Faculty Profile

Natalie Ellis

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

    

Education

PhD, University of Missouri, 2015.
Major: Architectural Studies, College of Human Environmental Sciences
Degree Specialization: Environment and Behavior
Dissertation Title: A descriptive study of workplace attributes: Environmental preference index examined through organizational system preference typologies
PhD, University of Missouri, Columbia, MO, 2015.
Major: Architectural Studies: Emphasis in Environment and Behavior
Certificate, University of Missouri, Columbia, MO, 2013.
Major: Organizational Change
MS, University Of Missouri, 2013.
Major: Architectural Studies, Interior Design
MS, University of Missouri, Columbia, MO, 2013.
Major: Architectural Studies
University of Missouri, Truman School of Public Affairs, 2013.
Major: Organizational Analysis
BS, University of Missouri, 1995.
Major: Interior Design/Environmental Design
BS, University of Missouri, Columbia, MO, 1995.
Major: Interior Design
BS, Missouri State University, 1982.
Major: Elementary Education
BS, Missouri State University, 1982.
Major: Elementary Education

Current Scheduled Teaching*

ADES 3645.001, Interior Design: Building Systems, Spring 2023
ADES 3635.001, Interior Design: Detail, Spring 2023
ADES 3630.501, Interior Design: Space Planning II, Fall 2022 Syllabus
ADES 3630.502, Interior Design: Space Planning II, Fall 2022 Syllabus
ART 5900.711, Special Problems, Fall 2022

* 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 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

Conference Proceeding
Kile, M., Ellis, N., Kwon, K., Randall, K., Ford, T., Malek, A. (2020). The quality of work environments for early childhood educators’ well-being from an interdisciplinary approach.
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.
Ellis, N., Kile, M. (2019). Continuity in Architecture: Enlightenment through and Immersive Studio Experience for Design Students at Fallingwater.
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
Pober, E. F., Ellis, N. D. (2017). Entry Level Practitioner Preparedness: Evaluation of CIDA Standards for Beginning Interior Design Professionals. Interior Design Educators Council.
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
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., 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. 86, 178-197.
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, 2018December 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 2018May 2019).
,
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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