Fernando Rodriguez
Assistant Professor of Teaching
School of Education
School of Education
B.A., California State University, Northridge, 2015, Psychology
M.S., University of Michigan, Ann Arbor, 2008, Developmental Psychology
Ph.D., University of Michigan, Ann Arbor, 2011, Educational Psychology
M.S., University of Michigan, Ann Arbor, 2008, Developmental Psychology
Ph.D., University of Michigan, Ann Arbor, 2011, Educational Psychology
University of California, Irvine
272 Public Services
Mail Code: 4900
Irvine, CA 92697
272 Public Services
Mail Code: 4900
Irvine, CA 92697
Research Interests
Learning Analytics, Data Science, Thinking & Reasoning, Self-Regulated Learning, STEM Education
Short Biography
https://sites.uci.edu/fernando/
Publications
Learning Analytics & Online Learning
Rodriguez, F., Lee, H., Rutherford, T., Fischer, C., Potma, E., & Warschauer, M. (2021). Using clickstream data mining techniques to understand and support first-generation college students in an online Chemistry course. Proceedings of the 11th International Learning Analytics and Knowledge Conference.
Rodriguez, F., Yu, R., Park, J., Rivas, M. J., Warschauer, M., & Sato, B. K. (2019). Utilizing learning analytics to map students’ self-reported study strategies to click behaviors in STEM courses. Proceedings of the 9th International Learning Analytics and Knowledge Conference, 456-460.
Park, J., Yu, R., Rodriguez, F., Baker, R., Smyth, P., & Warschauer, M. (2018). Understanding student procrastination via mixture models. Proceedings of the 11th International Conference on Educational Data Mining.
Park, J., Denaro, K., Rodriguez, F., Smyth, P., & Warschauer, M. (2017). Detecting changes in student behavior from clickstream data. Proceedings of the 7th International Learning Analytics and Knowledge Conference, 21-30.
Study Strategies
Rodriguez, F., Fischer, C., Zhou, N., Warschauer, M., & Massimelli Sewall, J. (2021). Student spacing and self-testing and their associations with learning in an upper division microbiology course. SN Social Sciences, 1-38.
Rodriguez, F., Sato, B., Rivas, M., & Warschauer, M. (2018). How do students study in STEM courses? Findings from a light touch intervention and its relevance for underrepresented students. PLoS ONE, 13(7), 1-20.
Rodriguez, F., Kataoka, S., Rivas, M., Kandandale, P., Nili, A., & Warschauer, M. (May 14, 2018). Do spacing and self-testing predict learning? Active Learning in Higher Education, 1-15.
Critical Thinking
Shah, P., Michal, A., Ibrahim, A., Rhodes, R., & Rodriguez, F. (2017). What makes everyday scientific reasoning so challenging? In Psychology of Learning and Motivation, vol. 66, 251-299.
Rodriguez, F., Rhodes, R. E., Miller, K. F., & Shah, P. (2016). Examining the influence of anecdotal stories and the interplay of individual differences on reasoning. Thinking & Reasoning, 22(3), 274-296.
Rodriguez, F., Ng, A., & Shah, P. (2016). Do college students notice errors in evidence when critically evaluating research findings? Journal on Excellence in College Teaching, 27(3), 63-78.
Rhodes, R. E., Rodriguez, F., & Shah, P. (2014). Explaining the alluring influence of neuroscience information on scientific reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(5), 1432-1440.
Rodriguez, F., Lee, H., Rutherford, T., Fischer, C., Potma, E., & Warschauer, M. (2021). Using clickstream data mining techniques to understand and support first-generation college students in an online Chemistry course. Proceedings of the 11th International Learning Analytics and Knowledge Conference.
Rodriguez, F., Yu, R., Park, J., Rivas, M. J., Warschauer, M., & Sato, B. K. (2019). Utilizing learning analytics to map students’ self-reported study strategies to click behaviors in STEM courses. Proceedings of the 9th International Learning Analytics and Knowledge Conference, 456-460.
Park, J., Yu, R., Rodriguez, F., Baker, R., Smyth, P., & Warschauer, M. (2018). Understanding student procrastination via mixture models. Proceedings of the 11th International Conference on Educational Data Mining.
Park, J., Denaro, K., Rodriguez, F., Smyth, P., & Warschauer, M. (2017). Detecting changes in student behavior from clickstream data. Proceedings of the 7th International Learning Analytics and Knowledge Conference, 21-30.
Study Strategies
Rodriguez, F., Fischer, C., Zhou, N., Warschauer, M., & Massimelli Sewall, J. (2021). Student spacing and self-testing and their associations with learning in an upper division microbiology course. SN Social Sciences, 1-38.
Rodriguez, F., Sato, B., Rivas, M., & Warschauer, M. (2018). How do students study in STEM courses? Findings from a light touch intervention and its relevance for underrepresented students. PLoS ONE, 13(7), 1-20.
Rodriguez, F., Kataoka, S., Rivas, M., Kandandale, P., Nili, A., & Warschauer, M. (May 14, 2018). Do spacing and self-testing predict learning? Active Learning in Higher Education, 1-15.
Critical Thinking
Shah, P., Michal, A., Ibrahim, A., Rhodes, R., & Rodriguez, F. (2017). What makes everyday scientific reasoning so challenging? In Psychology of Learning and Motivation, vol. 66, 251-299.
Rodriguez, F., Rhodes, R. E., Miller, K. F., & Shah, P. (2016). Examining the influence of anecdotal stories and the interplay of individual differences on reasoning. Thinking & Reasoning, 22(3), 274-296.
Rodriguez, F., Ng, A., & Shah, P. (2016). Do college students notice errors in evidence when critically evaluating research findings? Journal on Excellence in College Teaching, 27(3), 63-78.
Rhodes, R. E., Rodriguez, F., & Shah, P. (2014). Explaining the alluring influence of neuroscience information on scientific reasoning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(5), 1432-1440.
Link to this profile
https://faculty.uci.edu/profile/?facultyId=6958
https://faculty.uci.edu/profile/?facultyId=6958
Last updated
08/25/2023
08/25/2023