VITA
DANIEL L. DINSMORE
January 2010
University of Maryland
Department of Human Development
3304 Benjamin Building
College Park, MD 20742
(301)405-6956
dinsmore@umd.edu
RESEARCH INTERESTS
Strategic Processing
Expertise Development
Research Design and Analysis
EDUCATION
Ph.D.
Department of Human Development, Specialization in Educational Psychology,
University of Maryland, College Park, Expected Graduation, Summer 2011
M.A.
Educational Measurement and Statistics, University of Maryland, College Park,
Expected Graduation, Summer 2011
B.S.
Music Education, Magna Cum Laude, The Pennsylvania State University and the
Schreyer Honors College, University Park, 2001
EDUCATIONAL/TEACHING EXPERIENCES
Graduate Instructor, University of Maryland, College Park
 EDHD 460: Educational Psychology
 Fall 2008
 Spring 2009
 Summer 2009
 Fall 2009
 EDHD 306: Research Methods
 Summer 2009
 Fall 2009
 Spring 2010
Cooperating Teacher, Prince George’s County Public Schools and the University of Maryland,
Fall 2005 - Spring 2006
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Supervised a student teacher, Fall 2005
Supervised 3 pre-student teachers one day per week, Spring 2006
Mentor Teacher, Prince George’s County Public Schools, Fall 2005 – Spring 2006
Instrumental Music Teacher, Grades 4-6, Prince George’s County Public Schools, Maryland,
Fall 2003-Spring 2006
General Music Teacher and Instrumental Music Teacher, Grades 3-5, School District of
Lancaster, Pennsylvania, Fall 2001-Spring 2003
RESEARCH EXPERIENCES
Graduate Research Assistant, Department of Human Development, University of Maryland,
College Park, 2006, 2008-2009
Graduate Fellow, University of Maryland, College Park, 2006-2008
Graduate Assistant to the Education Director for the National Consortium for the Study of
Terrorism and the Responses to Terrorism (START), Summer 2008
Graduate Assistant, School of Engineering, University of Maryland, College Park, 2007
HONOR SOCIETY MEMBERSHIPS
Pi Kappa Lambda, Music Honor Society
HONORS, AWARDS, and RECOGNITIONS
EARLI, Sig 16 Metacognition, Student Paper Award, 2009
Graduate School Fellowship, University of Maryland, Fall 2006-present
Commencement Marshal, The Pennsylvania State University School of Music, 2001
Dean’s List, The Pennsylvania State University, Spring 1997-Spring 2001
Undergraduate Exhibition, Schreyer Honors College, Spring 2000
PROFESSIONAL ASSOCIATIONS
American Educational Research Association (AERA), Division C
American Psychological Association (APA), Division 15
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GRANTS/ EXTERNAL FUNDING
Dinsmore, D. L. The effects of persuasive text on metacognitive monitoring and strategic
processing. Funded by University of Maryland, College of Education, Support Program
for Advancing Research and Collaboration (SPARC).
Departmental Travel Grant, awarded by the University of Maryland, Department of Human
Development, 2007, 2008, 2009.
Goldhaber Travel Award, awarded by the University of Maryland, Graduate School, 2009
PUBLICATIONS
Chapters in Edited Volumes
Alexander, P. A., Dinsmore, D. L., Fox, W. E., Grossnickle, E. M., Loughlin, S. M., Maggioni,
L., Parkinson, M., & Winters, F. I. (in press). Higher-order thinking and knowledge:
Domain-general and domain-specific trends and future directions. IN G. Schraw (Ed),
Assessment of higher order thinking skills. Charlotte, NC: Information Age Publishers.
Alexander, P. A., Dinsmore, D. L., Parkinson, M. M., & Winters, F. I. (in press). Self-regulated
learning in academic domains. In B. Zimmerman & D. Schunk (Eds.), Handbook of selfregulation of learning and performance. New York: Routledge.
Refereed Journal Articles
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on
metacognition, self-regulation, and self-regulated learning. [Special Issue on
Metacognition, self-regulation, and self-regulated learning: Historical roots and
contemporary manifestations] Educational Psychology Review, 20, 391-409.
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). The impact of new learning
environments in an engineering design course. [Special Issue on Effects of Constructivist
learning environments] Instructional Science, 36, 375-393.
On-Going Research
Alexander, P.A., Chae, S.E., Dinsmore, D.L., Fox, E.W., Grossnickle, E.M., Loughlin, S.M.,
Maggioni, L., Parkinson, M.M., & Winters, F.I. (2010). Knowledge, Information, and
Truth: Unraveling their relations in online contexts. Data collection.
Dinsmore, D. L. (2010). Deep and surface processing revisited: A review. Manuscript in
preparation.
Dinsmore, D. L. (2010). Developmental profiles of deep and surface learners. Manuscript in
preparation.
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Dinsmore, D. L., Fox, E., & Chae, S. E. (2010). Effects of prior knowledge and interest on
learning from rereading. Data collection and analysis.
Dinsmore, D. L., Parkinson, M. M., & Alexander, P. A. (2010). Investigating response patterns
with magnitude scaling over a semester long research methods course. Data collection.
Loughlin, S. M., Alexander, P. A., Dinsmore, D. L., Grossnickle, E., & Fox, E. (2010). Visual
comprehension: Cognitive processing of art text by adolescent and pre-adolescent
readers. Manuscript under review.
Loughlin, S. M., Dinsmore, D. L., & Alexander, P.A. (2010). A review of transfer. Manuscript in
preparation.
Parkinson, M. M., Dinsmore, D. L., Rogers-Haverback, H., & Alexander, P. A. (2010).
Deconstructing performance ratings. Manuscript in preparation.
PRESENTATIONS
International/National/Regional Conferences
Dinsmore, D. L., Fox, E., Parkinson, M. M., & Rahman, T. (2010, May). A deeper look at why
readers succeed or fail. In D. McNamara (Chair), Integration, depth, and complexity:
Characterizing reader types through multidimensional profiling. Symposium to be
presented at the annual meeting of the American Educational Research Association,
Denver.
Parkinon, M. M., Dinsmore, D. L., & Alexander, P. A. (2010, May). Calibrating calibration:
Towards conceptual clarity and agreement in calculation. Paper to be presented at the
annual meeting of the American Educational Research Association, Denver.
Parkinson, M. M., Rogers Haverback, H., & Dinsmore, D. L. (2010, May). Charting the course
of conceptual change and its influence on self-efficacy. In S. Broughton (Chair),
Exploring the interrelationships of knowledge change: Testing the cognitive
reconstruction of knowledge model. Symposium to be presented at the annual meeting of
the American Educational Research Association, Denver.
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2009, August). Focusing the conceptual
lens on metacognition, self-regulation, and self-regulated learning. Paper presented at the
biennial meeting of the European Association for Research on Learning and Instruction,
Amsterdam, The Netherlands.
Fox, E., & Dinsmore D. L. (2009, August). Reading competence and reading goals in four gifted
young adolescent readers. In P. Alexander (Chair), Title. Symposium conducted at the
biennial meeting of the European Association for Research on Learning and Instruction,
Amsterdam, The Netherlands.
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Dinsmore, D.L., Loughlin, S. M., & Parkinson, M. M. (2009, April). The effects of persuasive
and informational text on metacognitive monitoring and control. In P. Alexander (Chair),
Meta what? Measuring Monitoring and Control. Symposium conducted at the annual
meeting of the American Educational Research Association, San Diego.
Fox, E., Dinsmore, D. L., Maggioni, L., & Alexander, P.A. (2009, April). Undergraduates
reading of course texts. Paper presented at the annual meeting of the American
Educational Research Association, San Diego.
Loughlin, S. M., Alexander, P. A., Dinsmore, D. L., Grossnickle, E., & Fox, E. (2009, April).
Visual comprehension: Cognitive processing of art text by adolescent and pre-adolescent
readers. Paper presented at the annual meeting of the American Educational Research
Association, San Diego.
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008, March). The impact of new
learning environments in an engineering design course. In D. Gijbels & S. Loyens
(Chairs), Effects of New Learning Environments. Symposium conducted at the annual
meeting of the American Educational Research Association, New York.
Fox, E., Dinsmore, D. L., Maggioni, L., & Alexander, P. A. (2008, March). Undergraduates’
independent and scaffolded reading of course texts: Further evidence of fragile
understanding. Paper presented at the annual meeting of the American Educational
Research Association, New York.
Fox, E., Maggioni, L., Dinsmore, D. L., & Alexander, P. A. (2008, March). The multilayered
reading goals of expert readers: Bridging between knowledge, interest, and strategy use.
Paper presented at the annual meeting of the American Educational Research
Association, New York.
Alexander, P. A., & Dinsmore, D. L. (2007, August). Re-conceptualizing conceptual change:
What expertise development has to contribute. In G. Petersson & X. Vamvakoussi
(Chair), Reframing the conceptual change approach in learning and instruction.
Symposium conducted at the biennial meeting of the European Association for Learning
and Instruction, Budapest, Hungary.
Fox, E., Dinsmore, D. L., & Alexander, P. A. (2007, April). Situational success at reading
challenging texts: Exposing the fragile understanding of college students. In P. A.
Alexander (Chair), Fragile understanding: When good ideas go bad. Symposium
conducted at the annual meeting of the American Educational Research Association,
Chicago.
Dinsmore, D. L. (2000, April). Selecting repertoire for brass quintets. Poster Session,
Pennsylvania Music Educators’ Association (PMEA) Conference, Pittsburgh, PA.
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University/Departmental Conferences
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008, May). The impact of new learning
environments in an engineering design course. Paper presented at the University of
Maryland, College of Education, Graduate research day.
POSTERS
International/National/Regional Conferences
Parkinson, M. M., Dinsmore, D. L., Rogers-Haverback, H., & Alexander, P. A. (August, 2009).
Deconstructing performance ratings. Poster presented at the annual meeting of the American
Psychological Association, Toronto.
PROFESSIONAL SERVICE
Editorial Assistant, Contemporary Educational Psychology (Patricia Alexander, Ed.), 2006present
Editorial Board, New School Psychology Bulletin (Jason Evans and Evangeline Lehr, Eds.),
2008-2009
Ad hoc reviewer, American Educational Research Journal, Teaching, Learning, and Human
Development Section
Ad hoc reviewer, Contemporary Educational Psychology
Educational Psychology Colloquia Coordinator, University of Maryland, Department of Human
Development, 2007-2009
Professional Development Chair, University of Maryland, Human Development Graduate
Student Organization, 2007-2008
College of Education Technology Advisory Committee, University of Maryland, 2008-2009
Campus Student Technology Fee Advisory Committee, University of Maryland, 2008-2009
COMMUNITY SERVICE
Community Service Co-chair, University of Maryland, Human Development Graduate Student
Organization, 2008