D. Jake Follmer, PhD
Coordinator, Educational Theory and Practice Ph.D.
Associate Professor
Professional Highlights
- Research emphases on college student learning and success, self- and socially-regulated learning, and instructional design and supports in STEM domains
- University of Pennsylvania Data Science Methods Training Program Fellow, 2025
- Co-Principal Investigator, National Science Foundation: DUE: IUSE, Level 2, 2023-2026 (2236126)
- WVU Outstanding Teacher Award, 2024
- AERA Deeper Learning Research Fellow, 2023
Degrees
- Ph.D., Educational Psychology, Penn State University, 2017
- M.S., Educational Psychology, Penn State University, 2015
- M.S.Ed., School Psychology, Bucknell University, 2013
- B.S., Psychology, Lycoming College, 2010
Awards
- WVU Outstanding Teacher Award, 2024
- 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 in K-20 education
- Active and deeper learning pedagogies
- Self-regulated learning
- Statistics education and pedagogy
- Quantitative and survey research methods
Research Interests
- College student learning and success
- Learning strategy instruction and interventions
- Instructional design and supports in STEM domains
- Quantitative and critical-analytic thinking
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, AERA, 2019-Present
Biographical Sketch
Dr. Jake Follmer is an Associate Professor of Educational Psychology in the School of Education and Counseling. His work examines college student learning and success, including 1) methods of understanding and promoting access, persistence, and achievement in college for first-generation and low-income students, 2) methods of measuring and promoting self-regulated learning skills in STEM domains, and 3) approaches to instructional design and intervention for quantitative and critical-analytic thinking. His research has been published in Educational Psychologist, Learning and Individual Differences, The Journal of Experimental Education, Journal for STEM Education Research, Reading and Writing, Journal of Statistics and Data Science Education, Psychology in the Schools, and American Journal of Evaluation, as examples. He presently serves on the editorial boards of Journal of Educational Psychology, Journal of Experimental Education, and Learning and Individual Differences.
As primary or co-primary investigator, Jake’s work has been funded by the American Psychological Association (Division 15: Educational Psychology: Early Career Research Grant), the American Educational Research Association and the Hewlett Foundation (Fellowship Program on the Study of Deeper Learning), and the National Science Foundation (Improving Undergraduate STEM Education), representing $637,499 in funding to date. As project evaluator, he has contributed to $3,618,037 in funding from sources including the Maryland State Department of Education, the National Science Foundation, and the U.S Department of Health and Human Services.
Follmer teaches and supervises courses supporting both doctoral and undergraduate programs at WVU as well as coursework addressing general education foundations and learning-to-learn initiatives. His core coursework addresses quantitative and survey research methods, quantitative reasoning and data literacy, and self-regulated learning. He currently serves as coordinator of the Educational Theory and Practice PhD program. He has also served as a Faculty Associate for Assessment for the Teaching and Learning Commons at WVU.
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