Noelle
Newhouse
Noelle Newhouse
- Campus: Online
- Department: IO/Business Psychology, Organization Leadership, Behavioral Economics
- Institution: The Chicago School
Biography
Dr. Newhouse is a Program Faculty member in the Business and I/O Psychology program - Online Campus. She has been teaching at The Chicago School since 2003, first as an adjunct professor, then as an affiliate faculty member in the Business Psychology program - Chicago campus. In the BP-I/O Online program, she teaches courses in Performance Management, Employee Selection, Survey Development, Organizational Consulting, and Professional Development. 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 and was a first generation graduate student.
Education History
Degree Institution B.S. Psychology Bradley University M.S. Industrial/Organizational Psychology Illinois Institute of Technology Ph.D. Industrial/Organizational Psychology Illinois Institute of Technology Professional Memberships
Role Organization Member Association for Psychological Science (APS) Member Society for Industrial/Organizational Psychology (SIOP) Presentations
Title Location Date Student eLearning readiness: Three years of survey results and next steps Orlando, FL November 2017 Student success factors in graduate psychology professional programs Madison, WI August 2014 TCSPP uses actionable data to assess student learning Orlando, FL April 2012 The role of ratee personality in self-boss agreement Toronto, Ontario, Canada August 2009 Community Involvement
Role Organization Volunteer Facilitator Meditate Together by Mindful Leader Areas of Expertise
Area Expertise Business/IO Psychology Consulting Skills Employee Development Employee Selection Job Analysis Performance Appraisal Survey Development Training and Development Psychology Subdisciplines - Business/IO Psychology Research Design/Methodology Quantitative Inquiry Statistics Publications
Journal Newhouse, N. K., & Cerniak, J. (2016). Student success factors in graduate psychology professional programs. Online Learning Journal, 20 (1), 70 – 91.
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). echnology-enabled knowledge management: A knowledge management primer for Industrial/Organizational Psychologists. Journal of e.Commerce and Psychology, 3 (3&4), 70-88.
Question and Answer
Please describe your teaching philosophy. My psychology roots are based in the scientist-practitioner 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. Secondly, practice with feedback in a safe environment, when integrated into course assignments, will allow students to apply psychological theory to practical, real-world situations. 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 academic 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 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.
Why did you choose to enter the field of psychology? I chose to enter the field of psychology because we use psychology everyday, 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 affect how we interact with each other.
Professional Skills
assessment, employee selection, interviewing, performance management, personality assessment, program assessment and evaluation, psychological testing, research design and methodology, selection and validation, training design, delivery, and evaluation, survey design, analysis, and reporting, mindfulness in the workplace, first generation graduate student