Dr. Newhouse is a Program Faculty member in the I/O Psychology program - Online/Blended Programs. She has been teaching at The Chicago School since 2003, first as an adjunct professor, and most recently as an affiliate faculty member in the Business Psychology program – Chicago campus. In the I/O Online program, she teaches courses in Performance Management, Employee Selection, Survey Development, Organizational Consulting, and the Applied Research Project series. Dr. Newhouse’s most recent applied role was as a Consulting Psychologist and Research Analyst with IPAT, Inc. Her responsibilities included consulting project management, developing and facilitating public certification and customized training programs, and conducting applied psychological research for consulting engagements. In addition, Dr. Newhouse also participated in ongoing product development for IPAT’s Public Safety and Security Services assessment batteries. Prior to joining IPAT, Dr. Newhouse was a Research Analyst for NCS Pearson, providing assessment validation support and applied measurement research for the Transportation Security Administration hiring project. In addition, Dr. Newhouse also was an internal Organization Effectiveness Consultant in Fortune 500 organizations including United Airlines and SBC Communications. Dr. Newhouse has worked with a variety of organizations to develop and validate selection systems, conduct research in the areas of applied measurement, create online performance management systems, assess customer satisfaction, assess training needs, and design training curricula. Dr. Newhouse has published and presented research studies on a variety of topics at conferences such as APA, SIOP, APS, and ASTD. Dr. Newhouse received a B.S. in Psychology from Bradley University, an M.S. in Psychology from IIT, and a Ph.D. in Psychology from IIT.
Martyn, M., Barr, M., & Newhouse, N. K. (2012, April). TCSPP Uses Actionable Data to Assess Student Learning. Session presented at the Cite 2012 Conference, Orlando, FL.
Barr, M. A., Newhouse, N. K., & Aguilar, A. (2012, January). Technology Assisted Student Learning and Program Effectiveness Assessment. Session presented at the NCSPP Mid-winter Conference, New Orleans, LA.
Dages, K., Jones, J.W., & Newhouse, N.K. (2011, May) Development of the Thurstone Mental Alertness (TMATM) Express. Poster to be presented at the annual convention of the Association for Psychological Science, Washington, D.C.
Newhouse, N.K. (2009, August). The Role of Ratee Personality in Self-Boss Agreement. Poster to be presented at the 117th annual conference of the American Psychological Association, Toronto, Ontario, Canada.
Newhouse, N.K., & Bedwell, S. (2009, April). Personality Antecedents of Different Operationalizations of Derailment/Failure. Paper presented at the 24th annual conference of the Society for Industrial/Organizational Psychologists, New Orleans, LA.
Roch, S. G., Ayman, R., Newhouse, N., & Harris, M. (2005). Effect of Rater Audience, Identifiability, and Conscientiousness on Rating Inflation. International Journal of Selection and Assessment, 13, 53-62.
Newhouse, N. (2003). Technology-Enabled Knowledge Management: A Knowledge Management Primer for Industrial/Organizational Psychologists. Journal of e.Commerce and Psychology, 3(3&4), 70-88.
American Psychological Association (APA)
Association for Psychological Science (APS)
Society for Industrial/Organizational Psychology (SIOP)
Q: Please describe your teaching philosophy.
A: I believe that students will retain more of what they learn in a course when they take ownership over their own learning. Therefore, I focus on active learning and the use of examples to give students the tools to apply the knowledge that they learn in my course. I believe that critical thinking skills are important to student success and that teaching critical thinking through course content can improve student learning. I believe that the learning process is best when it is collaborative between students and the instructor. I believe that it is that students not only learn from me and from each other, but that I learn from them as well. I believe my students should walk away from my courses with the content knowledge and having practice in applying that knowledge to real-world problems.
Q: Please describe your philosophy regarding the practice of psychology.
A. My psychology roots are based in the scientist-practioner model. I believe that in order to effectively implement psychological interventions at any level (individual, group/team, and/or organization), you need a solid base in psychological theory. In addition, gaining practice and feedback in a safe environment, i.e., the classroom, complements what is taught in class and provides hands-on experiences of applying psychological theory in practice.
Q: Why did you choose to enter the field of psychology?
A. We use psychology every day, whether we realize it or not. Every day we relate to other people on many levels and the field of psychology helps me to better understand other people's motivations and behaviors, as well as my own, and how both affects how we interact with each other.