Curriculum Vitae
Reinhard W. Lindner, Ph.D.
Professor and Chair
Educational and Interdisciplinary Studies
EDUCATION
1982-1988 Ph.D., University of Connecticut - Cognition/Instruction
1980-1982 M.A., University of Connecticut - Human Development & Family
Relations
1978-1980 B.A., Eastern Connecticut State University - Psychology - Summa cum
laude
EMPLOYMENT
University
2005-Present: Professor and Chair, Department of Educational & Interdisciplinary Studies,
Western IL University
1990-2005: Professor - Educational and Interdisciplinary Studies, Western Illinois University
1989-1990: Assistant Professor – Psychology, Eureka College
Courses Taught: (1) Graduate: EIS 500 - Research Methods, EIS 503 - Statistics, EIS 502 Advanced Educational Psychology: Cognition & Instruction, EIS 587 - Advanced Educational
Psychology: Human Development, EIS 523 - Advanced Measurement and Evaluation, EIS 533
- Special Topics: Literacy and Cognition
Undergraduate: EIS 201 - Educational Psychology: Human Growth and Development, EIS 301
- Educational Psychology: Learning and Instruction, Introductory Psychology, Perception and
Sensation, Tests and Measurement, Cognition, History and Systems of Psychology.
School related employment
1982 – Preschool teacher: University of Connecticut Lab School
Publications/Scholarly/Creative Activities
•
Refereed
Lindner, R. W. & Montalvo, G. P. (under review; accepted w. revisions). Is educational
psychology the missing link in teacher preparation? Teaching Educational Psychology.
Harris, B. R., Lindner, R. W. & Pina, A. (2011). Promoting Self-Regulated Learning Strategies
in Online Learning Environments. In, G. Dettori & D. Persico, Eds. Fostering SelfRegulated Learning Through ICTs. IGI Global Press
Harris, B. R. & Lindner, R. W. (2010). Providing Metacognitive Prompts in Online Courses.
Midwest Journal of Educational Communications and Technology, 4, 1.
Goodpasture, J. E., Lindner, R. W., & Thomas, M. (2007). A Study of the Self-Regulated
Learning Inventory on a HBCU Student Population in Allied Health. The Internet
Journal of Allied Health Sciences and Practice. Oct 2007, Volume 5 Number 4.
Lindner, R. W. & Healy, D. E. (2004). Perceived Stress and Use of Coping Strategies as a
Response to Rapidly Changing Student Demographics. Multiple Voices, 7, 2, 74-95.
Lindner, R.W. (1999). The role of scaffolding in teaching for self-regulated learning. Research
for Educational Reform, 4, 1, 3-20.
Lindner, R. W. & Harris, B.R. (1998). Self-regulated learning in education majors. Journal of
General Education, 47, 1, 63-78.
Lindner, R. W. (1994). Self-regulated learning in correctional education students and its
implications for instruction. The Journal of Correctional Education, 45, 3, 122-126.
Lindner, R.W. & Harris, B. (1992). Self-regulated learning: Its assessment and instructional
implications. Educational Research Quarterly ,16, 2.
Lindner, R.W. & Rickards, J.P. (1985). Questions inserted in text: Issues and implications. In,
R. Jonasson (Ed.), The technology of text, Vol. 2. Englewood Cliffs, NJ: Educational
Technology Press.
Laxar, K., Beare, A.N., Lindner, R.W. & Moeller, G. (1983). Judgments of relative motion in
tactical displays. Journal of Applied Psychology, 68, 2.
•
Non-refereed
Lindner, R. W. (1999). Self-regulated learning and teaching: An introduction and overview.
In, J.Q. Adams & J.B. Welsch, Eds. Cultural diversity: Curriculum, classroom, and
climate. Springfield, IL: Illinois Staff and Curriculum Developers Association.
Lindner, R.W. (1994). Promoting self-regulated learning through metacognitive training and
teaching. In, Z.R. Acorn & J.K.Spertzel, Eds. The State of Corrections: proceedings of
the ACA annual conferences. Springfield, VA: Goodway Graphics
Lindner, R.W. & Harris, B. (1993). Teaching self-regulated learning strategies. In, M.R.
Simonson & K. AbuOmar, eds. Proceedings of selected research and development
presentations at the annual conference of the Association for Educational
Communications and Technology, 1993. Ames, IA: Instructional Resources Center,
Iowa State University.
Lindner, R.W. & Harris, B. (1992). The development and evaluation of a self-regulated
learning inventory and its implications for instructor independent instruction. In,
M.R. Simonson & K. Jurasek, eds. Proceedings of selected research and development
presentations at the annual conference of the Association for Educational
Communications and Technology, 1992. Ames, IA: Instructional Resources Center,
Iowa State University.
Conference Presentations
•
Refereed
Lindner, R. W. & La Prad, J. G. (Feb., 2012). Assessing the behavioral and personality
correlates of potential for adaptive expertise in teacher candidates. Paper accepted
for presentation at the American Association for Colleges of Teacher Education
annual (AACTE) convention, Chicago, IL.
Lindner, R. W., Carson, R. R., Dooley, C. J. & La Prad, J. G. (Feb., 2011). A model of expertise
in teaching: defining a developmental sequence for programs, administrators,
policymakers and researchers. Interactive dialogue session accepted for presentation
at the American Association for Colleges of Teacher Education annual (AACTE)
convention, San Diego, CA.
Lindner, R. W. & Montalvo, G. P. (Feb., 2010). Teacher preparation, educational psychology,
and Teacher Work Samples: making psychological theory relevant for teacher
preparation. Paper presented at the American Association for Colleges of Teacher
Education annual (AACTE) convention, Atlanta, GA.
Lindner, R. W., Carson, R.R., Dooley, C. J., Sonnek, B., Satern, M. & Mumert, K. (Feb., 2010).
Using the Teacher Work Sample to Rethink Teacher Preparation and Vice Versa.
Interactive Session presented at the American Association for Colleges of Teacher
Education (AACTE) annual convention, Atlanta, GA.
Harris, B. R. & Lindner, R. W. (2009). Integrating Self-monitoring Prompts in Online Course
Lessons. Presented at the international convention of the Association for Educational
Communications and Technology (AECT).
Harris, B. R. & Lindner, R. W. (2008). Promoting Self-Regulated Learning Strategies in Online
Courses. Paper Presented at the Annual Convention of the Association for
Educational Communications and Technology Orlando, Florida November 2008.
Lindner, R. W. & Ternasky, P. L. (2007). The role of educational psychology in teacher
preparation. Presented at the American Association of Colleges of Teacher
Education annual convention, New York.
Healy, D. E. & Lindner, R. W. (2002). Systems of support for English language learners with
special needs. Paper presented at the Illinois Council for Exceptional Children Fall
Convention, Schaumberg, IL.
Harris, B. R., Pina, A. A., & Lindner, R. W. (2002, November). Facilitating Self-Regulation in
Online Courses. Paper presented at the annual convention of the Association for
Educational Communications & Technology, Dallas, Texas.
Lindner, R. W. & Harris, B. R. (2002). The contribution of self-regulated learning to academic
success in college students. Poster presented at the annual convention of the
American Psychological Society, New Orleans, LA.
Harris, B. R. & Lindner, R.W. (2000). Providing metacognitive scaffolds in web-based
instruction. Paper presented at the annual convention of the Association for
Educational Communications and Technology, Long Beach, CA: February, 2000.
Harris, B. R. & Lindner, R.W. (Feb., 1999). Instructional strategies to promote self-directed
learning in distance education courses. Paper presented at the annual convention of
the Association for Educational Communications and Technology, Houston, TX.
Harris, B.R, Lindner, R.W., & Gordon, W.I. (1997). Distance education through interactive
television: strategies for helping the learners succeed. Roundtable presented at the
Feb. 1997, Association for Educational Communications and Technology annual
convention
Lindner, R.W., Harris, B.R, & Gordon, W.I. (1996). The design and development of the SelfRegulated Learning Inventory: A status report. Poster presented at the April 1996,
American Educational Research Association convention, NYC.
Lindner, R.W., Harris, B.R, & Gordon, W.I. (1996). Are graduate students better selfregulated learners than undergraduates? A follow-up study. Poster presented at the
April 1996, American Educational Research Association convention, NYC.
Lindner, R.W., Gordon, W.I., & Harris, B.R. (1996). Highlighting as a text study strategy:
beyond attentional focusing, 2. Poster presented at the April 1996, American
Educational Research Association convention, NYC.
Gordon, W.I., Lindner, R.W. & Harris, B.R. (1996). A factor analytic study of the SelfRegulated Learning Inventory. Paper presented at the April 1996, American
Educational Research Association convention, NYC.
Harris, B.R., Lindner, R.W. & Gordon, W.I. (1996). Ethnicity and self-regulated learning:
implications for technology based instruction. Paper presented at the Association for
Educational Communications and Technology annual convention, Indianapolis, IN
Gordon, W.I., Lindner, R. W. & Harris, B.R. (1995) Highlighting text as a study strategy:
beyond attentional focusing. Paper presented at the Midwest Educational Research
Association annual conference, Oct., Chicago, IL.
Lindner, R.W., Harris, B.R., Gordon, W.I. & Gunzenhauser, G. (1995). Are graduate students
better self-regulated learners than undergraduates. Paper presented at the American
Ed. Research Association annual convention.
Harris, B.R. & Lindner, R.W. (1995). Promoting metacognitive strategies using videodiscbased instruction. Paper presented at the Association for Edu. Communication and
Technology, February, 1995 annual conference.
Harris, B.R., Lindner, R.W., & Gordon, W.I. (1994). Three strategies for promoting higher
order thinking using videodisc-based instruction. Paper presented at the Illinois
Association of Educational Communications & Technology annual conference, Dec.,
1994
Harris, B.R., Hassan, M.H., & Lindner, R.W. Teaching in a two-way interactive video
teleconference environment: Lessons learned. Poster presented at the Illinois
Association of Educational Communications & Technology conference, December,
1994.
Lindner, R. W. (1994). The role of scaffolding in teaching for self-regulated learning. Invited
presentation at the Central Illinois Adult Education Service Center Fall conference.
Harris, B.R. & Lindner, R.W. (1994). Promoting self-regulated learning in videodisc- based
instruction: A pilot study. Paper presented at the American Educational Research
Association convention, New Orleans, LA.
Gunzenhauser, G.W., Lindner, R.W., Harris, B.R. & Kersting, J. (1994). INTASC's model
standards for beginning teacher licensing and development: One model for teacher
preparation programming. Paper presented at the annual meeting of the American
Association of Colleges for Teacher Education, Chicago, IL, Feb. 1994.
Harris, B.R., Lindner, R.W. & Barker, B.O. (1993). Developing and using a technology rich
classroom. Paper presented at the Illinois Education and Technology Conference,
Springfield, IL).
Lindner, R.W. (1993). Promoting self-regulated learning through metacognitive training and
teaching. Paper presented at the August, 1993, American Corrections Association
annual convention, Nashville, TN.
Lindner, R.W. (1993). Self-regulation, metacognition and the problem of transfer. Paper
presented at the July 1993, International Correctional Education Association annual
convention, Chicago, IL.
Lindner, R.W. & Harris, B. (1993). Self-regulated learning in college students: Its assessment
and lessons learned. Paper presented at the April 1216, 1993, American Educational
Research Association convention, Atlanta, GA. (abstracted in Higher Education
Abstracts, 1994)
Lindner, R.W., Harris, B. (1992). Teaching self-regulated learning strategies: A CBT based
approach. Paper presented at the Jan. 1317, 1993, AECT annual convention, New
Orleans.
Lindner, R.W. (1992) Corrections education students: Can they self-regulate the learning
process? Paper presented at the August, 1992, 122nd Congress of Corrections, San
Antonio, TX.
Lindner, R.W. & Harris, B. (1992). Implications of self-regulated learning for instruction.
Paper presented at the Illinois Association for Educational Research and Evaluation
annual convention, Naperville, IL, May, 1992.
Lindner, R.W. & Harris, B. (1992). Self-regulated learning and academic achievement in
college students. Paper presented at the April, 1992 American Educational Research
Association convention, San Francisco, CA.
Lindner, R.W. & Harris, B. (1992). The development and evaluation of a self- regulated
learning inventory and its implications for instructor independent instruction. Paper
presented at the February,1992, Association. for Ed. Communications and
Technology convention, Washington, D.C.
Lindner R.W. & Harris, B. (1991). Developing a self-regulated learning inventory: A
preliminary report and analysis. Paper presented at the Midwest Educational
Research Association annual conference, Oct. 18, 1991, Chicago, IL.
Lindner, R.W. (1991). Mental representations: Reopening the debate. Paper presented at
the American Educational Research Association convention, Chicago, IL.
MAJOR PROFESSIONAL SERVICE ACTIVITIES
National Committees
American Association of Colleges for Teacher Education (AACTE) Committee
on Research and Dissemination
Proposal Reviewer
American Educational Research Journal
American Education Research Association (AERA)
American Association of Colleges of Teacher Education (AACTE)
Editorial Board
Journal of Teacher Education
Regional
Program review (external reviewer)
Southern IL University – Edwardsville: Learning, Culture, and Society Program
University Committees
Council on Admission, Graduation, and Academic Standards (CAGAS)
NCATE Steering Committee
NCATE Assessment Committee
Grants and Special Awards
Lindner, R. W. & Harris, B. R. (2002). Museum Tech Academy Project Evaluation. Final report
of an evaluation of a community outreach program funded by a state educational
grant obtained by the Illinois State Museum, Springfield, IL.
Harris, B. & Lindner, R.W. (1992). A comparison of three paradigms for teaching higher order
thinking skills using videodisc-based technology: A grant proposal. Funded by, the
WIU Research Council, Oct. 1992.
Lindner, R.W. (1990). Developing a self-regulated learning inventory. Funded by, the WIU
University Research council, Nov. 1990.
Professional Memberships/Affiliations
American Psychological Society (APS)
American Educational Research Association (AERA). Divisions C (Leaning & Instruction), D
(Measurement & Research Methodology).
American Association of Colleges for Teacher Education (AACTE)