Assistant Professor Educational Policy Studies, University of Illinois, 2009 - present
Director of Innovation and Research in E-learning and Hardie Fellow Ubiquitous Learning Institute, University of Illinois, 2009 - present
Associate Professor Educational Psychology, Northern Arizona University, 2005 - 2008
Assistant Professor Educational Psychology, Northern Arizona University, 1998 - 2005
Director Research & Evaluation, Northern Arizona University, 1998 - 2002
Sr. Management Research Analyst Office of University Evaluation, Arizona State University, 1995 - 1998
Management Research Analyst Office of University Evaluation, Arizona State University, 1992 - 1995
Ph.D., Educational Psychology/Lifespan Development Psychology, Arizona State University, 1998
M.A., Educational Psychology, University of Illinois, Urbana-Champaign, 1987
B.A., Psychology, Northern Illinois University, 1981
Faculty Ranked as Excellent by their Students UIUC, 2016 - 2016
Highly Cited Research in The Internet and Higher Education Elsevier, 2016 - 2016
Faculty Ranked as Excellent by their Students UIUC, 2013 - 2014
Winner of AEA annual conference poster presentation American Evaluation Association, 2009 - 2009
New grants for FY2011 (9/1/2011)
My research interests include two main areas: Teaching & learning in digital environments, specifically exploring individual differences in epistemological beliefs, learning styles, metacognition, self-regulated learning and presence (cognitive, social & teaching) as they relate to academic outcomes in higher education; Program evaluation, particularly culturally responsive program evaluation practices applied to post-secondary education programs.
Gershenfeld, S., Hood, D., & Zhan, M. (2015) The Role of First-Semester GPA in Predicting Graduation Rates of Underrepresented Students Journal of College Student Retention: Research, Theory & Practice - Baywood Publishing Co. 17 (3) link >
Huang, W., Hood, D., & Yoo, S. (2013) Motivational support in Web 2.0 learning environments: a regression analysis based on the integrative theory of motivation, volition and performance Innovations in Education and Teaching International link >
Huang, W., Hood, D., & Yoo, S. (2013) Gender divide and acceptance of collaborative web 2.0 applications for learning in higher education Internet and Higher Education 16, 57-65 link >
Hood, D., & Huang, H. (2012) Professional development with graduate teachng assistants teaching online. Virtual Mentoring for Teachers: Online Professional Development Practices IGI Global: Hershey, PA
Scott, K., Aist, G., & Hood, D. (2009) COMPUGIRLS: Designing a culturally relevant technology program Educational Technology
Hood, D. (2007) Test review: Facial expressions of emotion Stimuli & tests (FEEST). The seventeenth mental measurements yearbook University of Nebraska Press: Lincoln, NE
Hood, D. (2007) Test review: Service ability inventory (S.A.I.). The seventeenth mental measurements yearbook University of Nebraska Press: Lincoln, NE
Hall, M., & Hood, D. (2005) Persuasive language, responsive design: A framework for interculturally responsive evaluation. The role of culture and cultural context: A mandate for inclusion, the discovery of truth and understanding in evaluative theory and practice Information Age Publishing: Greenwich, CT
Gershenfeld, S., Hood, D., & Zhan, M.. Types and Levels of Financial Aid, First-Semester GPA, and College Graduation
Hood, D., Hood, S., & McBride, D.. Academic careers workshop for underrepresented groups: A longitudinal evaluation of the application of knowledge, skills, and attitudes of ACW participants Communications of the ACM 58 (3), 27-29 link >
Hood, D.. Epistemological Beliefs and Learning Outcomes for Online Community College Physics Students..
AERA Social Justice Action Committee American Educational Research Association Social Justice Action Committee, 2014 - 2017
AERA Brown Lecture in Education Research Selection Committee, 2015 - 2015
CREA Inaugural Conference - session chair, proposal reviewer Center for Culturally Responsive Evaluation and Assessment, 2012 - 2013
Evaluation Synthesizer National Science Foundation, 2010 - 2010
Review Panel Member Informal Science Education (ISE) Full Proposal Panel, National Science Foundation, 2010 - 2010
Small Group Facilitator Forum on the Future of Public Education, 2010 - 2010
Co-Chair, Early Career Faculty Mentoring Program Division E, American Educational Research Association, 2008 - 2010
Reviewer American Journal of Evaluation, 2009 - 2009
Co-Chair AERA Div E Early Career Faculty Pre-Conference (San Diego, CA) AERA Division E, 2009 - 2009
Proposal Reviewer American Educational Research Association, 1999 - 2009
Proposal Reviewer American Evaluation Association, 2001 - 2003
Editorial Board Educational Evaluation and Policy Analysis, 2000 - 2002
The College Student Study of the characteristics and development of college students, the institutional contexts in which they operate, and the interaction of students with the college environment.
Eval of Higher Ed Programs The examination of critical trends that impact higher education from various perspectives, including legal, organizational, and political. Course Information: May be repeated to a maximum of 8 hours.
College Student Development Provides students with an understanding of theories and research involving the cognitive, intrapersonal and interpersonal development of college students. Special attention is paid to the application of student development research in educational settings and the intentional creation of educational environments along developmental principles. Course Information: Prerequisite: EOL 572 or consent of instructor.
Student Affairs Admin Theory, research, and practice of student affairs administration, including philosophical foundations, management, professional development and organizational issues.
Internship in Higher Ed Supervised direct experience in the administration of higher education. With the aid of the faculty, students select the internship relevant to their career goals. Course Information: Approved for S/U grading only. May be repeated to a maximum of 8 hours; no more than 8 hours may be earned toward an advanced degree. Prerequisite: Consent of instructor.