Li Cao, Ph.D.
Phone: 678-839-6118 | Fax: 678-839-6097
Office: Education Annex 147
Hours: Mon. & Wed. 1:00-5:00; Fri. 1:00-3:00
Dr. Li Cao is an associate professor of educational psychology in the College of Education. He teaches undergraduate and graduate courses of Educational Psychology, Research Methods, & Program Evaluation for teacher education and UTeach programs. His research focuses on metacognition and self-regulated learning in the traditional face-to-face and e-learning environment. His recent publications include a book on teacher reflection, book chapters on the mixed-method research and educational technology applications in classroom, and journal articles on study strategy, student motivation, and self-efficacy. Prior to his appointment at UWG, Dr. Cao taught as an assistant professor at St. Mary's University in Minneapolis, Minnesota, part-time instructor at McGill University, Canada, and lecturer of English as Second Language in Chongqing University China.
- B.A., Bachelor of Arts, Chongquing Jianzhu University (China), 1982
- M.A., Masters of Arts in English Literature & Language, Sichuan University (China), 1991
- M.Ed., Master of Education in Curriculum & Instruction, Queen's University (Canada), 1995
- Ph.D., Doctor of Philosophy in Educational Psychology, McGill University (Canada), 2001
- CEPD-6101 (Psychology of Classroom Learn) [ View Syllabus ]
- CEPD-7152 (Research & Program Evaluation) [ View Syllabus ]
- EDUC-9962 (Cllctng&Anlzng Data for Change) [ View Syllabus ]
- UTCH-3001 (Knowing and Learning in Mathematics and Science Education) [ View Syllabus ]
- MEDT-8484 (Research Seminar I) [ View Syllabus ]
- EDUC-9998 (Research:Doctoral Dissertation)
- CEPD-4101 (Educational Psychology) [ View Syllabus ]
- CEPD-2101 (Childhood Development)
- CEPD-2102 (Developmental Psychology)
- EDUC-2130 (Expl Learning and Teaching) [ View Syllabus ]
- Cao, L., Charlesworth, J., & Wojcik, R. (2012). School counseling students’ perceptions of their practicum experiences and sites. Tennessee Counselors Association Journal, 5(1), 21-38.
- Cao, L. (2012). Examining ‘active’ procrastination from a self-regulated learning perspective, [ View Publication ]
- Cao, L. (2012). Differences in procrastination and motivation between undergraduate and graduate students [ View Publication ]
- Cao, L. (2012). What can teachers do to ensure in-depth learning in an age of digital speed? In K. T. Henson & B. F. Eller, Educational Psychology for Effective Teaching (2nd ed. pp. 288-289). Dubuque, IA: Kendall Hunt.
- Cao, L. (2012). How can today's teachers take advantage of current research on the cognitive development and functioning of students? In K. T. Henson & B. F. Eller, Educational Psychology for Effective Teaching (2nd ed., pp. 289-290). Dubuque, IA: Kendall.
- Cao, L. (2009). Mixed method designs. In B. Erford (Ed.), American Counseling Association Encyclopaedia of Counseling, (pp. 339-341). Alexandria, VA: American Counseling Association.
- Chibbaro, J., & Cao, L. (2008). Exploring perceptions of advocacy of professional school counselors and school counselors-in-training. Georgia School Counseling Association Journal, 1(1), 38-45.
- Cao, L., & Nietfeld, J. L. (2007). Examining Relationships between Achievement Goals, Study Strategy, and Class Performance in Educational Psychology. Teaching Educational Psychology, 2(1), 1-20 [ View Publication ]
- Cao, L., & Nietfeld, J. L. (2007). College studentsâ€™ metacognitive awareness of difficulties in learning the class content does not automatically lead to adjustment of study strategies. Australian Journal of Educational and Developmental Psychology, 7, [ View Publication ]