Vita
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; computersupported 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.
E. Michael Nussbaum, p. 2
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
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. Published on-line, retrieved from
http://download.springer.com/static/pdf/346/art%253A10.1007%252Fs11165-011-9274x.pdf?auth66=1360364528_df4f172845c319716948cabfa514d239&ext=.pdf.
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), 4154.
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.
Nussbaum, E. M. (2008). Collaborative discourse, argumentation, and learning: Preface and literature
review. Contemporary Educational Psychology, 33, 345-359.
Nussbaum, E. M. (2008). Using argumentation vee diagrams (AVDs) for promoting
argument/counterargument integration in reflective writing. Journal of Educational Psychology, 100,
E. Michael Nussbaum, p. 3
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.
Nussbaum, E. M., & Schraw, G. (2007). Promoting argument-counterargument integration in students’
writing. The Journal of Experimental Education, 76, 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.
Nussbaum, E. M. (2005). The effect of goal instructions and need for cognition on interactive
argumentation. Contemporary Educational Psychology, 30, 286-313.
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.
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.
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.
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.
Nussbaum, E. M., & Sinatra, G. M. (2003). Argument and conceptual engagement. Contemporary
Educational Psychology, 28, 384-395.
Nussbaum, E. M. (2002). How introverts versus extroverts approach classroom argumentative
discussions. The Elementary School Journal, 102, 183-197.
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.
Nussbaum, E. M. (2002). Scaffolding argumentation in the social studies classroom. The Social
Studies, 93, 79-83.
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.
Hamilton, L. S., Nussbaum, E. M., & Snow, R. E. (1997). Interview procedures for validating science
assessments. Applied Measurement in Education, 10, 181-200.
E. Michael Nussbaum, p. 4
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.
Books and Book Chapters
Nussbaum, E. M. (2015). Categorical and nonparametric data analysis: Choosing the best statistical
technique. New York: Routledge/Taylor & Francis.
http://www.routledge.com/books/details/9781138787827/
Nussbaum, E. M. (2012). Argumentation and student-centered learning environments. D. Jonassen and
S. Land (Eds.), Theoretical foundations of learning environments (2nd ed.; pp. 114-141). New York:
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
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.), To
See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013
Conference Proceedings Volume 2 —Short Papers, Panels, Posters, Demos & Community Events
(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.
E. Michael Nussbaum, p. 5
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.
Works in Progress
Nussbaum, E. M., Owens, M. C., & Cordova, J. R. (2015). “It’s not a political issue!” The interaction
of subject and politics on professors’ beliefs in human-induced climate change. Manuscript submitted
for publication.
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. Manuscript submitted for publication.
Lombardi, D., Nussbaum E. M., & Sinatra, G. M. (2015). Plausibility judgments in conceptual change
and epistemic cognition. Manuscript submitted for publication.
Nussbaum, E. M., & Broughton, S. H. (2015). Students’ emotions during critical discussions: The
impact on attitude change. Manuscript in revision.
Reports
Nussbaum, E. M. (2015). Implementation of the Nevada Academic Content Standards in Mathematics
and English Language Arts: Analysis and Recommendations. Policy paper and bried 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
E. Michael Nussbaum, p. 6
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.
E. Michael Nussbaum, p. 7
PRESENTATIONS
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
E. Michael Nussbaum, p. 8
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 middleschool 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 middleschool 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.
E. Michael Nussbaum, p. 9
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.
E. Michael Nussbaum, p. 10
Nussbaum, E. M., & Broughton, S. H. (2008, August). Emotion and attitude change in middleschoolers’ 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.
E. Michael Nussbaum, p. 11
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.
E. Michael Nussbaum, p. 12
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
Funded
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.
E. Michael Nussbaum, p. 13
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
UNLV Faculty Opportunity Award, 2015. Teaching Walton’s argumentation schemes to middle and
high school students in science and language arts. Amount requested: $30,000.
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.
E. Michael Nussbaum, p. 14
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:
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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)
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.
E. Michael Nussbaum, p. 15
SERVICE
National/International
Editorial Boards
2010-15
Journal of Educational Psychology.
2010-15
Frontiers in Educational Psychology
2007-15
Educational Psychologist.
2002-15
Contemporary Educational Psychology.
2003-11
The Elementary School Journal.
Ad Hoc Reviewing
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.
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,
E. Michael Nussbaum, p. 16
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
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
2014
Campus Affairs Committee, University of Nevada, Las Vegas.
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.
E. Michael Nussbaum, p. 17
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
2014-15
Fellow, Dean’s Policy Fellow.
2013-15
Member, Merit Committee.
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
2006-15
Program Co-Coordinator, Doctoral Program in Learning and Technology. Responsible
for program leadership and implementation regarding recruitment, annual student
reviews, coordinating program reviews, scholarly requirements, curriculum development,
and student governance.
E. Michael Nussbaum, p. 18
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
E. Michael Nussbaum, p. 19
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
Association for Psychological Science
Southwest Consortium for Innovative Psychology in Education