e. michael nussbaum educationeducation.unlv.edu/ephe/documents/vita/nussbaum.pdf · e. michael...

E. MICHAEL NUSSBAUM Department of Educational Psychology and Higher Education

University of Nevada, Las Vegas 4505 Maryland Parkway, Box 453003

Las Vegas, NV 89154-3003 (702) 895-2665 ([email protected])

EDUCATION Stanford University, Ph.D. Educational Psychology, September 1997. University of California, Berkeley, M.P.P. Public Policy, May 1984. Pitzer College, B.A. Political Studies, June 1982. SPECIALTIES: Thinking, discourse, and argumentation in science and social studies; computer-

supported discussions; conceptual change. RESEARCH AND EVALUATION EXPERIENCE Professor, University of Nevada, Las Vegas. 2011-Present. Pursuing research program on the use of argumentation in classroom and Internet discussions and in argumentative writing as a tool for conceptual change and critical thinking. Current emphasis is on teaching students standards and “critical questions” for evaluating arguments, and on integrating arguments and counterarguments Associate Professor, University of Nevada, Las Vegas, 2005 - 2011. Assistant Professor, University of Nevada, Las Vegas, 1999 – 2005. Researcher, Evaluating Communities of Learners, Stanford University, 1994 - 1997. Research assistant for Dr. Edward Haertel. Developed and scored oral and written assessments for evaluating critical thinking and other program outcomes in alternative learning environments known as "community of learners," based on the work of Drs. Ann Brown and Joseph Campione. Assessments were for grades 5 - 8 in science, social studies, and literature. Evaluated interrater reliability, conducted statistical analysis, and prepared training materials. Researcher, National Educational Longitudinal Study, Stanford University, 1993 - 1995. Research assistant for Dr. Richard Snow. Conducted statistical analyses (factor analysis and regression) on large data sets to identify psychological dimensions of a national, standardized science achievement test and longitudinal changes in abilities. Prepared several journal articles that proposed policy changes. Researcher, Performance Assessment Project, Stanford University, 1992 - 1993. Research assistant for Dr. Edward Haertel. Assisted in the development, administration, and scoring of performance assessments in physical science. Helped develop two parallel tasks for administration to 9th and 10th graders. Designed and tested scoring rubrics. Coauthored report on reconciling instructional and psychometric demands.

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Educational Policy Analyst and Evaluator, California Legislature, Sacramento, CA, 1984 - 1992. Prepared reports on program effectiveness and service delivery for most K-12 state programs, including special and categorical education, staff development, adult education, assessment, and school restructuring. Analyzed legislation and reviewed state budget. Researcher, Educational Innovation Project, University of California, Berkeley, 1983 - 1984. Research assistant for Dr. Aaron Wildavsky. Interviewed Berkeley professors and prepared report on the use of educational innovations in higher education. PUBLICATIONS Refereed Journals Nussbaum, E. M., Cordova, J. R., & Rehmat, A. P. (in press). Refutation texts for effective climate change education. Journal of Geoscience Education. Nussbaum, E. M., Owens, M. C., & Cordova, J. R. (2016). “It’s not a political issue!” The interaction of subject and politics on professors’ beliefs in human-induced climate change. Journal of Education for Sustainable Development, 10(1): 101-114. doi:10.1177/0973408215625546 Lombardi, D., Nussbaum E. M., & Sinatra, G. M. (2016). Plausibility judgments in conceptual change and epistemic cognition. Educational Psychologist. 51(1): 35-56. doi:10.1080/00461520.2015.1113134 Nussbaum, E. M., Owens, M. C., Sinatra, G. M., Rehmat, A. P., Cordova, J. R., Vesco, J. M., Ahmad, S., Harris, F. C., Jr., & Dascalu, S. M. (2015). Losing the Lake: Simulations to promote gains in student knowledge and interest about climate change. International Journal of Environmental and Science Education, 10(6), 789-811. doi:10.12973/ijese.2015.277a Shehab, H. M., & Nussbaum, E. M. (2014). Cognitive load of critical thinking strategies. Learning and Instruction, 35, 51-61. doi:10.1016/j.learninstruc.2014.09.004 Lombardi, D., Sinatra, G. M., & Nussbaum, E. M. (2013). Plausibility reappraisals and shifts in middle school students’ climate change conceptions. Learning and Instruction, 27, 50-62. doi:10.1016/j.learninstruc.2013.03.001 Broughton, S. H., Sinatra, G. M., & Nussbaum, E. M. (2012). “Pluto has been a planet my whole life!” Emotions, attitudes, and conceptual change in elementary students learning about Pluto’s reclassification. Research in Science Education. doi:10.1007/s11165-011-9274-x Johnson, M. L., & Nussbaum, E. M. (2012). Achievement goals, coping strategies, and identifying the traditional/nontraditional students who use them. Journal of College Student Development, 53(1), 41-54. doi:10.1353/csd.2012.0002 Nussbaum, E. M., & Edwards, O. V. (2011). Argumentation, critical questions, and integrative stratagems: Enhancing young adolescents’ reasoning about current events. Journal of the Learning Sciences, 20, 433-488. doi:10.1080/10508406.2011.564567


Nussbaum, E. M. (2011). Argumentation, dialogue theory, and probability modeling: Alternative frameworks for argumentation research in education. Educational Psychologist, 46, 84-106. doi:10.1080/00461520.2011.558816 Nussbaum, E. M., Sinatra, G. M., & Poliquin, A. M. (2008). The role of epistemic beliefs and scientific argumentation in science learning. International Journal of Science Education, 30, 1977–1999. doi:10.1080/09500690701545919 Nussbaum, E. M. (2008). Collaborative discourse, argumentation, and learning: Preface and literature review. Contemporary Educational Psychology, 33, 345-359. doi:10.1016/j.cedpsych.2008.06.001 Nussbaum, E. M. (2008). Using argumentation vee diagrams (AVDs) for promoting argument/counterargument integration in reflective writing. Journal of Educational Psychology, 100, 549–565. doi:10.1037/0022-0663.100.3.549 Golanics, J. D., & Nussbaum, E. M. (2008). Enhancing collaborative online argumentation through question elaboration and goal instructions. Journal of Computer Assisted Learning, 24, 167-180. doi:10.1111/j.1365-2729.2007.00251.x Nussbaum, E. M., & Schraw, G. (2007). Promoting argument-counterargument integration in students’ writing. The Journal of Experimental Education, 76, 59-92. doi:10.3200/JEXE.76.1.59-92 Nussbaum, E. M., Winsor, D. L., Aqui, Y. M., & Poliquin, A. M. (2007). Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions. International Journal of Computer-Supported Collaborative Learning, 2, 479 – 500. doi:10.1007/s11412-007-9025-1 Nussbaum, E. M. (2005). The effect of goal instructions and need for cognition on interactive argumentation. Contemporary Educational Psychology, 30, 286-313. doi:10.1016/j.cedpsych.2004.11.002 Nussbaum, E. M., & Kardash, C. M. (2005). The effect of goal instructions and text on the generation of counterarguments during writing. Journal of Educational Psychology, 97, 157-169. Doi:10.1037/0022-0663.97.2.157 Nussbaum, E. M., Hartley, K., Sinatra, G. M., Reynolds, R. E., & Bendixen, L. M. (2004). Personality interactions and scaffolding in on-line discussions. Journal of Educational Computing Research, 30, 113-137. doi:10.2190/H8P4-QJUF-JXME-6JD8 Nussbaum, E. M. (2003). Appropriate appropriation: Functionality of student arguments and support requests during small-group classroom discussions. Journal of Literacy Research, 34, 501-544. doi:10.1207/s15548430jlr3404_5 Nussbaum, E. M., & Bendixen, L. M. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology, 28, 573-595. doi:10.1016/S0361-476X(02)00062-0


Nussbaum, E. M., & Sinatra, G. M. (2003). Argument and conceptual engagement. Contemporary Educational Psychology, 28, 384-395. doi:10.1016/S0361-476X(02)00038-3 Nussbaum, E. M. (2002). How introverts versus extroverts approach classroom argumentative discussions. The Elementary School Journal, 102, 183-197. http://www.jstor.org/stable/1002215 Nussbaum, E. M. (2002). The process of becoming a participant in small-group critical discussions: A case study. Journal of Adolescent and Adult Literacy, 45, 488-497. http://www.jstor.org/stable/40014737 Nussbaum, E. M. (2002). Scaffolding argumentation in the social studies classroom. The Social Studies, 93, 79-83. doi:10.1080/00377990209599887 Nussbaum, E. M., Hamilton, L. S., & Snow, R. E. (1997). Enhancing the validity and usefulness of large-scale educational assessments: IV. NELS:88 science achievement to twelfth grade. American Educational Research Journal, 34, 151-173. doi:10.3102/00028312034001151 Hamilton, L. S., Nussbaum, E. M., & Snow, R. E. (1997). Interview procedures for validating science assessments. Applied Measurement in Education, 10, 181-200. doi: \10.1207/s15324818ame1002_5 Hamilton, L. S., Nussbaum, E. M., Kupermintz, H., Kerkhoven, J. I. M., & Snow, R. E. (1995). Enhancing the validity and usefulness of large-scale educational assessments: II. NELS:88 science achievement. American Educational Research Journal, 32, 555-581. doi:10.3102/00028312032003555 Books Nussbaum, E. M. (2015). Categorical and nonparametric data analysis: Choosing the best statistical technique. New York, NY: Routledge/Taylor & Francis. http://www.routledge.com/books/details/9781138787827/ Book Chapters Nussbaum, E. M., & Asterhan, C. S. C. (2016). The psychology of far transfer from classroom argumentation. In J. Woods (Series Ed.), Studies in Logic & Argumentation, F. Paglieri, L. Bonelli, & S. Felletti (Eds.), The psychology of argumentation: Cognitive approaches to argumentation and persuasion (pp. 407-423). London, England: College Publications. http://collegepublications.co.uk/logic/sla/?00005 Nussbaum, E. M. (2012). Argumentation and student-centered learning environments. D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (2nd ed.; pp. 114-141). New York, NY: Routledge. Nussbaum, E. M., Sinatra, G. M., & Owens, M. C. (2011). The two faces of scientific argumentation: Applications to global climate change. In D. Zeidler (Series Ed.), Contemporary Trends and Issues in Science Education, M. Khine (Ed.), Perspectives on scientific argumentation: Theory, practice and research (pp. 17-37). The Netherlands: Springer. doi://10.1007/978-94-007-2470-9_2


Nussbaum, E. M., Elsadat, S., & Khago, A. H. (2008). Best practices in analyzing count data: Poisson regression. In J. W. Osborne (Ed.), Best practices in quantitative methods (pp. 306-323). Thousand Oaks, CA: Sage. Conference Proceedings Owens, M. & Nussbaum, E.M. (2016). Twitter vs. Facebook: Using social media to promote collaborative argumentation in an online classroom. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (pp. 1221-1234). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Nussbaum, E. M., & Marchand, G. C. (2014). Controlling for statistical dependencies in CSCL using general estimating equations. In Polman, J. L., Kyza, E. A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T., and D'Amico, L. (Eds.). (2014). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 3 (pp. 1487-88). Boulder, CO: International Society of the Learning Sciences. Nussbaum, E. M., Owens, M. C., Rehmat, A. P., & Cordova, J. R. (2013). Towards collaborative argumentation in “Losing the Lake. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), ToSeetheWorldandaGrainofSand:LearningacrossLevelsofSpace,Time,andScale:CSCL2013ConferenceProceedingsVolume2—ShortPapers,Panels,Posters,Demos&CommunityEvents(pp.325-326).International Society of the Learning Sciences. Vesco, J. M., Gilgen, K., Paine, A., Owens, M., Nussbaum, E. M., Sinatra, G. M., Ahmad, S., Crippen, K. J., Dascalu, S. M., & Harris, F. C., Jr. (2012). Losing the Lake: Development and deployment of an educational game. In Proceedings of the 27th International Conference on Computers and Their Applications (pp. 101-107). Las Vegas, NV: ISCA. Nussbaum, E. M., Winsor, D. L., Aqui, Y. M., & Poliquin, A. M. (2007). Argumentation vee diagrams (AVDs) enrich online discussions. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), The Proceedings of CSCL 2007: Of Mind, Mice, and Society (pp. 551 - 553). Mahwah, NJ: Lawrence Erlbaum Associates. Nussbaum, E. M. (2004). Goal instructions in computer-supported collaborative argumentation: Can you find a reason? In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences: Embracing diversity in the learning sciences (pp. 380-387). Mahwah, NJ: Erlbaum. Nussbaum, E. M. (1997, August). Learning how and when to ask why: Social and linguistic processes in informal reasoning. Poster session presented at the annual meeting of the Cognitive Science Society, Stanford, CA. In M. G. Shafto & P. Langley (Eds.), Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society (p. 1002). Mahwah, NJ: Erlbaum. Reports


Nussbaum, E. M. (2015). Implementation of the Nevada Academic Content Standards in Mathematics and English Language Arts: Analysis and Recommendations. Policy paper and brief prepared for the Nevada Legislature. Nussbaum, E. M., Sinatra, G. M., Harris, F. C., Ahmad, S., Dascalu, S., Crippen, K., Owens, M. C., Vesco, J. M., Dawadi, S., Cordova, J., & Rehmat, A. P. (2012). Losing the lake: Promoting sustainability awareness through educational computer-simulations of Lake Mead water levels and water supply to the Las Vegas Valley. Final Technical Report: November, 2012. Submitted to NSF EPSCoR Project on Climate Change Infrastructure, Outreach, & Education. Nussbaum, E. M. (2010). Losing the lake: Promoting sustainability awareness through educational computer-simulations of Lake Mead water levels and water supply to the Las Vegas Valley. Progress Report: June 29, 2010. University of Nevada, Las Vegas. Submitted to NSF EPSCoR Project on Climate Change Infrastructure, Outreach, & Education. Nussbaum, E. M. (2008). Program evaluation: Enhancing Education Through Technology (EETT) final report. Las Vegas, NV: University of Nevada, Las Vegas, Nevada Center for Evaluation and Assessment. Nussbaum, E. M., & Hendee, S. (2008). Program review committee internal peer review report: Physics (B.S., M.S., & Ph.D.) and Applied Physics (B.S.). University of Nevada, Las Vegas. Nussbaum, E. M. (2007). Evaluation of mClass DIBELS training and outcomes in the Clark County School District Final report. Las Vegas, NV: University of Nevada, Las Vegas, Nevada Center for Evaluation and Assessment. Nussbaum, E. M., & Speers, J. M. (2006). First-year annual report: Independent evaluation of DIBELS training and outcomes in the Clark County School District. Las Vegas, NV: University of Nevada, Las Vegas, Nevada Center for Evaluation and Assessment. McKinney, M., Lasley, S., Nussbaum, M., Holmes-Gull, R., Kelly, S., Sicurella, K., Thackeray, M., & Kinghorn, M. (2005). Through the lens of the Family Writing Project: The Southern Nevada Writing Project’s impact on student writing and teacher practices. Submitted to Sponsor: National Writing Project, Berkeley, CA. Bean, T. W., & Nussbaum, E. M. (2005). Program review committee internal peer review report: Architecture (B.S./M. S.). University of Nevada, Las Vegas. Nussbaum, E. M. (1998). The evolution of argumentation in an alternative learning environment. Dissertation Abstracts International, 58 (09), 3417A. (University Microfilms No. DA9810180) Nussbaum, E. M. (1991). School restructuring in California. The 1991-92 Budget: Perspectives and Issues. Sacramento, CA: California State Office of the Legislative Analyst. (ERIC Document Reproduction Service No. ED 332 299) Nussbaum, E. M. (1988). Adult Education in California Public Schools: A Sunset Review. Sacramento, CA: California State Office of the Legislative Analyst.


Nussbaum, E. M. (1986). Special Education in California: A Sunset Review. Sacramento, CA: California State Office of the Legislative Analyst. Nussbaum, E. M. (1985). The Allocation of Urban Impact Aid: A Review. Sacramento, CA: California State Office of the Legislative Analyst. CURRICULUM MATERIALS Nussbaum, E. M., Sinatra, G. M., Cordova, J., Owens, M. C., & Rehmat, A. P. (2012). Losing the Lake: A simulation guide on Lake Mead, water resources, and climate change. Facilitator’s guide. University of Nevada, Las Vegas. PRESENTATIONS Dove, I., & Nussbaum, E. M. (2017, June). The critical question model of argument. Paper to be presented at the European Conference on Argumentation, Fribourg, Switzerland. Nussbaum, E. M., & Asterhan, C. (2016, August). The psychology of far transfer from classroom argumentation. In F. Paglieri (Chair), The psychology of argumentation. Symposium conducted at the biennial meeting of SIG 26 (Argumentation, Dialogue, and Reasoning) of the European Association for Research on Learning and Instruction, University of Ghent, Belgium. Nussbaum, E. M., Slife, N., Turgut, R., Kardash, C. M., & Dove, I. J. (2016, August). Using argumentation vee diagrams based on Walton’s critical questions for consequences in an undergraduate seminar. Poster session presented at the biennial meeting of SIG 26 (Argumentation, Dialogue, and Reasoning) of the European Association for Research on Learning and Instruction, University of Ghent, Belgium. Nussbaum, E. M. (2016, August). Discussant for symposium, The multiple dimensions of argumentation and reasoning: Collaboration, discourse goals, heuristics, and evidence use (C. Villarroel, chair). Presented at the biennial meeting of SIG 26 (Argumentation, Dialogue, and Reasoning) of the European Association for Research on Learning and Instruction, University of Ghent, Belgium. Nussbaum, E. M. (2016, March). A rubric to enhance engagement in an online course. Presentation and panel discussion, Teaching Academy Fellows: Engaging Students, University of Nevada, Las Vegas. Nussbaum, E. M., Cordova, J. R, & Rehmat, A. P. (2016, April). Refutation texts for effective climate change education. Paper presented at the meeting of the American Education Research Association. Washington, D. C. Nussbaum, E. M., & Asterhan, C. S. C. (2015, August). Can the far-transfer effects of dialogic instruction be explained by proactive control strategies? Paper presented at the meeting of the European Association for Research in Learning and Instruction, Limassol, Cypress.


Nussbaum, E. M. (2015, August). Discussant. F. Fischer (Chair), Scaffolding reasoning and argumentation. Symposium presented at the meeting of the European Association for Research in Learning and Instruction, Limassol, Cypress. Nussbaum, E. M. (2015, March). Integrative argumentation: A research program and agenda. Keynote address given to the REASON International Spring School for Scientific Reasoning and Argumentation, Munich Center for the Learning Sciences, Munich, Germany. Nussbaum, E. M. (2015, March). Using generalized linear models (GLMs) to analyze argumentation data. Workshop conducted at the REASON International Spring School for Scientific Reasoning and Argumentation, Munich Center for the Learning Sciences, Munich, Germany. Nussbaum, E. M., & Owens, M. C. (2014, April). Synchronous discussion tools for promoting interactive dialogue. Symposium presented at the Nevada Conference on Digital Learning, University of Nevada, Las Vegas. Nussbaum, E. M. (2014, April). Discussant. In Christopher C. Martell (Chair), Innovations in teaching history: Promoting historical learning, historical understanding, and the common core standards. Symposium conducted at the annual meeting of the American Educational Research Association, Philadelphia, PA. Nussbaum, E. M., Owens, M. C., & Cordova, J. R. (2014, April). When science, subject, and politics meet: Factors affecting professors’ beliefs about climate change. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA. Nussbaum, E. M. (2013, August). Argumentation in a changing climate: Walton’s dialogue theory and teaching about global climate change. In M. Baker (chair), Argumentation theories and the learning sciences – Part 2: Critical argumentation. Symposium presented at the biennial meeting of the European Association for Research on Learning and Instruction, Munich, Germany. Lombardi, D., Sinatra, G. M., & Nussbaum, E. M. (2013, August). Bridging the plausibility gap in socio-scientific issues. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction, Munich, Germany. Cordova, J. R., Nussbaum, E. M. Owens, M. C., & Rehmat, A. P. (2013, August). Fostering interest in learning more about climate change through a computer simulation game. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction, Munich, Germany. Lombardi, D., Sinatra, G. M., & Nussbaum, E. M. (2013, April). Using critical evaluation to change middle school students’ plausibility reappraisals and conceptions of climate change. Poster session and paper presented at the meeting of the American Educational Research Association, San Francisco, CA. Nussbaum, E. M., Owens, M. C., Cordova, J. R., Rehmat, A. P., & Sinatra, G. M. (2013, March). Simulations to promote student knowledge and interest gains in environmental science and climate change. Paper presented at the 24th international conference of the Society for Information Technology


and Teacher Education, New Orleans, LA. Owens, M. C, Rehmat, A. P., & Nussbaum, E. M. (2013, March). Implementing Losing the Lake in the K-5 science curricula. Poster session presented at workshop, Climate change science for effective resource management and public policy in the Western United States. Las Vegas, NV. Skaza, H., & Nussbaum, E. M. (2013, March). Using Nevada’s climate research for K-12 science curriculum. Poster session presented at workshop, Climate change science for effective resource management and public policy in the Western United States. Las Vegas, NV. Nussbaum, E. M. (2013, January). Panelist, First Annual STEM Summit: Shaping Nevada’s Future. University of Nevada, Las Vegas. Nussbaum, E. M. (2012, April). Frameworks for evaluating arguments. In E. M. Nussbaum (Chair), Argument Evaluation in Education. Symposium conducted at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. Shehab, H. M., & Nussbaum, E. M. (2012, April). Cognitive load of critical thinking strategies. In E. M. Nussbaum (Chair), Argument Evaluation in Education. Symposium conducted at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. Nussbaum, E. M., & Owens, M. C. (2012, April). Losing the Lake: An on-line resource for middle-school teachers on water resources and climate change. Presentation made at the 4th annual NSF EPSCoR Western Consortium Tri-State Meeting, Sun Valley, ID. Owens, M. C. & Nussbaum, E. M. (2012, February). Political orientation and climate change at the university: A look at professors’ political views and beliefs concerning climate change. Poster presented at the Annual Nevada NSF EPSCoR Climate Change Meeting, Las Vegas, NV. Nussbaum, E. M. (2011, December). Where did all the dammed water go? Presentation made as part of the Nevada Climate Change Seminar, University of Nevada, Las Vegas. Nussbaum, E. M. (2011, September). Discourse and the development of an argument schema: The case of Guadalupe. Poster presented at the conference, “Socializing Intelligence through Academic Talk and Dialogue.” Learning Research and Development Center, University of Pittsburgh, PA. Nussbaum, E. M. (2011, April). The use of argumentation vee diagrams as planning devices in middle-school reflective writing. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA. Nussbaum, E. M. (2011, April). Losing the Lake Game. Presentation made at the Cyberlearning Tools for STEM Education conference, Berkeley, CA. Nussbaum, E. M., Sinatra, G. M., & Owens, M. C. (2011, February). Losing the Lake: Identifying and addressing misconceptions about water resources and climate change. Poster presented at the annual meeting of the American Association for the Advancement of Science, Washington, D. C.


Nussbaum, E. M. (2010, July). Losing the Lake: Designing an educational computer game on water resources in Southern Nevada (update). Presentation made for site visit of the American Association for the Advancement of Science for Nevada’s NSF EPSCoR Track 1 Project: Nevada’s Infrastructure for Climate Change Science, Education, and Outreach, Las Vegas, NV. Nussbaum, E. M., and Edwards, O. V. (2010, April). Argumentation, critical questions, and integrative stratagem: Enhancing young adolescents’ reasoning about current events. Poster and paper presented at the annual meeting of the American Educational Research Association, Denver, CO. Nussbaum, E. M. (2010, April). Bayesian approaches to informal argument: A preliminary analysis. Poster and paper presented at the annual meeting of the American Educational Research Association, Denver, CO. Nussbaum, E. M., Sinatra, G. M., Harris, F., Dascalu, S., Ahmad, S., Crippen, K., & Owens, M. C. (2010, February). Losing the Lake: Designing an educational computer game on water resources in Southern Nevada. Presentation made at the annual State NSF EPSCoR Climate Change Conference, Las Vegas, NV. Owens, M. C., Nussbaum, E. M., and Sinatra, G. M. (2010, February). Losing the Lake: Misconceptions regarding water resources and climate change. Poster presented at the annual State NSF EPSCoR Climate Change Conference, Las Vegas, NV. Nussbaum, E. M. & Edwards, O. V. (2009, November). Learning a value weighing schema in middle school. Poster presented at the meeting of the Southwest Consortium for Innovative Psychology in Education, Las Vegas, NV. Nussbaum, E. M. (2009, May). Weighing values supports argument-counterargument integration and improved reasoning in young adolescents. Poster and paper presented at the 2009 annual meeting of the Association for Psychological Science, San Francisco, CA. Shehab, H. M., & Nussbaum, E. M. (2009, May). Consistency in evaluating arguments. Poster and paper presented at the 2009 annual meeting of the Association for Psychological Science, San Francisco, CA. Nussbaum, E. M., & Broughton, S. H. (2009, April). Students’ emotion during critical discussions: The impact on attitude change. Paper presented at the 2009 annual meeting of the American Educational Research Association, San Diego, CA. Broughton, S. H., Sinatra, G. M., Putney, L. G., & Nussbaum, E. M. (2009, April). Promoting controversial conceptual change through increasing engagement with text. Poster presented at the 2009 annual meeting of the American Educational Research Association, San Diego, CA. Nussbaum, E. M. (2009, March). Global warming and middle school: An argument-based intervention. Presentation at the conference, “Education for a global future: 21st century challenges in sustainability & climate change education,” University of Nevada, Las Vegas.


Nussbaum, E. M., & Broughton, S. H. (2008, August). Emotion and attitude change in middle-schoolers’ arguments on current events. Paper presented at the 6th Annual Conference on Conceptual Change, European Association for Research in Learning and Instruction, Turku, Finland. Nussbaum, E. M. (2007, September). Towards new frameworks for framing arguments: Philosophic & psychological frameworks for analysis. Colloquium delivered to the Dept. of Educational Psychology, University of Illinois, Champaign-Urbana (as part of sabbatical). Astleitner, H., Nussbaum, E. M., & Hofer, M. (2007, August). Stimulating the generation of counterarguments during writing. Paper presented at the biennial meeting of the European Association for Learning and Instruction, Budapest, Hungary. Nussbaum, E. M., Winsor, D. L., Aqui, Y. M., & Poliquin, A. M. (2007, April). Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Nussbaum, E. M. (2007, April). Using argumentation vee diagrams (AVDs) for promoting argument/counterargument integration in reflective writing. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Nussbaum, E. M., & Schraw, G. (2006, April). Promoting argument/counterargument integration in students’ writing. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Golanics, J. D., & Nussbaum, E. M. (2006, April). Enhancing collaborative argumentation in an online environment. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Nussbaum, E. M., Sinatra, G. M., & Poliquin, A. (2005, April). The role of epistemological beliefs and scientific argumentation in promoting conceptual change. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Hartley, K., Nussbaum, E. M., & Aqui, Y. (2005, April). Personality variables and on-line discussions. Paper discussion presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Sas, M., & Nussbaum, E. M. (2005, April). The effects of students’ discovery and correction of conceptual errors on intentionally flawed teacher-constructed concept maps. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Nussbaum, E. M., & Jacobson, T. E. (2004, July). Reasons that students avoid intellectual arguments. Poster session presented at the annual meeting of the American Psychological Association, Honolulu, HI. Nussbaum, E. M., Kardash, C. M., & Schraw, G. (2004, April). The role of persuasive goals, knowledge, and individual differences in the generation of written counterarguments. Poster session presented at the meeting of the American Educational Research Association, San Diego, CA.


Sinatra, G. M., & Nussbaum, E. M. (2003, August). Argumentation and conceptual engagement. In M. Limon (Chair), Influences of epistemological beliefs on argumentation: Some implications for beliefs change and conceptual change. Symposium conducted at the meeting of the European Association for Research on Learning and Instruction, Padova, Italy. Nussbaum, E. M., Kardash, C. M., & Schraw, G. (2003, April). Writing arguments and counterarguments: Do goals and need for cognition overcome the my-side bias? Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Nussbaum, E. M., & Bendixen, L. D. (2003, April). Synthesizing cognitive and social perspectives in educational research: Progress and possibilities (chairs). Panel discussion conducted at the annual meeting of the American Educational Research Association, Chicago, IL. Nussbaum, E. M., & Bendixen, L. D. (2003, April). How epistemology and personality affect students’ dispositions to argue. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Bendixen, L. D., Nussbaum, E. M., Kauffman, D. F., & Lehman, S. M. (2003, April). Web-based instruction -- Tool or topic in the study of learner characteristics. Roundtable session presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Nussbaum, E. M., Hartley, K., Sinatra, G. M., Reynolds, R. E., & Bendixen, L. D. (2002, April). Enhancing the quality of on-line discussions. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Nussbaum, E. M., and Sinatra, G. M. (2002, April). On the opposite side: Argument and conceptual engagement in physics. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Nussbaum, E. M., and Bendixen, L. M. (2002, April). The effect of personality, ability, & epistemological beliefs on students' argumentation behavior. Poster session presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Nussbaum, E. M. (2001, August). Argumentation discourse patterns: Are differences caused by gender or personality? Poster session presented at the annual meeting of the American Psychological Association, San Francisco, CA. Nussbaum, E. M. (2001, April). Personality differences in argumentative discourse practices. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. Nussbaum, E. M. (2000, April). Learning argumentation in an alternative learning environment. Roundtable session presented at the annual meeting of the American Educational Research Association, New Orleans, LA.


Nussbaum, E. M. (1998, April). Learning support requests in a classroom discourse community. Poster session presented at the annual meeting of the American Educational Research Association, San Diego, CA. Haertel, E. H., Hamilton, L., Jones, C., Nussbaum, E. M., Shaw, J. M., O'Connell, M. P., & Reese, J. (April, 1995). Assessment versus instruction: Can one task serve two masters? Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. GRANTS AND PAID CONSULTANTSHIPS Submitted Funded National Science Foundation, Adviser. Fostering Self-Correcting Reasoning with Reflection Systems. Submitted by Drs. Michael H. G. Hoffman and Richard Catrambone, Principal Investigators, Georgia Tech. UNLV TopTier Doctoral Graduate Research Award. For project. “Critical Questions Model of Argument.” Role: PI. Amount: Funding for one GA. UNLV Faculty Opportunity Award, 2015-17. Teaching Walton’s argumentation schemes to middle and high school students in science and language arts. Role: P.I. Amount: $30,000. Nevada Infrastructure for Climate Change Science, Education, & Outreach, Education Component Lead, 2011-13. Coordinated educational activities for NSF EPSCoR grant (including curriculum and course development, strategic planning reports, and professional development). Amount: $543,084. Losing the Lake, 2009-2012. Principal investigator for interdisciplinary science grant to develop and pilot test a computer-simulation (and “serious game”) of declining water levels in Lake Mead and relationship to climate change. Team included members from Department of Civil Engineering, Computer Science, Curriculum & Instruction, and Educational Psychology. Award from the Nevada System of Higher Education, subaward of NSF EPSCoR grant "Nevada Infrastructure for Climate Change Science, Education, and Outreach.” Amount: $199,300. Refutational Text on Climate Change, 2010-2013. Principal investigator for university grant funding one graduate assistant to develop and test four refutational texts on climate change. Amount: $50,000. EETT Training Evaluation, 2007-08. Conducting independent evaluation of educational technology programs as part of the Clark County School District’s EETT grant (“Enhancing Education Through Technology”). Evaluating both program training and program outcomes. Through the Nevada Center for Assessment and Evaluation. Amount: $24,000. DIBELS Training Evaluation, 2005-07. Conducted independent evaluation of the handheld DIBELS early literacy reading assessment for the Clark County School District. Evaluating both related training


and program outcomes. Through the Nevada Center for Assessment and Evaluation. Amount: $20,000. Project Thread, Planning Initiative Award, 2004. Funding to develop course Website and conduct curriculum development activities for course, EPY 451, Foundations of Educational Assessment. Amount: $10,000. Planning Initiative Award, 2003. University of Nevada, Las Vegas. Technology for Enhancing the Assessment of Teaching. (Co-Principal Investigator, with G. M. Sinatra). Amount: $30,000. Exploring Powerful Continuity and Student Learning through SNWP’s Family Writing Project, 2003-05. Research consultant for this project (Marilyn McKinney, Principal Investigator). Amount of grant: $126,500. New Investigator Award, 2002. University of Nevada, Las Vegas. Promoting Critical Thinking and Productive Argumentation in Computer-Based Discussions. Amount: $10,000. Project Thread, June 2002-Sept. 2002. Funding to develop overview page and Microsoft Producer presentation for EPY 451 Tests and Measures. Amount: $1,500. Project Thread, June, 2000-May, 2001. Funding to develop videocases for instructional use in educational psychology course. Amount: $4,000. Management, Analysis & Planning, Summer, 1999. Analyzed funding disparities for state of CO. Submitted Institute of Education Sciences, U.S. Dept. of Education, July 2016 – June, 2021. Professional Development in the Critical Questions Model of Argument. Role: P.I. Amount requested: $1.4 million. Declined National Science Foundation, 2012. iSCI: Interactive Science Career Investigations. Amount requested: $1.2 million. UNLV Faculty Opportunity Award, 2012. Fostering Middle Schoolers’ Critical Thinking about Social Issues. Amount requested: $10,000. National Science Foundation, 2012. Losing the Lake: Building a Simulation Game and Learning Environment to Transform Students’ Argumentation and Reasoning Skills, Attitudes, and Dispositions about Water Conservation and Climate Change. Amount requested: $1.3 million. National Science Foundation, 2011. Losing the Lake: Building a Learning Environment to Develop Scientific Modeling Skills, Argumentation, and Hot Conceptual Change. Amount requested: $795,480.


National Aeronautics and Space Administration (2008). Heating up the Discussion about Global Climate Change: An Argument and Text-based Intervention. Amount requested: $149,980. UNLV Urban Sustainability Grant (2008). Heating up the Discussion about Global Climate Change: An Argument and Text-based Intervention. Amount requested: $39,018. Spencer Foundation, 2006. Teaching Critical Thinking through Argument/Counterargument Integration. Amount requested: $40,000. Spencer Foundation, 2005. Argument/Counterargument Integration in Online Instruction. Amount requested: $70,000. National Science Foundation, 2004. The Effect of Computer-Supported Collaborative Argumentation on Science Students' Conceptual Understanding. Amount requested: $950,000. National Science Foundation, 2003. The Effect of Collaborative Argumentation and Explanation on Conceptual Understanding in Physics. Amount requested: $893,323. Spencer Foundation, 2000. Conceptual Change in Elementary Preservice Teachers’ Personal Belief Systems About Science. Amount requested: $35,000. TEACHING EXPERIENCE Full Professor, 2011 – Present. Teaching courses in educational psychology for preservice teachers and graduate students. Specific courses include:

• EPY 767 Learning and Cognition • EPY 768 Problem Solving & Reasoning • EPY 770 Cognition and Instruction • EPY 745 Categorical/Nonparametric Data Analysis • EPY 303 Educational Psychology • EPY 303 Educational Psychology (distance education) • EPY 451 Tests and Measurement • EPY 451 Foundations of Educational Assessment (distance education) • EPY 702 Research Methods • EPY 702 Research Methods (distance education) • EPY 460/690 Introduction to the Learning Sciences (proposed, Dec. 2015).

Associate Professor, University of Nevada, Las Vegas, 2005-2011. Taught courses in educational psychology for preservice teachers and graduate students. Assistant Professor, University of Nevada, Las Vegas, 1999-2005. Taught courses in educational psychology for preservice teachers and graduate students. Lecturer, Cognitive Psychology, California State University, Sacramento, January to May, 1999.


Taught course in cognitive psychology, addressing research on memory, problem solving, reading, and writing. Lecturer, Child Development and Educational Psychology, San Jose State University, September - December, 1998. Taught courses in cognitive development, motivation in educational settings, and educational psychology for preservice teacher candidates. Teacher, Natomas Charter School, Sacramento, CA, January - May, 1998. Planned units, prepared and implemented lesson plans as student teacher in two secondary-level history classrooms (7th and 10th grades). Lecturer, Educational Psychology, California State University, Sacramento, September - December, 1997. Taught semester-long course for preservice teacher candidates. SERVICE National/International Professional Offices 2016-17 President-Elect, American Psychological Association, Division 15 (Educational

Psychology). Editorial Boards 2010-17 Journal of Educational Psychology. 2010-17 Frontiers in Educational Psychology. 2007-17 Educational Psychologist. 2002-17 Contemporary Educational Psychology. 2003-11 The Elementary School Journal. Ad Hoc Reviewing 2016 Instructional Science, Learning & Instruction, Environmental Education. 2015 Instructional Science, Journal of the Learning Sciences, Reading Research Quarterly,

Learning & Instruction, Journal of Second Language Writing, International Journal of Environmental and Science Education.

2014 Cognition and Instruction, Learning & Instruction, Journal of the Learning Sciences, Thinking Skills & Creativity

2013 Cognition and Instruction, Learning & Instruction, Research in Science & Technological Education, Learning and Individual Differences

2011 Learning & Instruction, International Journal of Computer-Supported Collaborative Research

2010 Discourse Processes, Cognitive Development, Reading Research Quarterly 2009 Journal of Educational Psychology, Cognition and Instruction, Discourse Processes,

Journal of Teacher Education, Instructional Science. 2008 Reading Research Quarterly, Alberta Journal of Educational Research, Thinking and

Reasoning, Journal of Educational Psychology


2007 Applied Developmental Science, Child Development, Educational Psychologist, Journal of Educational Psychology

2006 Journal of Computer Assisted Learning, International Journal of Educational Research, Instructional Science

2005 Cognition and Instruction, Child Development, International Journal of Testing, Educational Psychologist, Journal of Educational Psychology

2004 Instructional Science 2001-03 Elementary Schools Journal 2001 Contemporary Educational Psychology

Other National/International Service 2015 Grant Proposal Ad Hoc Reviewer, Institute of Educational Science, Basic Processes

Panel 2, U. S. Department of Education. 2015 Invited Reviewer, Israel Science Foundation. 2015 Member, Scientific Committee¸ EARLI Division 26 Argumentation, Dialogue, &

Learning Conference, Ghent, Belgium. 2015 Textbook Reviewer, Pearson (for Eggen & Kauchak, Educational Psychology:

Windows on Classrooms, 10th ed.). 2014 Grant Proposal Reviewer, Institute of Educational Science, Basic Processes Panel 2,

U. S. Department of Education. 2011-13 Conference Reviewer, American Educational Research Association. 2012, 2013 External Promotion Reviews (one per year). 2008-09 Guest Co-editor: Nussbaum, E. M., & Anderson, R. C. (Eds.). Collaborative

discourse, argumentation, and learning [Special issue]. Contemporary Educational Psychology, 33(3).

2006-08 Member, Outstanding Book Award Committee, American Educational Research

Association. 2006 Invited Reviewer, Israel Science Foundation. 2006 Conference Reviewer, Computer-Supported Collaborative Learning Conference. 2006 Invited Reviewer, Social Sciences & Humanities Research Council of Canada. 2005 Conference Reviewer, International Conference of the Learning Sciences.


2002-03 Co-Program Chair, Division C, Section 6 (Cognitive, Social, & Motivational Processes), American Educational Research Association.

2003 Conference Reviewer, Division 15, American Psychological Association. 2000-08 Conference Reviewer, Division C, American Educational Research Association. System 2015 Prepared testimony for the Nevada Assembly Education Policy Committee on

implementation of the Common Core Standards in Nevada. 2011-13

Education Component Lead, NSF EPSCoR grant, Climate Change Infrastructure, Education, and Outreach. Managed budget and reporting, managed grant competition for creating courses and modules on climate change education.

University

2016 Grant Reviewer, Faculty Opportunity Awards, University of Nevada, Las Vegas. 2016 Proposal Reviewer, Best Teaching Practices Expo, University of Nevada, Las Vegas 2015-16 Teaching Academy Fellow, University of Nevada, Las Vegas. 2014-17 Member, Campus Affairs Committee, University of Nevada, Las Vegas. Member, Provost’s Campus Climate Survey Advisory Committee.

2012-14 General Education Committee, University of Nevada, Las Vegas 2011-12 Senior Faculty Senator, University of Nevada, Las Vegas. 2009-11 Faculty Senator, University of Nevada, Las Vegas.

2005-09 Member, Program Review Committee, University of Nevada, Las Vegas.

Subcommittee Chair: Review of UNLV Physics programs. Subcommittee Member: Review of UNLV Architecture programs.

2005 Chair, New Undergraduate Program Review Committee, University of Nevada, Las Vegas.

2005 Faculty Marshall, Spring Commencement, UNLV.

2004 Chair, Priority and New Program Review Committee, University of Nevada, Las Vegas.

2002-04 Member, Priority and New Program Review Committee, University of Nevada,


Las Vegas. 2003-04 Co-Investigator, Technology for Enhancing the Assessment of Teaching. Planning

Initiative Award, University of Nevada, Las Vegas. 2002 Faculty Marshall, Spring Commencement, UNLV. College 2015-17 Member, Dean’s Advisory Committee. 2015-16 Member, Advisory Board for Office of Research and Sponsored Programs. 2013-15 Member, Merit Committee. 2014-15 Fellow, Dean’s Policy Fellow. 2014 Member, Task Force on Ensuring Support and Engagement in Research Productivity.

2012-13 Member, Faculty Awards Committee. 2008-10 Member, Curriculum Committee. 2006-07 Cochair, Distance Education Committee. 2006-07 Member, Assessment Planning Committee. 2005-06

Member, Ad Hoc Committee on Research Culture.

2004-07 Member, Technology and Education Committee (TECOM), UNLV.

2001-04 Chair, Ad Hoc Faculty Committee for Student Course Evaluations, UNLV. 2003-06 Member, Distance Education Committee. 2000 Member, Ad Hoc Professional Development School/College of Education Video

Policy Committee, UNLV. 1999-2001 Member, Advisory Committee for Center for Educational Research & Planning,

UNLV. Department

2006-17 Program Co-Director, Doctoral Program in Learning and Technology. Responsible

for program leadership and implementation regarding recruitment, admissions, annual student reviews, coordinating program reviews, scholarly requirements, curriculum development, and student governance.


2015-16 Member, Search Committee. Position in statistics and educational data science. 2015-17 Chair, Learning Sciences Program Planning Group. 2013-14 Member, Merit Committee. 2013-14 Member, Department Ad Hoc Graduate Committee. 2012-13 Member, Search Committee. Science, Technology, Engineering, and Mathematics

(STEM) Education position.

2005-07

Area Coordinator for Educational Psychology, Foundations Area, and for Master’s Program in Educational Psychology (Foundations)/Doctoral Program in Learning and Technology. Responsible for admissions and program assessment reports.

2006-07 Member, Search committee for assistant professor of educational psychology. 2005-07 Chair, Merit Criteria Committee.

2006-07 Department Assessment Coordinator, for National Council for Accreditation of

Teacher Education (NCATE) review. 2003-05 Co-Chair, Teaching Balanced Assessment Subcommittee, UNLV. 2003-05 Member, Teaching Initiative Committee, UNLV. 2003-05 Member, Learning and Technology Doctoral Program Committee (representing faculty

in learning and cognition), UNLV. 2003-04 Member, Merit Rubric Committee, UNLV. 2001-02 Member, Search Committees, Qualitative/Quantitative Methods UNLV. 2001-02 Member, Ad Hoc Committees on Differentiated Staffing, UNLV. 2001-02 Member, Ad Hoc Research Requirement Committee, UNLV. 2000-01 Chair, Ad Hoc Committee for NCATE Course Objectives (EPY 303), UNLV. 2001-01 Member, Ad Hoc Committee, EPY 303 Class Size, UNLV. 2000-04 Member, Learning and Cognition Doctoral Program Curriculum Subcommittee,

UNLV. 2000-04 Member, Research Methods Doctoral Program Curriculum Subcommittee, UNLV.


1999-2001 Coordinator, EPY 303 Educational Psychology, UNLV. AWARDS AND HONORS 2014 Distinguished Teaching Award, College of Education, University of Nevada, Las Vegas. 2011 Distinguished Service Award, College of Education, University of Nevada, Las Vegas. 2010 Collaborative Group Award, College of Education, University of Nevada, Las Vegas.

2010 Rated as the eighth most productive educational psychologist internationally by Jones, Fong,

Torres, Yoo, Decker, & Robinson (2010), Contemporary Educational Psychology, 35, 11-16. This rating was based on a methodology developed by Smith et al. (1998/2003).

2009 Distinguished Research Award, College of Education, University of Nevada, Las Vegas.

PROFESSIONAL MEMBERSHIPS American Educational Research Association Cognitive Science Society International Society of the Learning Sciences American Psychological Association (President-Elect, Division 15) Association for Psychological Science European Association for Research on Learning and Instruction EARLI SIG 26 Argumentation, Dialogue, & Learning Southwest Consortium for Innovative Psychology in Education

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