EMILY M. GROSSNICKLE

Transcription

1 EMILY M. GROSSNICKLE Department of Human Development and Quantitative Methodology, College Park 3304 Benjamin Building, College Park, MD Updated: October EDUCATION PhD MA Human Development and Quantitative Methodology, College Park, MD Specialization: Educational Psychology Advisor: Dr. Patricia A. Alexander Dissertation: Expressions and Enactment of Interest and Curiosity in a Multiple Source Use Task Educational Measurement and Statistics, College Park, MD Advisor: Dr. Laura Stapleton Anticipated May 2014 Anticipated December Project: Latent Class Analysis and Finite Mixture Modeling: Applications for the Study of Epistemic Beliefs BA BM Bachelor of Arts, Psychology Towson University, Towson, MD Summa cum laude Thesis: Musical evaluation: The relation to expert knowledge Bachelor of Music, Music Performance Towson University, Towson, MD Royal Academy of Music, London, UK Summa cum laude RESEARCH INTERESTS Multiple Source Use Text Comprehension Interest and Curiosity Epistemic Beliefs HONORS AND AWARDS Nominee for Patricia A. Cross Future Leaders Award Association for American Colleges and Universities AERA Division C Graduate Student Seminar American Educational Research Association Best Student Research Paper Award Society for Text and Discourse Graduate Research Interaction Day, Second Place Paper Award

2 Grossnickle Page 2 of 7 Distinguished Teaching Assistant Presidential Scholarship Towson University RESEARCH EXPERIENCE Co-Project Director Knowledge, Information, and Truth (KIT) in the Digital Age Project 2010-present Oversee, design, and analyze data from the KIT project; create surveys and tasks designed to assess student beliefs about KIT; assist with writing grant applications. Research Assistant Disciplined Reading and Learning Research Laboratory 2008-present Assist with collaborative research projects in the areas of text processing, expertise development, and relational reasoning; write literature reviews, design projects, analyze data, write research articles. Research Intern American Institutes for Research Assisted in preparing reports and presentations for the Program for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and Teaching and Learning International Survey (TALIS). Research Intern Johns Hopkins Hospital, Division of Child and Adolescent Psychiatry Fall 2007 Assisted with projects related to child and adolescent mental health outcomes; entered and analyzed data, created spreadsheets and graphs, reviewed literature. UNIVERSITY TEACHING EXPERIENCE Instructor Teaching Assistant, College Park Human Development across the Lifespan (EDHD320); 4 semesters Independently planned and taught lessons for 2 sections of 45 undergraduate students per semester; created syllabus, assessments, and additional materials related to this course., College Park Language Development & Reading Acquisition (EDHD425); 1 semester Assisted the instructor in grading; planned and taught lessons ELEMENTARY AND SECONDARY TEACHING EXPERIENCE Instructor Classroom Assistant Foundations of Psychology, Center for Talented Youth Worked as an instructor (Summers 2011-) and teaching assistant (Summer 2010) for an intensive course for 7 th -10 th grade gifted and talented students. National Federation for the Blind Worked as a sighted volunteer for a week-long STEM camp for blind and vision impaired high school students

3 Grossnickle Page 3 of 7 SUPERVISORY EXPERIENCE Assistant Director, Disciplined Reading and Learning Research Laboratory Coordinate laboratory projects and meetings; mentor graduate and undergraduate students in empirical research and writing literature reviews. Teaching assistant supervisor, Mentored teaching assistants in grading, assessment design, and the creation and implementation of in-class activities for my course. Research assistant supervisor, Disciplined Reading and Learning Research Lab Mentored undergraduate research assistants in data collection, audio transcription and coding PROFESSIONAL EXPERIENCE Coordinator for Graduate Student Programs Center for Teaching Excellence, -present Oversee professional development programs for graduate student teaching assistants and instructors; assist graduate students in developing teaching portfolios; organize campuswide orientations for teaching assistants; lead learning communities for advanced teaching assistants and international teaching assistants; conduct needs assessments and develop new professional development programs for graduate teaching assistants. Course Coordinator American Educational Research Association Organize and coordinate annual professional development course on how to get published at the meetings of the AERA; communicate with instructors and course participants; incorporate evaluations to improve course. EDITORIAL AND REVIEW EXPERIENCE Editorial Assistant, Contemporary Educational Psychology Serve as aide to Patricia Alexander (senior editor) and Barbara Greene and Krista Muis (associate editors; correspond with authors, reviewers, and publishers; prepare annual report present Ad Hoc Reviewer American Educational Research Association American Educational Research Journal Contemporary Educational Psychology

4 Grossnickle Page 4 of 7 SCHOLARLY PUBLICATIONS Chapters in Edited Volumes Alexander, P. A., Grossnickle, E. M., Dumas, D., & Hattan, C., (in press). A retrospective and prospective examination of cognitive strategies and academic development: Where have we come in twenty-five years? In A. O Donnell (Ed.), Handbook of educational psychology. Oxford University Press. Alexander, P. A., Grossnickle, E. M., & List, A., (in press). Navigating the labyrinth of teacher motivation and emotion. In P. W. Richardson, S. Karabenick, & H. Watt (Eds.), Teacher motivation: Theory and practice. Routledge. Grossnickle, E. M., Alexander, P. A., & List, A., (in press). The argument for epistemic competence. In B. Moschner, A. Anschütz, & H. Gruber (Eds.). Knowledge and learning in the perspective of learners and instructor: How epistemic beliefs influence school, university, and the workplace. Alexander, P. A., Dinsmore, D. L., Fox, E., Grossnickle, E. M., Loughlin, S. M., Maggioni, L., Parkinson, M. M., & Winters, F. I. (2011). Higher-order thinking and knowledge: Domaingeneral and domain-specific trends and future directions. In G. Schraw, & D. Robinson (Eds.), Assessment of higher order thinking skills (pp ).Charlotte, NC: Information Age Publishers. Refereed Journal Articles Dumas, D., Alexander, P. A., & Grossnickle, E. M. (). Relational reasoning and its manifestations in the educational context: A systematic review of the literature. Educational Psychology Review, 25, Alexander, P. A., & the Disciplined Reading and Learning Research Laboratory. (). Reading into the future: Competence for the 21 st century. Educational Psychologist, 47, Alexander, P. A., Winters, F. I., Loughlin, S. M., & Grossnickle, E. M. (). Students conceptions of knowledge, information, and truth. Learning and Instruction, 62, Manuscripts in Revision Alexander, P. A., Dumas, D., Grossnickle, E. M., List, A., & Fiora, C. (). Measuring relational reasoning. Journal of Educational Psychology. Revision submitted for publication. Grossnickle, E. M. (). Disentangling curiosity from interest: Dimensionality, definitions, and distinctions. Review of Educational Research. Revision in preparation. Grossnickle, E. M., List, A., & Alexander, P. A. (). Elementary- and middle-school students beliefs about knowledge, information, and truth. Journal of Experimental Education. Revision in preparation. Loughlin, S. M., Alexander, P. A., Dinsmore, D. L., Fox, E., & Grossnickle, E. M. (). Visual comprehension: Cognitive processing of art text by adolescent and pre-adolescent readers. Revision in preparation.

5 Grossnickle Page 5 of 7 Manuscripts under Review List, A., Grossnickle, E. M., & Alexander, P. A. (). Students justifications for source selection in a digital academic context. Manuscript submitted for publication. List, A., Grossnickle, E. M., & Alexander, P. A., (). "What's the question?" Examining the impact of question type on students' multiple source use. Manuscript submitted for publication. List, A., Grossnickle, E. M., Loyens, S. M. M., & Alexander, P. A. (). Role of educational context and beliefs in students multiple source use. Manuscript submitted for publication. Commissioned Report Alexander, P. A., & the Disciplined Reading and Learning Research Laboratory (2010). The challenges of developing competent literacy in the 21st century. Washington, DC: The National Academy of Sciences. Manuscripts in Preparation Grossnickle, E. M. Latent class analysis and finite mixture modeling: Applications for the study of epistemic beliefs. Manuscript in preparation. Grossnickle, E. M., List, A., & Hoz, R. Preservice teachers beliefs about knowledge, information, and truth in the United States and Israel. Manuscript in preparation. NATIONAL AND INTERNATIONAL PRESENTATIONS Baggetta, P., Dumas, D., & Grossnickle, E. M. (, April). Deconstructing relational reasoning. In J. M. Kulikowich (Chair), Exploring and leveraging relational thinking for academic performance. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco. Dumas, D., Grossnickle, E. M., & Alexander, P. A. (, April). Relational feasoning and its manifestations in the educational context: A systematic review of the literature. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Grossnickle, E. M., List, A., & Alexander, P. A., (, April). Elementary-school and middle-school students conceptions of knowledge, information, and truth. In J. A. Greene (Chair), Children s and adolescents epistemic beliefs. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco. List, A., Grossnickle, E. M., & Alexander, P. A. (, April). Students justifications for source selection in a digital academic context. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. List, A., Grossnickle, E. M., & Alexander, P. A., (, September). Students source selections, justifications, and evaluations when responding to different question types. International Conference on Conceptual Change, Trier, Germany.

6 Grossnickle Page 6 of 7 Grossnickle, E. M., List, A., & Alexander, P. A., (, July). Beliefs about inquiry and multiple source navigation: are more competent beliefs always the best guide? Society for Text and Discourse, Montreal, Canada. List, A., Grossnickle, E. M., & Alexander, P. A., (, July), I was looking for the answer : A critical examination of multiple source use. Society for Text and Discourse, Montreal, Canada. List, A., Grossnickle, E. M., & Alexander, P. A., (, July), It was first : Examining the impact of domain and question type on search and source selection. Society for Text and Discourse, Montreal, Canada. List, A., Grossnickle, E. M., & Alexander, P. A., (, August). Wikipedia is unreliable, but I use it anyway: Students justifications for source selection and evaluation. The annual meeting of the American Psychological Association, Orlando. List, A., Grossnickle, E. M., & Alexander, P. A., (, April). "What's the question?" Examining the impact of question type on students' multiple source use. The annual meeting of the American Educational Research Association, Vancouver, British Columbia. Grossnickle, E. M., & Alexander, P. A. (2011, August). Disentangling curiosity. Paper presented at the annual meeting of the American Psychological Association, Washington, DC. List, A., Grossnickle, E. M., & Alexander, P. A. (2011, August). Click Here: Student Search Behavior and Justifications for Source Choice in a Digital Academic Context. Paper presented at the annual meeting of the American Psychological Association, Washington, DC. Grossnickle, E. M., Dinsmore, D., Alexander, P. A., & List, A. (2011, April). Knowledge, interest, and strategic processing: Profiling undergraduates in a semester-long course. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. List, A., Grossnickle, E. M., Alexander, P. A., Loyens, S., & McCrudden, M. T. (2011, April). The long and short of it: The role of question type and epistemic beliefs in students multiple source use. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. Winters, F., Grossnickle, E. M., Loughlin, S. M., & Alexander, P. A. (2010, May) Students conceptions of knowledge, information, and truth. In M. N. Hennessey (Chair), Really? How do you know? An exploration of the relation between knowledge, information, and truth. Symposium conducted at the meeting of the American Educational Research Association, Denver. Loughlin, S. M., Alexander, P. A., Dinsmore, D. L., Fox, E., & Grossnickle, E. M. (2009, March). 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. Grossnickle, E.M. (2008, April). Musical evaluation: The relation to expert knowledge. Paper presented at the Colonial Academic Alliance Undergraduate Research Conference, Northwestern University, Boston.

7 Grossnickle Page 7 of 7 INTERNAL AND EXTERNAL FUNDING SPARC (Support Program for Advancing Research and Collaboration) Dissertation Grant International Conference Student Support Award Jacob K. Goldhaber Travel Grant National Science Foundation Developmental and Learning Sciences Grant (unfunded) Prepared grant proposal for multi-year study, $302,275 UMD College of Education Scholarship Human Development Graduate Student Travel Grant Graduate Fellowship , PROFESSIONAL AND DEPARTMENTAL SERVICE Moderator, McNair Undergraduate Research Conference College of Education Senate, College of Education Steering Committee, Human Development Graduate Student Organization, Advisory Board (-) Secretary (2011-) Professional Development Coordinator ( ) Department of Human Development Student Affairs Committee, Towson University Undergraduate Curriculum Committee, Student Representative PROFESSIONAL MEMBERSHIPS American Educational Research Association, Division C American Psychological Association, Division 15 Society for Text and Discourse