even as they observe a decreased reliance on students’ situational interest and
their need for surface-level strategies. Rather than hope for expertise, these
teachers can work for competence in their students, attending to both the
cognitive and noncognitive dimensions that propel these learners forward in
an academic domain.
Multidimensional, Multistage Perspective
The inclusion of motivational and strategic processing variables, along with a
knowledge component, brings an added dimension to the MDL not evident in
traditional models or theories. The argument is that expertise cannot be under-
stood solely as mental enrichment disconnected from human goals, interests,
curiosities, and personality traits (Ackerman, 2003). Granted, the MDL tracks
only two forms of interest across three stages. Yet those interest factors have il-
luminated critical differences between those like Jason, acclimating to an aca-
demic domain, those like Evie who are experienced travelers in an academic
territory, and those like Bruce who have successfully made the trek from nov-
ice to expert. It is hoped that others will contribute to this emerging portrait of
expertise my colleagues and I have sketched by exploring other motivational
and cognitive forces at work in this developing process.
Intraindividual and Interindividual Analyses
Finally, the perspective on expertise stimulated by the MDL reminds us that
expertise is not only a difference observed between individuals but it is also a
difference that exists within individuals. While no human can be at more than
one place in the physical world, we are all at varied locations when it comes to
the world of expertise. For instance, I would classify myself in acclimation in
astrophysics, early competence in human biology immunology, mid-compe-
tence in special education, and proficiency in educational psychology—four
domains targeted in studies of the MDL. Such a diverse pattern is by no
means unique, and serves to remind educators that each learner manifests dif-
ferent profiles that need to be identified, appreciated, and instructionally ad-
dressed. I believe this attention to individual variability across domains
within the educational context will go a long way toward helping learners
reach their full academic potential.
REFERENCES
Ackerman, P. L. (2003). Cognitive ability and non-ability trait determinants of expertise.Educa-
tional Researcher, 32(8), 15–20.
294 ALEXANDER