Hannah Davis is a doctoral student in Curriculum and Instruction at Virginia Tech with a focus in Educational Psychology. She has earned certificates from Virginia Tech in Cognition and Education, as well as Educational Research and Preparing the Future Professoriate. She holds a B.A. in both Sociology and Psychology from the University of North Carolina at Chapel Hill and an M.Ed. in Educational Psychology from Virginia Tech.
She is currently a Graduate Assistant in the Office of Analytics and Institutional Effectiveness at Virginia Tech. Prior to this position, she served as an Evaluation Assistant for the Military Families Learning Network. As a licensed K-12 instructor, Hannah spent eight years teaching Math and History in both Virginia and North Carolina.
Her primary research areas include creative cognition and sociocultural learning theories. She is interested in how faculty members employ cognitive apprenticeships to model cognitive and metacognitive strategies that contribute to the development of creative thinking. Additionally, she investigates how faculty members develop, engage with, and transmit attitudes and beliefs about assessment. She is experienced in qualitative methods, pedagogical practices, and program evaluation. Hannah's service as a member of the Advisory Board for the Office of Undergraduate Research demonstrates her commitment to supporting students interested in pursuing their own research or creative scholarship.
She is a member of the American Evaluation Association and the American Psychological Association.
She is currently a Graduate Assistant in the Office of Analytics and Institutional Effectiveness at Virginia Tech. Prior to this position, she served as an Evaluation Assistant for the Military Families Learning Network. As a licensed K-12 instructor, Hannah spent eight years teaching Math and History in both Virginia and North Carolina.
Her primary research areas include creative cognition and sociocultural learning theories. She is interested in how faculty members employ cognitive apprenticeships to model cognitive and metacognitive strategies that contribute to the development of creative thinking. Additionally, she investigates how faculty members develop, engage with, and transmit attitudes and beliefs about assessment. She is experienced in qualitative methods, pedagogical practices, and program evaluation. Hannah's service as a member of the Advisory Board for the Office of Undergraduate Research demonstrates her commitment to supporting students interested in pursuing their own research or creative scholarship.
She is a member of the American Evaluation Association and the American Psychological Association.