David Feldon

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Utah State University

United States

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About

David Feldon is a Professor at Utah State University in the United States. His research interests encompass a range of topics including cognitive load, self-efficacy in education, and the experiences of marginalized groups in STEM fields. Recent publications highlight his focus on research productivity among doctoral students, advising interventions for transfer students in computer science, and the emotional experiences of LGBTQ+ individuals in STEM environments.

Recent Grants

Grant: Close

Understanding the Role of Gender in Engaging the Interest of Girls in Computer Science

Open Date: 2016-09-01

Close Date: 2019-08-31

Grant: Close

EAGER Proposal to Examine Potential Threshold Concepts Specific to the Biological Sciences

Open Date: 2014-09-01

Close Date: 2015-08-31

Grant: Close

Collaborative Research: Progressions of Skill Development in Biology Doctorates

Open Date: 2014-09-01

Close Date: 2018-08-31

Grant: Close

Integrating Expert Knowledge and Simulation-Based Assessment for Wastewater Management Training

Open Date: 2013-09-01

Close Date: 2017-08-31

Grant: Close

Integrating Expert Knowledge and Simulation-Based Assessment for Wastewater Management Training

Open Date: 2013-09-01

Close Date: 2014-04-30

Articles (16)

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2025

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2022

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2022

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2021

Collaborators (9)

Mario Suárez

Assistant Professor

Utah State University

UNITED STATES

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Colby Tofel-Grehl

Utah State University

UNITED STATES

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Kaylee Litson

UNITED STATES

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Annie Wofford

Assistant Professor of Higher Education

Florida State University

UNITED STATES

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Josipa Roksa

University of Virginia

UNITED STATES

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Andrea Hawkman

Associate Professor of Social Studies Education

Rowan University

UNITED STATES

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Soojeong Jeong

Assistant Professor

Hanyang University

SOUTH KOREA

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Beth L. MacDonald

UNITED STATES

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Jennifer Blaney

University of Georgia

UNITED STATES

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David Feldon

Research Interests

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About

Recent Grants

Articles (16)

Sex differences in research productivity among doctoral students in Sweden: A quantile regression approach

Building Transfer Student Interest in Computer Science PhDs: Examining an Advising Intervention Using a Staged Innovation Design

Cognitive Reappraisal: The Bridge between Cognitive Load and Emotion

“I can be the weird STEM kid who is also gay”: Queer rightful presence in STEM making

The Predictive Validity of the GRE Across Graduate Outcomes: A Meta-Analysis of Trends Over Time

Changes in self-regulated learning profiles during an undergraduate peer-based intervention: A latent profile transition analysis

Impacts of maker technologies on classroom learning outcomes: A mixed methods explanatory study

Direct effects of cognitive load on self-efficacy during instruction.

Who is publishing journal articles during graduate school? Racial and gender inequalities in biological sciences over time.

STEM as a cover: towards a framework for Queer Emotions, Battle Fatigue, and STEM identity

Autonomy and Privilege in Doctoral Education: An Analysis of STEM Students’ Academic and Professional Trajectories

Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models

Social predictors of doctoral student mental health and well-being

Detecting threshold concepts through Bayesian knowledge tracing: examining research skill development in biological sciences at the doctoral level

Understanding Complex Ecosystems Through an Agent-Based Participatory Watershed Simulation

Modeling Theories and Theorizing Models: an Attempted Replication of Miller-Cotto & Byrnes’ (2019) Comparison of Working Memory Models Using ECLS-K Data

Collaborators (9)

Mario Suárez

Colby Tofel-Grehl

Kaylee Litson

Annie Wofford

Josipa Roksa

Andrea Hawkman

Soojeong Jeong

Beth L. MacDonald

Jennifer Blaney

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