Areas of Expertise
Strategic Processing
Expertise Development
Research Design and Analysis
Education
Ph.D. August 2011 University of Maryland
Human Development with a specialization in Educational Psychology
Dissertation title: A multidimensional investigation of deep and surface processing
Advisor: Patricia A. Alexander
Defense date: June 15, 2011
M.A. December 2011 University of Maryland
Educational Measurement and Statistics
Project title: Modeling the growth trajectory of learning from rereading
Advisor: Gregory Hancock
B.S. May 2001 Pennsylvania State University/ Schreyer Honors College
Music Education
Honors project title: Selecting repertoire for
brass quintets
Advisor: Joanne Rutkowski
Biography
Awards
University of Maryland, College of Education Outstanding Doctoral Student Award, May, 2011
University of Maryland Center for Teaching Excellence, Distinguished Teaching Award, May 2010
AERA Division C, Graduate Student Seminar, April 2010
EARLI, Sig 16 Metacognition, Student Paper Award, August 2009
Graduate Fellow, University of Maryland, Department of Human Development, 2005-2006
Commencement Marshal, Pennsylvania State University School of Music, 2001
Affiliations
Editorial Board Member, Contemporary Educational Psychology
American Educational Research Association (AERA), Division C
American Psychological Association (APA), Division 15
Affiliate Faculty, Florida Institute of Education (FIE), University of North Florida
Affiliate, Lesbian, Gay, Bisexual, and Transgender (LGBT) Resource Center Safe Space Program, University of North Florida
Grants and Contracts Awarded
Dinsmore, D.L. (2011, September). Reader profiling: A promising strategy for differentiating reading instruction. Dean’s Economic Advisory Council (DEAC), College of Education and Human Services, University of North Florida (Funded $2,080).
Summer Research Fellowship, The Graduate School, University of Maryland, 2010 (Funded $5,000).
Dinsmore, D. L. (2009). The effects of persuasive text on metacognitive monitoring and strategic processing. Support Program for Advancing Research and Collaboration (SPARC), College of Education, University of Maryland (Funded $1,000).
Publications & Presentations
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. (2011). 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. (2011). Self-regulated learning in academic domains. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance. New York: Routledge.
Commissioned Reports
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.
http://www7.nationalacademies.org/dbasse/Research_on_21st_Century_Competencies_%20Papers_and_Presentations.html
Refereed Journal Articles
Dinsmore, D. L., & Alexander, P. A. (in press). A Critical Discussion of Deep and Surface Processing: What It Means, How It is Measured, the Role of Context, and Model Specification. Educational Psychology Review.
Dinsmore, D. L., & Parkinson, M. M. (in press). What are confidence judgments made of? Students’ explanations for their confidence ratings and what that means for calibration. [Special Issue on Calibrating calibration: Creating conceptual clarity to guide measurement and calibration] Learning and Instruction.
Langdon, F., Dinsmore, D. L., & Alexander, P. A. (2012). Uncovering perceptions of the induction and mentoring experience: Developing a measure that works. Teacher Development, 16, 399-414.
Fox, E., Dinsmore, D. L., & Alexander, P. A. (2010). Reading competence, interest, and reading goals in three gifted young adolescent readers. [Special Issue on Motivation and giftedness] High Ability Studies, 21, 165-178.
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.
INTERNATIONAL/NATIONAL/REGIONAL CONFERENCES
Dinsmore, D. L. (2012, August). A multidimensional investigation of deep and surface processing. Paper to be presented at the annual meeting of the American Psychological Association, Orlando, FL.
Dinsmore, D.L. (2012, April) (Chair). Reading processes. Paper session to be presented at the annual meeting of the American Educational Research Association, Vancouver.
Dinsmore, D. L., Doyle, S., Baggetta, P., & Loughlin, S.M. (2012, April). Not all transfer is created equal: Making the case for different types of transfer. In P. K. Murphy (Chair), The form and function of transfer in diverse contexts. Symposium to be presented at the annual meeting of the American Educational Research Association, Vancouver.
Dinsmore, D. L., Fox, E., & Chae, S. E. (2011, August). Modeling the growth trajectory of learning from rereading. Paper presented at the annual meeting of the American Psychological Association, Washington, D. C.
Fuentes, L., Parkinson, M. M., & Dinsmore, D. L. (2011, May). Diversity in Majors Improves Performance on Collaborative Tasks. Paper presented at the annual meeting of the American Psychological Society, Washington, D. C.
Dinsmore, D. L., & Parkinson, M. M. (2011, April). What are confidence judgments made of? Students’ explanations for their confidence ratings and what that means for calibration. In P. Alexander (Chair), Calibrating calibration: Conceptualization, measurement, calculation, and context. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans.
Fox, E., & Dinsmore, D. L. (2011, April). "Each time I read it, I get something else out of it": Undergraduates' evaluative responses to multiple rereadings of complex argumentative text. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Grossnickle, E., Dinsmore, D. L., Alexander, P. A., & List, A. (2011, April). Knowledge, interest, and strategic processing: Profiling undergraduate students in a semester-long course. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Langdon, F., Dinsmore, D. L., & Alexander, P. A. (2011, April). Uncovering perceptions of the induction and mentoring experience: Developing a measure that works. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
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 presented at the annual meeting of the American Educational Research Association, Denver.
Parkinson, M. M., Dinsmore, D. L., & Alexander, P. A. (2010, May). Calibrating calibration: Towards conceptual clarity and agreement in calculation. Paper 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 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), Reading competence and reading goals in four adolescent readers. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction, Amsterdam.
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.
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, 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.
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.
