Gershenfeld, S., Hood, D. W., & Zhan, M. (2020). The Promise of Summer: A Case Study of Motivation and Impact Among Low-Income Students. In L. W. Perna, & E. J. Smith (Eds.), Improving Research-Based Knowledge of College Promise Programs (pp. 199-218). American Educational Research Association.  link >

Gershenfeld, S., Zhan, M., & Hood, D. W. (2019). The impact of a promise: A loan replacement grant, low-income students, and college graduation. Review of Higher Education, 42(3), 1073-1100.  link >

Gershenfeld, S., Hood, D. W., & Zhan, M. (2016). The role of first-semester GPA in predicting graduation rates of underrepresented students. Journal of College Student Retention: Research, Theory and Practice, 17(4), 469-488.  link >

Hood, D. W. (2016). Implementing Learning by Design: Teachers’ Reflections. In B. Cope, & M. Kalantzis (Eds.), A Pedagogy of Multiliteracies: Learning by Design (pp. 142-156). Palgrave Macmillan.  link >

Hood, D. W., & Huang, W. H. D. (2014). Professional development with graduate teaching assistants (TAs) teaching online. In Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications (Vol. 1-4, pp. 212-227). IGI Global.  link >

Huang, W. H. D., Hood, D. W., & Yoo, S. J. (2014). 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, 51(6), 631-641.  link >

Hood, D. W., Hood, S., & McBride, D. (2013). Academic careers workshop for underrepresented groups. Communications of the ACM, 56(3), 27-29.  link >

Huang, W-H., Hood, D. W., & Yoo, S. J. (2013). Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education. Internet and Higher Education, 16(1), 57-65.  link >

Hood, D. W., & Huang, W-H. (2012). Professional development with graduate teaching assistants (TAs) teaching online. In J. Keengwe, & L. Kyei-Blankson (Eds.), Virtual Mentoring for Teachers: Online Professional Development Practices (pp. 26-42). IGI Global.  link >

Scott, K. A., Aist, G., & Hood, D. W. (2009). CompuGirls: Designing a Culturally Relevant Technology Program. Educational Technology, 49(6), 34-39.

Hall, M., & Hood, D. W. (2005). Persuasive Language, Responsive Design: A Framework for Interculturally Responsive Evaluation. In S. Hood, H. Frierson, & R. Hopson (Eds.), The Role of Culture and Cultural Context in Evaluation: A Mandate for Inclusion, the Discovery of Truth and Understanding (Evaluation and Society). Information Age Publishing Inc..

Ward Hood, D., & Cassaro, D. A. (2002). Feminist evaluation and the inclusion of difference. New Directions for Evaluation, 2002(96), 27-40.  link >

Hood, D. W. (1992). Academic and Noncognitive Factors Affecting the Retention of Black Men at a Predominantly White University. The Journal of Negro Education, 61(1), 12-23.

EOL 572: The College Student (EOL 572) 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. Same as EPOL 563. 4 graduate hours. No professional credit.

EOL 582: College Student Development (EOL 582) 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. Same as EPOL 564. 4 graduate hours. No professional credit.

EOL 589: Internship in Education Policy, Organization and Leadership (EOL 589) Same as EPOL 598. See EPOL 598.

EPOL 515: Introduction to Diversity & Equity (EPOL 515) Designed to broaden and deepen students' reflective understanding of diversity and equity and promote a critical and analytical approach to research on relevant topics, as well as support the development of scholar-practitioners. While diversity is inclusive of social and economic status, gender, race, religion, sexuality, ethnicity, ability, and culture, the course is organized around intersectional identity formations as they continue to inform educational and workforce policies and practices. Throughout this course, students will examine the definitions, role, function and effects of diversity and equity in broadly defined educational structures. The dynamics of power and privilege impact the ways in which diversity and equity manifest, particularly via educational and social policies.

EPOL 563: The College Student (EPOL 563) 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.

EPOL 564: College Student Development (EPOL 564) 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.

EPOL 586: General Field Research Seminar (EPOL 586) This course will guide doctoral students as they develop a broad and critical understanding of their general field of doctoral study. Students will conduct a synthesized and critical review of the general field literature, which will become part of their dissertation. This course may meet the doctoral requirement of the General Field Qualifying Examination.

EPOL 587: Special Field Research Seminar (EPOL 587) This course will guide doctoral students as they develop a broad and critical understanding of their special field of doctoral study. Students will conduct a synthesized and critical review of the special field literature, which will become part of their dissertation.This course may meet the doctoral requirement of the Special Field Qualifying Examination.

EPOL 588: Methodology Research Seminar (EPOL 588) This course will guide EDD doctoral students as they develop a broad and critical understanding of the methodological approaches in their doctoral field. Students will critique methodologies used in educational research and develop a thorough methodological proposal for their research, which will become part of their dissertation.This course may meet the doctoral requirement of the Research Methodology Qualifying Examination.

EPOL 598: Internship in Education Policy, Organization and Leadership (EPOL 598) Supervised direct experience in the administration of higher education. With the aid of the faculty, students select the internship relevant to their career goals.

EPS 576: Introduction to Diversity & Equity (EPS 576) Same as EPOL 515 and SPED 513. See SPED 513.

SPED 513: Introduction to Diversity & Equity (SPED 513) This course, geared to education non-majors, offers an introduction to ways of thinking about educational theories, concepts, and practices as they relate to philosophical discussions surrounding social justice, especially as pertaining to race, class, gender and disability. Broadens students' reflective understanding of the development of educational institutions and practices and, through an emphasis on class discussion, promotes a critical and analytical approach to thinking about the evaluating these institutions and practices.