Daniel Moos


Professor and Department Chair in Education and Excellence in Teaching Faculty Associate in John S Kendall Center

For more information (including teaching, recent publications, awards, and service), please see my website:


My interest in teaching began when I was an undergraduate at Amherst College (Amherst, MA) and participated in a student teaching program (TEACH!). The experiences gained from working with elementary through high school students strengthened my interest in the profession of teaching. Following graduation from Amherst College, I taught at an elementary and middle school located in Bethesda, Maryland for four years. My primary responsibility during those four years was a 6th grade homeroom teacher, which entailed teaching core courses, including history, mathematics, and language arts. While I was earning my MA and PhD at the University of Maryland, I taught at both the undergraduate and graduate levels. At the undergraduate level, I taught an introductory course on cognitive development to pre-service teachers. At the graduate level, I taught a master's level course (EDHD 499A: Technology-Based Learning Environments) to cohorts of elementary, middle school, and high school teachers enrolled in the M.Ed. program in Human Development.

I joined the Education Department at Gustavus Adolphus College in the Fall of 2007. My responsibilities include teaching two courses, Educational Psychology and Educational Technology, and supervising and mentoring student teachers. I am also involved in research that, in many ways, shapes my teaching. My primary research interest concerns the cognitive and metacognitive processes involved in learning with computer-based environments for different developmental groups, including middle school, high school, and undergraduate students. However, as a former middle school teacher and as one currently teaching undergraduate students, I believe that a research agenda examining the complexities of learning processes needs to also consider various motivational constructs. Based on this belief, I have a conducted a series of studies which have examined metacognitive, cognitive, and motivational processes in learning with computer-based environments. Currently, I am examining the relationship between cognitive load and self-regulation. These studies have been published in a variety of peer-reviewed journals (i.e. Contemporary Educational Psychology, Instructional Science, Computers in Human Behavior) and presented at a number of international conferences (i.e. American Educational Research Association, European Association for Research on Learning and Instruction, International Conference of Learning Sciences, Cognition and the Web).


B.A. Amherst College; M.A. University of Maryland; Ph.D. University of Maryland

Courses Taught

EDU-241 (Educational Technology) and EDU-330 (Developmental and Educational Psychology)

Synonym Title Times Taught Terms Taught
EDU-241 Educational Technology 32 2022/SP, 2021/FA, 2021/SP, 2017/SP, 2016/FA, 2016/SP, 2015/FA, 2015/SP, 2014/FA, 2014/SP, 2013/SP, 2012/FA, 2012/SP, 2011/FA, 2011/SP, 2010/FA, 2010/SP, 2009/FA, 2009/SP, 2008/FA, 2008/SP, and 2007/FA
EDU-330 Developmental and Educational Psychology 28 2022/SP, 2021/FA, 2021/SP, 2020/SP, 2019/FA, 2019/SP, 2018/FA, 2018/SP, 2017/FA, 2017/SP, 2016/FA, 2016/SP, 2015/FA, 2015/SP, 2014/FA, 2014/SP, 2013/SP, 2012/FA, 2012/SP, 2011/FA, 2011/SP, 2010/FA, 2010/SP, 2009/FA, 2009/SP, 2008/FA, 2008/SP, and 2007/FA
EDU-396 Middle Level Dir Tchng 3 2021/JN, 2020/JN, and 2019/JN
EDU-395 K-12 Ext DirectedTchng 2 2021/JN and 2020/JN
EDU-268 Orientation to Teaching 1 2022/JN
EDU-244 ST:Nobel Conference 1 2020/SP
EDU-398 Human Relations in Education 1 2019/FA
EDU-230 Soc Found/Stu Needs 1 2019/FA