Fernando Rodriguez, Ph.D.
Postdoctoral Scholar
School of Education
Email: [email protected]
phone: (949) 824-0518
office: 3226 Education
Postdoctoral Scholar
School of Education
Email: [email protected]
phone: (949) 824-0518
office: 3226 Education
Biography
Fernando Rodriguez is a postdoctoral scholar, working with Professor Mark Warschauer in the Digital Learning Lab (DLL). His work examines online learning environments in STEM. He also studies college students' thinking and reasoning skills in the context of evaluating claims, arguments, and persuasive messages.
Prior to joining the Digital Learning Lab, Dr. Rodriguez worked in the Evaluation Research Program at WestEd, where he helped schools, universities, and foundations make data-driven decisions that improved student outcomes. His evaluation research projects spanned from pre-K to higher education and included a variety of topics, such as teacher professional development, school turnaround, and migrant education.
Dr. Rodriguez received his bachelor’s degree in Psychology from California State University, Northridge. He received his master’s degree in Developmental Psychology and his Ph.D. in Educational Psychology from the University of Michigan, Ann Arbor.
Publications
Rodriguez, F., Rhodes, R., Miller, K., & Shah, P. (2016). Examining the influence of anecdotal stories and the interplay of individual differences on reasoning. Thinking & Reasoning. DOI: 10.1080/13546783.2016.1139506
Rodriguez, F., Ng, A., & Shah, P. (forthcoming). Do underclassmen notice interpretive errors when evaluating research evidence? Journal on Excellence in College Teaching.
Rhodes, R., Rodriguez, F., & Shah, P. (2014). Explaining the alluring influence of neuroscientific information on scientific reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(5), 1432-1440.
Hullman, J., Rhodes, R., Rodriguez, F., & Shah, P. (2011). Research on graph comprehension: Implications for score reporting. In R. Zwick & D. Zapata (Eds.), Test score reporting: Perspectives from the ETS Score Reporting Conference. Princeton, NJ: Educational Testing Service.
Fernando Rodriguez is a postdoctoral scholar, working with Professor Mark Warschauer in the Digital Learning Lab (DLL). His work examines online learning environments in STEM. He also studies college students' thinking and reasoning skills in the context of evaluating claims, arguments, and persuasive messages.
Prior to joining the Digital Learning Lab, Dr. Rodriguez worked in the Evaluation Research Program at WestEd, where he helped schools, universities, and foundations make data-driven decisions that improved student outcomes. His evaluation research projects spanned from pre-K to higher education and included a variety of topics, such as teacher professional development, school turnaround, and migrant education.
Dr. Rodriguez received his bachelor’s degree in Psychology from California State University, Northridge. He received his master’s degree in Developmental Psychology and his Ph.D. in Educational Psychology from the University of Michigan, Ann Arbor.
Publications
Rodriguez, F., Rhodes, R., Miller, K., & Shah, P. (2016). Examining the influence of anecdotal stories and the interplay of individual differences on reasoning. Thinking & Reasoning. DOI: 10.1080/13546783.2016.1139506
Rodriguez, F., Ng, A., & Shah, P. (forthcoming). Do underclassmen notice interpretive errors when evaluating research evidence? Journal on Excellence in College Teaching.
Rhodes, R., Rodriguez, F., & Shah, P. (2014). Explaining the alluring influence of neuroscientific information on scientific reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(5), 1432-1440.
Hullman, J., Rhodes, R., Rodriguez, F., & Shah, P. (2011). Research on graph comprehension: Implications for score reporting. In R. Zwick & D. Zapata (Eds.), Test score reporting: Perspectives from the ETS Score Reporting Conference. Princeton, NJ: Educational Testing Service.
