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Key Professional Appointments

Assistant Professor Educational Policy Studies, University of Illinois, 2009 - 2011

Director of Innovation and Research in E-learning and Hardie Fellow Ubiquitous Learning Institute, University of Illinois, 2009 - 2011

Associate Professor Educational Psychology, Northern Arizona University, 2005 - 2009

Assistant Professor Educational Psychology, Northern Arizona University, 1998 - 2005

Director College of Education, 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

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Education

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

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Awards, Honors, Associations

Teachers Ranked as Excellent Spring 2019 ICES, 2019 - 2019

Teachers Ranked as Excellent fall 2017 ICES, 2018 - 2018

Teachers Ranked as Excellent spring 2018 ICES, 2018 - 2018

Teachers Ranked as Excellent fall 2016 ICES, 2017 - 2017

Teachers Ranked as Excellent spring 2017 ICES, 2017 - 2017

Faculty Ranked as Excellent by their Students UIUC, 2016 - 2016

Highly Cited Research in The Internet and Higher Education Elsevier, 2016 - 2016

Teachers Ranked as Excellent fall 2015 ICES, 2016 - 2016

Teachers Ranked as Excellent spring 2016 ICES, 2016 - 2016

Faculty Ranked as Excellent by their Students UIUC, 2013 - 2014

Winner of AEA annual conference poster presentation American Evaluation Association, 2009 - 2009

Research & Service

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.

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Publications

Gershenfeld, S., Zahn, M., & Hood, D. (2019). The impact of a promise: A loan replacement grant, low-income students, and college graduation. Review of Higher Education, Johns Hopkins University Press,.  link >

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 Hershey, PA: IGI Global.

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 ( pp. 320-321). Lincoln, NE: University of Nebraska Press.

Hood, D. (2007). Test review: Service ability inventory (S.A.I.). The seventeenth mental measurements yearbook ( pp. 739-741). Lincoln, NE: University of Nebraska Press.

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 ( pp. 39-58). Greenwich, CT: Information Age Publishing.

Gershenfeld, S., Hood, D., & Zhan, M. Types and Levels of Financial Aid, First-Semester GPA, and College Graduation.

Hood, D. Epistemological Beliefs and Learning Outcomes for Online Community College Physics Students.

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 >

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Presentations

Are You #Woke? Operationalizing Woke-ness in the Academy (2018). MEI Eastern Illinois University: Charleston, IL.

"I as 14 when I started college": Exploring the experiences of adolescents attending postsecondary institutions (2016). AERA: Washington, DC.

Faculty Summer Institute (2018). Faculty Summer Institute. University of Illinois: Champaign.

The Microcedentials Revolution (2019). Coursera: London.

Instructional Design - MasterTrack Certificate (2019). Coursera: London.

Assessing Graduate Degree Programs & Writing Learning Outcomes (2018). Office of the Provost: Champaign.

The Promise of Summer: Pathways to Four-Year College Graduation for Low-Income Students (2017). University of Pennsylvanie: Philadelphia, PA.

College Student Development and Academic Advising (2016). College of Liberal Arts & Sciences: UIUC Campus.

Online Graduate Education: Graduate Students' Perceptions of the Importance of Diversity (2015). American Educational Research Association: Chicago, IL.

Predicting Likelihood of College Graduation for Underrepresented Students (2013). Graduate School of Library & Information Science: Champaign, IL.

Illinois scholarship program: A culturally responsive approach to longitudinal evaluation (2013).: Chicago, IL.

Data-Driven Strategies for Student Success in Online Physics Courses (2013). American Association of Physics Teachers: New Orleans, LA.

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Service

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

Co-Chair AERA Div E Early Career Faculty Pre-Conference (San Diego, CA) AERA Division E, 2009 - 2009

Reviewer American Journal of Evaluation, 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

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Courses

Eval of Higher Ed Programs (CI 590) Approved for both letter and S/U grading.

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.

Eval of Higher Ed Programs (EOL 580) The examination of critical trends that impact higher education from various perspectives, including legal, organizational, and political. May be repeated to a maximum of 8 hours.

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.

Student Affairs Admin (EOL 583) Theory, research, and practice of student affairs administration, including philosophical foundations, management, professional development and organizational issues.

Internship in Higher Ed (EOL 589) Supervised direct experience in the administration of higher education. With the aid of the faculty, students select the internship relevant to their career goals. 2 or 4 graduate hours. No professional credit. 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.

General Field Research Seminar (EPOL 586) This course will guide online 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. 4 graduate hours. No professional credit. Approved for S/U grading only. May be repeated in separate terms for up to 8 hours.

Special Field Research Seminar (EPOL 587) This course will guide online 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. 4 graduate hours. No professional credit. Approved for S/U grading only. May be repeated in separate terms up to 8 hours.

Methodology Research Seminar (EPOL 588) This course will guide online 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 Methodology Qualifying Examination. 4 graduate hours. No professional credit. Approved for S/U grading only. May be repeated in separate terms up to 8 hours.

Thesis Seminar (EPOL 591) Designed to take students through the entire process of proposal development, this course is intended for masters or doctoral students who are ready to prepare a thesis or dissertation proposal. Students will learn to use a systematic and comprehensive approach to develop the research proposal and how each step in the research process is related. 4 graduate hours. No professional credit. Approved for Letter and S/U grading.

Independent Study (EPOL 595) Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. 1 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated with approval.

Program Evaluation (HRD 585) Theory and techniques of evaluation in cognitive, affective, and psychomotor domains at different educational levels and settings; development and analysis of activities and instruments for students and program evaluation, follow-up studies, and interpretation of results for self-evaluation and for administrative decision making.

Hood, Denice

Education Policy, Organization and Leadership, Curriculum & Instruction

Contact

Office

Education Building
1310 S. Sixth St.
Champaign, IL 61820

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