Key Professional Appointments

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

Awards, Honors, Associations

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

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.


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.. The impact of a promise: A loan replacement grant, low-income students, and college graduation Review of Higher Education

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..


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

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.


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

Small Group Facilitator Forum on the Future of Public Education, 2010 - 2010

Review Panel Member Informal Science Education (ISE) Full Proposal Panel, National Science Foundation, 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


Eval of Higher Ed Programs Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.

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: 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. Prerequisite: Consent of instructor.

Denice Hood

Teaching Associate Professor, Education Policy, Organization and Leadership



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

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