Examining Learner-driven Constructs in Co-curricular Engineering Environments: The Role of Student Reflection in Assessment Development | Zendy

Lori C. Bland | Zendy; Stephanie Kusano | Zendy; Xingya Xu | Zendy; Aditya Johri | Zendy

Open Access

Examining Learner-driven Constructs in Co-curricular Engineering Environments: The Role of Student Reflection in Assessment Development

Author(s) -

Lori C. Bland,

Stephanie Kusano,

Xingya Xu,

Aditya Johri

Publication year - 2018

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/1-2--28315

Subject(s) - flexibility (engineering) , situated , engineering education , reflection (computer programming) , face (sociological concept) , process (computing) , psychology , computer science , pedagogy , mathematics education , knowledge management , sociology , engineering , artificial intelligence , programming language , mechanical engineering , social science , statistics , mathematics , operating system

Lori C. Bland, Ph.D., is an associate professor at George Mason University. She teaches courses in educational assessment, program evaluation, and data-driven decision-making. Bland received her Ph.D. in Educational Psychology from the University of Virginia. Her current research focuses on identifying, examining, and assessing learning and professional outcomes in formal and informal learning environments in K-12, higher education, and the workforce; how data is used from assessments to inform decisionmaking; and the application of assessment or evaluation methods to solve educational problems.

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