Abstract

Assessing practitioner experience as it relates to subject theory can be challenging, but critically important, in homeland defense and security programs where student experiences are often utilized in the process of applying learning objectives. Consequently, a common question that faces educators is: How can seemingly unique practitioner experiences be consistently applied to appropriate theory and assessed for the understanding of course learning objectives? This commentary explores how reflective journaling can utilize unique practitioner experiences that can be applied to learning objectives. The commentary concludes with a model of how educators can apply reflective journaling to assess learning of course objectives and improve individual and organizational performance.

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