COL Victor M. Deekens

Associate Professor

Dean, USMAPS

USMAPS Headquarters

victor.deekens [at] westpoint.edu

COL Victor M. Deekens serves as the Dean of the United States Military Academy Preparatory School. He was commissioned as an officer in the Signal Corps in 1999 with a Bachelor of Science in Civil Engineering from the University of Virginia. COL Deekens earned both a Master of Arts (Educational Psychology, Measurement, and Evaluation) and PhD (Learning Sciences and Psychological Studies) in Education from the University of North Carolina at Chapel Hill. He also holds a Master of Science Degree in Information Technology Management from the University of Maryland Global Campus. COL Deekens has served in a variety of leadership positions beginning as a platoon leader and then, serving as an assistant battalion operations officer, 57th Signal Battalion, Fort Cavazos (formerly Fort Hood), TX. Next, he served in a combined joint task force headquarters in Afghanistan before commanding three units at the Detachment/Company level in the 25th Infantry Division in Hawaii and deployed to Iraq. Following command and graduate school, he was assigned as an Assistant Professor in the Department of Behavioral Sciences and Leadership at West Point before moving to serve as a Battalion Operations Officer and, subsequently, Executive Officer in the 72nd Expeditionary Signal Battalion, Schweinfurt, Germany. He was then selected to serve as the Communications Advisor (G6), for the 8th Theater Sustainment Command, Fort Shafter, Hawaii before returning to serve as the director of the Psychology Program in the Department of Behavioral Sciences and Leadership at USMA. COL Deekens' research focuses on self-regulated learning, epistemic cognition, digital literacy, and the intersections of these three areas.

PhD., Learning Sciences and Psychological Studies, University of North Carolina at Chapel Hill

M.S., Information Technology Management, University of Maryland

M.A., Educational Psychology, University of North Carolina at Chapel Hill

B.S., Civil Engineering, University of Virginia

Selected Publications

Refereed Journal Articles

Greene, J. A., Chinn, C. A., & Deekens, V. M. (2021). Experts’ reasoning about the replication crisis: Apt epistemic performance and actor-oriented transfer. Journal of the Learning Sciences, 1-50. https://doi.org/10.1080/10508406.2020.1860992

Greene, J. A., Copeland, D. Z., & Deekens, V. M. (2021). A model of technology incidental
learning effects. Educational Psychology Review, 33, 883-913. http://link.springer.com/article/10.1007/s10648-020-09575-5

Greene, J.A., Copeland, D.Z., Deekens, V.M., & Seung, Y. (2018). Beyond knowledge: Examining digital literacy’s role in the acquisition of understanding in science. Computers & Education, 117, 141-159.

Deekens, V.M., Greene, J.A., & Lobczowski, N.G. (2017). Monitoring and depth of strategy use in computer-based learning environments for science and history. British Journal of Educational Psychology. doi:10.1111/bjep.12174

Greene, J. A., Bolick, C. M., Caprino, A. M., Deekens, V. M., McVea, M., Yu, S., & Jackson, W. P. (2015). Fostering High-School Students' Self-Regulated Learning Online and Across Academic Domains. The High School Journal, 99 (1), 88-106.

Book Chapters

Greene, J.A., Cartiff, B.M., Duke, R.F. & Deekens, V. M. (2019) A nation of curators: Educating students to be critical consumers and users of online information. In P. Kendeou, D. H. Robinson & M.T. McCrudden (Eds.). Misinformation and Fake News in Education (pp. 187-206). Charlotte, NC: Information Age Publishing.

Greene, J. A., Copeland, D. Z., Deekens, V. M., & Freed, R. (2018). Self-regulated learning processes and multiple source use in and out of school. In J.L. Braasch, I. Bråten, & M.T. McCrudden (Eds.). Handbook of Multiple Source Use (pp. 320-338). New York, NY: Routledge.

Greene, J. A., Deekens, V. M., Copeland, D. Z., & Yu, S. (2018). Capturing and modeling self-regulated learning using think-aloud protocols. In Schunk, D.H. & Greene, J.A. (Eds.), Handbook of Self-regulation of Learning and Performance (pp. 323-337). New York, NY: Routledge.