- New Faces
- Grants
- Honors
- Publications
- Presentations
- Appointments
- Edelson's Innovative Environmental Science Curriculum Published
New Faces
Kimberly Scott is the new director of the Learning and Organizational Change master's program and the Center for Learning and Organizational Change. Scott comes to Northwestern after five years as the manager of organizational development at the Wm. Wrigley Jr. Company and five years as a consultant in organizational effectiveness and communications at Hewitt Associates. She earned her PhD in business administration from Ohio State University.
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Grants
Daniel Edelson and Spyros Konstantopoulos, National Science Foundation, "The Impact of Online Professional Development: An Experimental Study of Professional Development Modalities Linked to Curriculum" ($560,600).
Louis Gomez, Hewlett Packard, "Transforming Schools through IT" ($112,000).
Kemi Jona, Illinois Math and Science Academy, "Illinois Virtual High School Earth Science Course" ($10,000).
John P. Kretzmann, Helen Andrus Benedict Foundation, "Asset-Based Strategies for Building Elder-Friendly Communities" ($62,000).
Paula Olszewski-Kubilius, Templeton Foundation, "Templeton Young Scientists Portal" ($40,000).
Penelope Peterson and James Spillane, Arthur Vining Davis Foundations, "Developing Teacher Leaders in High School Mathematics" ($149,988).
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Honors
Dan McAdams with Karen S. Hooker of Oregon State University won the Kalish Award for most innovative publication in 2004, awarded by the Gerontological Society of America.
Paula Olszewski-Kubilius was named to the Board of Trustees for the Illinois Mathematics and Science Academy.
James Spillane was appointed to the National Academy of Sciences Board on Science Education.
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Publications
Solomon Cytrynbaum and D. Noumair (Eds.), Group Dynamics, Organizational Irrationality, and Social Complexity (2004). 
Dan McAdams, The Person: A New Introduction to Personality Psychology, 4th ed. (2006); The Redemptive Self: Stories Americans Live By (2006); "What Psychobiographers Might Learn from Personality Psychology" in W.T. Schultz (Ed.), The Handbook of Psychobiography (2005); "A Psychologist Without a Country, or Living Two Lives in the Same Story" in G. Yancy and S. Hadley (Eds.), Narrative Identities: Psychologists Engaged in Self-Construction (2005). Andrew Ortony, D. A. Norman and W. Revelle, "Affect and Proto-affect in Effective Functioning" in J.M. Fellous and M.A. Arbib, Who Needs Emotions: The Brain Meets the Machine (2005).
James Rosenbaum, A. E. Person and R. J. Deil-Amen, "The Structure of the Life Course in Modern Society" in Timothy J. Owens (Ed.), Advances in Life Course Research (2005); Rosenbaum, Stephanie DeLuca and Tammy Tuck, "New Capabilities in New Places: Low-Income Black Families in Suburbia" in Xavier deSouza Briggs (Ed.), The Geography of Opportunity (2005).
Miriam Gamoran Sherin and E. A. van Es, "Using Video to Support Teachers' Ability to Notice Classroom Interactions," Journal of Technology and Teacher Education (2005).
Bruce Sherin and Karen Fuson, "Multiplication Strategies and the Appropriation of Computational Resources," Journal for Research in Mathematics Education (2005). James Spillane, Brian Reiser and Louis Gomez, "Policy Implementation and Cognition: The Role of Human, Social, and Distributed Cognition in Framing Implementation" in M. Honig (Ed.), Policy Implementation (2005).
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Presentations
Dan McAdams gave invited lectures for the Georgia Psychological Association and the Arkansas Psychological Association. He also presented two papers at the American Psychological Association convention in August in Washington, D.C., entitled "Narrative Psychology and Personality" and "Four Questions about Life Stories."
James Rosenbaum and Jennifer L. Stephan presented "College Degree Completion: Institutional Effects and Student Degree Likelihood" to the American Sociological Association (ASA) in Philadelphia on August 12; Rosenbaum and Katie Weitz White presented "Inside the Black Box of Accountability" to the ASA's Conference on No Child Left Behind.
James Spillane gave a talk on "School Leadership: New Perspectives" on March 14 at East China Normal University in Shanghai. Spillane also spoke on "Teaching Practice and Policy Practice" at the Institut National de Recherche Pédagogique in Lyons, France, on May 26. He presented "Distributed Leadership" at the National College of School Leadership in Nottingham, England, on July 30.
Andrew Ortony gave invited talks on "Affect and Emotions in Intelligent Agents: Why and How?" at the Einstein Forum in Potsdam, Germany, on May 25; the University of Athens on June 22; and the Biennial Israeli Symposium on the Foundations of AI in Haifa, Israel, June 28 to 30. BACK TO TOP
Appointments
Susan Johnston was named the new assistant dean for student affairs. Johnston has worked at SESP for three years as an academic advisor and director of the practicum internship program. Miriam Sherin will advise Johnston as the new director of undergraduate education. BACK TO TOP
Edelson's Innovative Environmental Science Curriculum Published
An innovative high school environmental science curriculum developed by associate professor Daniel Edelson reached classrooms across the nation this fall. Entitled Investigations in Environmental Science: A Case-based Approach to the Study of Environmental Systems, the inquiry-based curriculum uses real-world case studies and cutting-edge technological tools to teach environmental science. Based on current research in technology-supported science education, Investigations in Environmental Science places students in the role of environmental scientists making decisions about the use of natural resources. Award-winning WorldWatcher software developed by Edelson and his colleagues at SESP helps students visualize and analyze geographic data.
From August 1 to 4, SESP held a teacher workshop for science teachers who will be using the one-year curriculum, published by It's About Time. Teachers became familiar with the case studies their students would encounter, such as deciding how to locate a school in an area where the only available land is a habitat for endangered species.
"These case scenarios motivate students to learn science content and then give them the opportunity to apply what they've learned in authentic contexts," says Edelson.
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