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Natalie
Rusk I
work as a Research Scientist in the Lifelong
Kindergarten Group at the MIT Media Laboratory developing
creative learning technologies. I am a lead developer of Scratch, a graphical
programming language that enables young people to design and code interactive
animations, games, and other creative projects. I am one of the leaders of
the MIT Media Lab online course, Learning
Creative Learning. In 1993, I started a model after-school
program called the Computer
Clubhouse, which now has 100 sites in 20 countries. Education: Tufts
University, Ph.D., Child Development, 2011 Harvard
Graduate School of Education, Ed.M., Specialization in Interactive Technology
in Education, 1989 Brown
University, B.A.,Concentration in Chinese Language,
magna cum laude, 1986 Publications Roque,
R., Rusk, N., & Blanton, A. (2013). Youth roles and leadership in an
online creative community. In Computer Supported Collaborative Learning
Conference Proceedings, Volume 1, International Society of the Learning
Sciences Maloney,
J., Resnick, M., Rusk, N., Silverman, B., & Eastmond,
E. (2010). The Scratch programming language and environment. ACM
Transactions on Computing Education, 10, 1-15. Rusk,
N., Resnick, M., & Cooke, S. (2009). Origins and guiding principles of
the Computer Clubhouse. In Y. Kafai, K. Peppler,
& R. Chapman (Eds.) The Computer Clubhouse: Constructionism and
creativity in youth communities (pp. 17-25). New York: Teachers College
Press. Resnick,
M., Maloney, J., Monroy-Hernandez, A., Rusk, N., Eastmond,
E., Brennan, K., ...Kafai, Y. (2009). Scratch: Programming for all. Communications
of the ACM, 52, 60-67. Rusk,
N., Resnick, M., Berg, R., & Pezalla-Granlund,
M. (2008). New pathways into robotics: Strategies for broadening
participation. Journal of Science Education and Technology, 59–69. Maloney,
J. H., Peppler, K. Kafai, Y., Resnick, M., &
Rusk, N. (2008). Programming by choice: Urban youth learning programming with
Scratch. ACM SIGCSE Bulletin, 1, 367-371. Resnick,
M., Rusk, N. & Cooke, S. (1999). The Computer Clubhouse: Technological fluency
in the inner city. In D. Schön, B. Sanyal, W. Mitchell (Eds.) High
technology and low-income communities (pp. 263-285). Cambridge: MIT
Press. Rusk,
N., & Slafer, A. (Eds.) (1997). Digital media
in museums: Preparing for the post-hype era. Journal of Museum Education,
22 . Resnick,
M., and Rusk, N. (1996). The Computer Clubhouse: Preparing for life in a
digital world. IBM Systems Journal, 35, 431-440. Emotion
and Motivation Rusk,
N., Larson, R. W., Raffaelli, M., Walker, K.,
Washington, L., Gutierrez, V., ...& Perry, S. C. (2013). Positive youth
development in organized programs: How teens learn to manage emotions. In C.
Proctor & P. A. Linley (Eds.), Positive psychology: Research,
applications and interventions for children and adolescents. New York, NY:
Springer. Larson,
R., & Rusk, N. (2011). Intrinsic motivation and positive youth
development. In R. M. Lerner, J. V. Lerner, & J. B. Benson (Eds.) Positive
youth development: Advances in child development and behavior, Vol. 41.
(pp. 89-130). New York: Academic Press. Rusk,
N., Tamir, M., & Rothbaum, F. (2011).
Performance and learning goals for emotion regulation. Motivation and
Emotion, 35, 444-460. Rothbaum, F., & Rusk, N.
(2011). Cultural pathways to internalization of emotion regulation. In X.
Chen & K. H. Rubin (Eds.) Socioemotional development in cultural
context (pp. 99-129). New York: Guilford Press. Rothbaum, F., Morelli, G.,
& Rusk, N. (2010). Attachment, learning, and coping: The interplay of
cultural similarities and differences. In M. Gelfand, C. Y. Chiu, and Y. Y.
Hong (Eds.) Advances in Culture and Psychology (pp. 153-215). New
York. Oxford Press. Rusk,
N. & Rothbaum, F. (2010). From stress to
learning: Attachment theory meets achievement goal theory. Review of
General Psychology, 14, 31-43. |
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