David B. Daniel, Ph.D
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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
Translating Psychological Science to
Useable Knowledge for Teaching and Learning
Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2016). Making Connections: Replicating
and Extending the Utility Value Intervention in the Classroom. Journal of Educational Psychology.
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-
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
Daniel, D. B., & Broida, J. P. (2004). Using web-based quizzing to improve exam performance: Lessons
learned. Teaching of Psychology, 31, 207-208.