Delta Kappa, Virginia Tech Chapter, 2000
- Award for Innovative Teaching, Phi Delta Kappa, Virginia Tech Chapter, 1999
Ozdemir, D., and 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., and 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., and Doolittle, P. E. (2014). Unregulated use of laptops over time in large lecture classes. Computers and Education. 78, 78-86.
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).
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