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Translating Psychological Science to

Useable Knowledge for Teaching and Learning


Selected Grants


2012-2015       A Comprehensive PhysTEC Site at James Madison University,  

                          Physics Teacher Education Coalition, Co-Principal Investigator                             $369,842


​2012-2014       Integrating Developmental Instruction in Sustainability Contexts into an 
                          Undergraduate Engineering Design Curriculum (NSF). Senior Researcher             $431,202

2011                Cengage Technology in Education Grant.  (with Krisztina Jakobsen)                         $10,000

2011                 Societyfor the Teaching of Psychology Partnership Grant: Graduate

                            Teacher Training (with Robyn Konrad, UVA)                                                             $750

2010                 National Education Association Foundation: Institute for Innovation
                            in Teaching and Learning                                                                                    $12,000

2006-2007        Holtzbrink Pedagogical Research Grant.                                                                  $7,000

2006-2007        MHHE Pedagogical Research Grant: Use of Textbook-Based
                             Pedagogical Aids (with Regan Gurung, UW-Green Bay)                                       $30,000

2001-2006          Grant# U01DE11886 NIDCR Renewal. Health Effects of  Dental
                              Amalgam’s in Children (Co-Principal Investigator)                                        $7,398,998

2004                    Houghton-Mifflin Publishers: ProductDevelopment Grant                                    $10,000

1997-2001          Grant # U01DE11886 NIDCR. Health Effects of Dental Amalgam’s in
                              Children (Co-Principal Investigator)                                                              $6,562,967

Selected Teaching-Related Publications


Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2017). Making Connections: Replicating

and Extending the Utility Value Intervention in the Classroom. Journal of Educational Psychology, 109(3), 387-404.​

 Arnold, K M., Daniel, D.B., Jensen, J., McDaniel, M, Marsh, E.J. (2016). Structure Building Predicts

  Grades in College Psychology and Biology. Applied Cognitive Psychology, 30(3).

Daniel, D. B. & Richmond, A. (2015). Teaching Child and Adolescent Development.  In Dunn, D. (Ed.)

The Oxford Handbook of Undergraduate Psychology Education. Oxford University Press. 


Daniel, D. B. & Chew, S. L, (2013). The Tribalism of Teaching and Learning. Teaching of Psychology.

     40(4) 363-367 .

Daniel, D. B. (2013). The Dark Side of Pedagogy: An Ecological Perspective on the Study and Use of  

     Pedagogy in the Classroom. In J. Holmes, S.C. Baker, & J. R. Stowell (Eds.), Essays from e-xcellence in  

     teaching (Vol. 12, pp.6-11).   http://teachpsych.org/resources/e-books/eit2012/index.php

Daniel, D. B. & Woody, W. D. (2013). E-Textbooks At What Cost? Performance and Use of Electronic v. Print

     Texts. Computers & Education, 62, 18-23.  

Daniel, D. B. (2012).  Promising Principles: Translating The Science of Learning to Educational Practice. 

     Journal of Applied Research in Memory and Cognition, 1(4), 251-253.

Daniel, D. B. & Willingham, D. T. (2012). Electronic Textbooks: Why the Rush? Science, 333 (6076) 1569-

     1571.

Gurung, R. A. R., Daniel, D. B. & Landrum, E. (2012). A Multi-Site Study of Learning in Introductory

     Psychology Courses. Teaching of Psychology. 39(3), 170-175.

Willingham, W. & Daniel, D. B. (2012). Beyond Differentiation: Teaching to What Learners Have in Common.

     Educational Leadership. 69(5), 16-21.

Daniel, D. B. (2011). Learning centered lecturing in the college classroom. In Buskist, W. & Benassi,

     V. A. (Eds).  Successful Strategies for Preparing Graduate Students to Become Effective College

     and University Teachers. Thousand Oaks, CA, Sage.

Woody, W. D., Daniel, D. B., & Baker, C. (2010). E-books or textbooks: Students prefer textbooks.

     Computers & Education, 55, 945–948.


Daniel, D. B. & Woody, W. D. (2010). They listen, but do not hear: Retention for podcasted material

     in a classroom context.  Teaching of Psychology, 37(3) 199 – 203.

Daniel, D. B. (2010). Practical powerpoint. In Dunn, D. S, Wilson, J. C., Freeman, J. & Stowell, J.,  

     Getting Connected: Best Practices for Technology-Enhanced Teaching and Learning in Higher Education.

      Oxford University Press.

Worrell, F. C., Casad, B. J., Daniel, D. B., McDaniel, M,. Messer, W. S., Miller, H. L., Prohaska, V., &

     Zlokovich, M. S. (2009). Promising principles for translating psychological science into teaching and

     learning.  In D.F. Halpern (Ed.), Undergraduate Education in Psychology: A Blueprint for the Future of the

     Discipline. Washington, DC: American Psychological Association.


Daniel, D. B. & Poole, D. A. (2009). The ecology of pedagogy: How collaborative research can prevent us
  from harming students. Perspectives on Psychological Science. 4(1), 91-96.


Daniel, D. B. (2005). How to ruin perfectly good lecture. In B. Perlman, L. McCann, & B. Buskist (Eds.), 
  Voices of NITOP:  Favorite talks from the National Institute on the Teaching of Psychology. American
​ Psychological Society.


Daniel, D. B., & Broida, J. P. (2004). Using web-based quizzing to improve exam performance: Lessons 
  learned. Teaching of Psychology, 31, 207-208.