D. Jake Follmer, PhD
Assistant Professor
Professional Highlights
- Research interests include self- and socially-regulated learning, statistics education, first-generation student success, reading comprehension, and instructional inquiry and revision in STEM
- CEHS Outstanding Teaching Award, 2022
- Teaching MVP Award, 2020, WVU, Office of the Provost
- AERA Deeper Learning Research Fellow, 2022
Degrees
- Ph.D., Educational Psychology, Penn State University
- M.S., Educational Psychology, Penn State University
- M.S.Ed., School Psychology, Bucknell University
- B.S., Psychology, Lycoming College
Awards
- CEHS Outstanding Teaching Award, 2022
- AERA Deeper Learning Research Fellow, 2022
- Teaching MVP Award, 2020, WVU, Office of the Provost
Areas of Expertise
- Learning and instruction
- Metacognition and self-regulated learning
- Learning strategy interventions
- Active and deeper learning pedagogies
- First-generation student success
- Applied measurement and statistical analysis
Research Interests
- Self- and socially-regulated learning
- First-generation student academic success
- Instructional inquiry and revision in STEM
- Statistics education
Certifications
- School Psychologist/Educational Specialist (I)
Committees and Memberships
- Editorial Board Member, Journal of Experimental Education, 2023-Present
- Editorial Board Member, Journal of Educational Psychology, 2022-Present
- Editorial Board Member, Learning and Individual Differences, 2022-Present
- Studying and Self-Regulated Learning Special Interest Group, Graduate Student Mentoring Program, Committee Member, AERA, 2023-2024
Biographical Sketch
Dr. Jake Follmer is an Assistant Professor (Educational Psychology) in the College of Applied Human Sciences. He teaches courses related to quantitative methods, applied statistical analysis, and self-regulated learning. He has also served as a Faculty Associate for Assessment for the Teaching and Learning Commons (WVU).
Broadly, his research examines methods of promoting learning strategy use and success among students traditionally underrepresented in postsecondary education. His current research is represented by the following interests:
- Developing and refining learning interventions for first-generation and low-income students
- Measuring and promoting learners’ metacognition and self-regulated learning
- Examining approaches to instructional inquiry, design, and refinement in STEM
- Conducting theory-based program evaluation of STEM instruction and programs
His research has been published in Educational Psychologist, Educational Researcher, Learning and Individual Differences, The Journal of Experimental Education, Reading and Writing, Journal of Statistics and Data Science Education, and American Journal of Evaluation, as examples. His work has been funded by the National Science Foundation, the American Educational Research Association, and the American Psychological Association.
Jake has also conducted program evaluation and data analysis for funded projects emphasizing, as examples, the recruitment and retention of STEM teachers (NSF, Noyce) and the academic and social-behavioral growth of low-income learners engaged in summer learning programs (Community Learning Centers).