Noelle Newhouse

Noelle

Newhouse

Noelle Newhouse

Lead Faculty

  • Associate Professor

  •  
  • Campus:
  • TCS Online
Department
Business Psychology & Organizational Leadership
Institution
The Chicago School of Professional Psychology
Address Map of 325 N Wells St Chicago IL 60654
325 N Wells Street
Chicago, IL 60654
Biography

Dr. Newhouse is a Program Faculty member in the I/O Psychology program - Online 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.

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 American Psychological Association (APA)
Member Association for Psychological Science (APS)
Member Society for Industrial/Organizational Psychology (SIOP)
Areas of Expertise
Area Expertise
Business/IO Psychology Consulting Skills
Employee Development
Employee Selection
Job Analysis
Performance Appraisal
Survey Development
Talent Staffing and Selection
Training and Development
Research Design/Methodology Quantitative Inquiry
Statistics
Presentations
Title Location Date
The role of ratee personality in self-boss agreement Toronto, Ontario, Canada August 2009
Publications
Journals

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 and 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.

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