Faculty Profile

Natalie Ellis

Title
Assistant Professor
Department
Design
College
College of Visual Arts and Design

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, University of Missouri, 2015. 
Major: Human Environmental Science
Degree Specialization: Architectural Studies: Emphasis in Environment and Behavior
Certificate, University of Missouri, 2013. 
Major: Organizational Change
Degree Specialization: Organizational Analysis
MS, University of Missouri, 2013. 
Major: Architectural Studies
BS, University of Missouri, 1995. 
Major: Interior Design
BS, Missouri State University, 1982. 
Major: Elementary Education





          

        
                

          
Current Scheduled Teaching*


          
ADES 2640.501, Interior Design: Design Studio I, Fall 2024 
ADES 2640.502, Interior Design: Design Studio I, Fall 2024 


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    ADES 3645.001, Interior Design: Building Systems, Spring 2024 Syllabus SPOT
                    

                    ADES 3635.001, Interior Design: Detail, Spring 2024 Syllabus SPOT
                    

                    ADES 3630.501, Interior Design: Space Planning II, Fall 2023 Syllabus SPOT
                    

                    ADES 3630.502, Interior Design: Space Planning II, Fall 2023 Syllabus SPOT
                    

                    ADES 3645.001, Interior Design: Building Systems, Spring 2023 Syllabus SPOT
                    

                    ADES 3635.001, Interior Design: Detail, Spring 2023 Syllabus SPOT
                    

                    ADES 3630.501, Interior Design: Space Planning II, Fall 2022 Syllabus SPOT
                    

                    ADES 3630.502, Interior Design: Space Planning II, Fall 2022 Syllabus SPOT
                    

                    ART 5900.711, Special Problems, Fall 2022 
                    

                    ADES 3645.001, Interior Design: Building Systems, Spring 2022 Syllabus SPOT
                    

                    ADES 3635.001, Interior Design: Detail, Spring 2022 Syllabus SPOT
                    

                    ADES 3610.501, Interior Design: Presentation Techniques, Fall 2021 Syllabus SPOT
                    

                    ADES 3610.502, Interior Design: Presentation Techniques, Fall 2021 Syllabus SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Abstracts and Proceedings
Pober, E. F., Ellis, N. D. (2017). Entry Level Practitioner Preparedness: Evaluation of CIDA Standards for Beginning Interior Design Professionals. Interior Design Educators Council. 
Conference Proceeding
Kile, M. S., Ellis, N. D. (2020). The Quality of Work Environments for Early Childhood Educators’ Well-being from an Interdisciplinary Approach. Other. 2(18), 171-181.  Tallahassee, Forida: Publication & Research in Art, Architecture, Design and Environments (PARADE). http://architecturemps.com/wp-content/uploads/2020/12/Architecture-MPS-18-2-2.pdf
Yi, Y., Ellis, N.  (2020). Accessible Environment for People with Cognitive Disabilities: Toward an integrative theoretical framework and future research. Environmental Design Research Association. 
Kile, M. S., Ellis, N. D. (2019). Continuity in Architecture: Enlightenment through and Immersive Studio Experience for Design Students at Fallingwater. (ACSF 11), 5. Architecture Culture Spirituality Forum. http://www.acsforum.org/symposium2019/works.htm
Ellis, N. D., H.  (2014). Creating Making: Theory, Modeling and Synthesis to Build: Theorizing the Studio Curriculum. IDEC SW Regional Conference. 
Ellis, N. D. (2014). The Relationship between Office Work Typeology and Interior Attribute Preference.  Philadelphia, PA: The Constructed Environment. 
Journal Article
Ellis, N. D., Yi, Y.  Systematic Review on Environmental Design for Adaptive and Problem Behaviors of People with Intellectual and Developmental Disabilities. Health Environments Research & Design. Health Environments Research & Design Journal. 
Yi, Y., Ellis, N. D. (2023). Associations between environmental factors and adaptive skills of people with intellectual and developmental disabilities in educational settings. 7(1), 1-11. Elsevier Ltd.. 
Trippeer, B. C., Stark, J., Gam, H., Ellis, N., Morgan, B., Park, P.  (2022). Sustainable Textiles for Health and Well-being: An Investigation of Curricular Opportunities for Fashion Design and Interior Design Student Collaboration. Other. 10(2), 29.  Oxfordshire: Taylor and Francis. https://www.tandfonline.com/journals/rftd20
Kwon, K., Ford, T. G., Salvatore, A. L., Randall, K., Jeon, L., Malek-Lasater, A., Ellis, N., Kile, M., Horm, D. M., Kim, S. G., Han, M.  (2022). Neglected Elements of a High‑Quality Early Childhood Workforce: Whole Teacher Well‑Being and Working Conditions. Early Childhood Education Journal. Happy Teacher project. 50, 157-168. Springer. 
Kwon, K., Ford, T. G., Jeon,, Malek-Lasater, A., Ellis, N. D., Randall, K., Kile, M. S., Salvatore, A.  (2021). Testing a holistic framework for early childhood teacher well-being. Journal of School Psychology. Happy Teacher project. 86, 178-197. Elsevier. 
Kwon, K., Ford, T. G., Salvatore, A. L., Randall, K., Jeon, L., Malek-Lasater, A., Ellis, N. D., Kile, M. S., Horm, D. M., Kim, S., Han, M.  (2020). Neglected elements of a high-quality early childhood workforce: Whole teacher well-being and working conditions. Early Childhood Education Journal. Springer Nature B.V.. 
Kwon, ., Ford, T., Salvatore, A., Randall, K., Jeon, L., Malek-Lasater, A., Ellis, N., Kile, M., Horm, D., Kim, S., Han, M.  (2020). Neglected elements of a high-quality early childhood workforce: Whole teacher well-being and working conditions. 
Kwon, K., Ford, T., Jeon, L., Randall, K., Ellis, N., Kile, M., Malek, A., Salvatore, A.  (2020). Testing a holistic conceptual framework for early childhood teacher well-being. 



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
Contracts, Grants and Sponsored Research  

 	 
	 	 
  
Grant - Research   
Kwon, K. (Principal), Ellis, N. D. (Co-Principal), Kile, M. (Co-Principal), "Early Childhood Teachers’ Physical and Psychological Well-being: Predictors and Consequences," Sponsored by University of Oklahoma, Other, $15000 Funded. (November 15, 2018 – December 2019).
Kwon, K. (Principal), Ellis, N. D. (Co-Principal), Kile, M. (Co-Principal), "Infant Toddler Teachers’ Physical and Psychological Well-being: Predictors and Consequences," Sponsored by University of Oklahoma, Other, $8500 Funded. (June 2018 – May 2019).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

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					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
      • 
					
    • The course content was
      • 
					
    • The instructor’s contribution to the course was
      • 
					
    • The instructor’s effectiveness in teaching the subject matter was
      • 
				
    
			
    • 
			
  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
      • 
					
    • The intellectual challenge presented was
      • 
					
    • The amount of effort you put into this course was
      • 
					
    • The amount of effort to succeed in this course was
      • 
					
    • Your involvement in course (doing assignments, attending classes, etc.) was
      • 
				
    
			
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