Constructing teaching practices around novel technologies: A case study of three universities

Baher, Julie Lynn Northwestern University 2000 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation presents three cases of professors implementing a new technology—the CyclePad articulate virtual laboratory—in their classrooms. The professors' teaching practice is examined based on a model of change derived from Cuban's (1999) study of departmental change at Stanford. The analysis compares the depth of pedagogical change with the breadth of curricular change. Pedagogical change runs from minor changes to major or radical transformations of teaching in a domain. Breadth of change is the degree to which the changes and modifications are made to the curriculum—from narrow (alterations to one curricular unit) to broad (restructuring an entire course or sequence of courses). Additionally, this study examines contextual effects across three different types of institutions: a private research university, a military academy and a public state university. To situate the cases in the larger context of engineering education, a survey of 107 engineering professors was conducted. The curriculum that professors developed for CyclePad arose from their pedagogical content knowledge—knowledge of the subject area, knowledge of curricular and instructional practices and an understanding of their students. Drawing on this, professors created problems and activities that were tailored to the specific needs of their classrooms. Yet, this was often shaped by departmental demands to standardize curricula in multiple-section courses. The degree to which technology becomes a part of curriculum depends on several factors such as the time and effort required to make significant pedagogical improvement and the degree to which the other community members support radical curricula or pedagogical reform. As found in the surveys, schools and departments are more likely to encourage the use of technology than to offer release time from teaching to develop new curriculum. In examining instructors' teaching practices, it seems that the role of context has been under-emphasized in models of pedagogical content knowledge and in studies of engineering education. This dissertation posits a model for engineering education context that includes: subject matter, students, colleges, university, employers, professional contexts, and institutional environment These nested environments are the spaces which professors negotiate in defining classroom practices.

Liberal arts professors at a low prestige urban commuter university: Experiencing the contradictions of human service organization work

de Silva, E. L. Rohan T Northwestern University 2000 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

An ethnographic and participant observer methodology was used to examine the social construction of work for liberal arts professors teaching at low prestige urban commuter universities. Instructors and professors teaching in such “discount universities” find themselves working under conditions that conflict with their professional socialization. The structural strain encountered is best explained using the human service organizations model. The professors feel frustrated by the student body, which tends to be diverse in many respects, with a substantial proportion of students considered to be inadequately prepared for college work. The professors are also stymied by administrations perceived to be acutely inefficient bureaucracies. The arts faculty, as a group, operate under a condition of technological indeterminacy, where viable teaching strategies and techniques are unclear. Their adaptations to this structural strain further exacerbate the dysfunctional nature of these types of organizations. Over time, they gradually lose connection to the personal teaching orientations they had when they arrived at the discount university, as their professional socialization is inappropriate for this kind of work setting. The professors tend to adopt one of three patterned teaching policy orientations, and these different policy orientations are at odds with each other.

Envisioning and embodying a public, Protestant paideia at the University of Illinois, 1867--1880

Smith, Brett Hunn Northwestern University 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation looks to the first years of the University of Illinois (then called the “Illinois Industrial University”) as a case study of the intersection of Christian theology and public policy in a higher setting. It contends that the notion of Christian culture as a public protestant paideia was central to the IIU's self-definition. As the IIU community was formed and its shape refined over the initial years, theological notions of sin, humans, church, and the like were key to the school's leadership and founding. This is one case study of the ubiquitous character of the Protestant culture and of strategies, sometimes hidden and frankly unknown, to perpetuate the Protestant idea. The thesis demonstrates how a public, protestant paideia—what the IIU founders called a “Christian culture”—was envisioned and embodied during the years 1867–1880, the era of the founding Regent's tenure, John Milton Gregory, and highly influenced by the theological reflection of Jonathan Baldwin Turner. The situation is analyzed according to common categories of evangelical systematic theology of the period, beginning with an overview of the western tradition of academic theology, and whether or not it was done at the IIU; and followed by chapters examining epistemology, anthropology, soteriology, and ecclesiology as understood and practiced by the community. Finally, a conclusion summarizes the dissertation, describing the existence and character of the IIU's God. A time line and bibliographic essay are included. Methodologically, the dissertation is interdisciplinary, intersecting the fields of historical theology, religion and American culture, U.S. History, and the history of American education. It attempts to do intellectual history as cultural history through the influence of narrative and post-liberal theology.

Understanding the process of student-teacher grade conflicts through attributions, implicit theories of intelligence and interaction goals

Sabee, Christina Michelle Northwestern University 2001 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This research project investigates the process of student-teacher grade conflicts by applying Weiner's (1986) attribution theory, Dweck's (1998) implicit theories of intelligence, Dillard's (1990) primary/secondary model of interaction goals, and Goulden and Griffin's (1997) Meaning of Grades Scale. A total of 234 usable questionnaires were collected from Communication Studies students at Northwestern University. Participants were asked to rate themselves on a Meaning of Grades scale demonstrating the meanings that they held for grades and an Implicit Theories of Intelligence scale demonstrating whether they held an entity (intelligence is a fixed trait) or incremental (intelligence is malleable) theory of intelligence. They subsequently completed an Attribution measure showing where their causal attribution for a recalled negative grade fell in the locus, stability and controllability dimensions offered by Weiner's theory, and a Goals measure designed to estimate what types of primary and secondary goals the respondents had for a recalled conversation about a negative grade with an instructor. Participants were also asked to write out as much of a recalled conversation as they could remember in which they discussed a low grade with an instructor, and to write out as many of the goals as they could remember having in that conversation. The Meaning of Grades scale was significantly correlated with the Implicit Theories of Intelligence scale suggesting that students who hold positive views of grades are more likely to view their intelligence as malleable rather than a fixed trait. The Meaning of Grades was also associated with the locus dimension of the attribution measure suggesting that students who hold a positive view of grades are more likely to attribute a negative grade internally. The degree to which students attributed negative grades internally was associated with the primary goals that they held in a conversation with an instructor about that grade. This association was also demonstrated for the degree to which students attributed a negative grade stably. Based on the results of this study, a linear process of grade conflicts is suggested. Implications for both further communication research in this area and teacher training for the management of grade conflicts are explained.

Teaching performance in the digital age: Computerized technologies, improvisational play techniques and interactive learning processes

Farley, Kathryn Tracy Northwestern University 2007 해외공개박사

My study examines three participatory learning environments in which computer-based tools and improvisational training techniques comprise innovative approaches to teaching performance studies to undergraduate students. For my analysis, I have selected to focus on two classes and one production project. I contend that performance, an interdisciplinary and collaborative art form, is best taught by using a variety of media apparatuses and improvisation games: hands-on experimentation with technical and improvisation instruments allows students to experience a wide range of expressive options, a strong sense of community and a greater leadership role in teaching/learning processes. In addition, multimedia resources provide students new options for designing, scripting and presenting stories on stage. From the standpoint of instruction, I argue that combining technology tools and improvisation techniques together leads to more egalitarian classroom operations, greater efficiency and unity among members of working groups and a more student-initiated style of teaching, one based on empowerment, autonomy and self-regulation. The case studies compiled in the dissertation represent my own teaching and production experiences. I co-taught the course, Multimedia Improvisation, offered by Northwestern University's Center for Art and Technology in the fall of 2003. I also co-instructed the class, Staging Dracula: Multimedia Literary Adaptation, for the Residential College Tutorial program at Northwestern in winter quarter of 2005. The DuSable Project was a technology-intensive theatre production that took place in the spring of 2004 on Northwestern's campus. In my analysis of the teaching strategies employed in the separate learning environments, I consider how digital technologies and improvisational training techniques work together to provide students a wealth of creative options and instructors the ability to connect with and engage participants on a deeper level than more traditional means. My methodology includes personal interviews, questionnaires, textual readings and participant observation. In each educational setting, I examine the technical tools and improvisatory methods employed by the instructor, identify the ways in which students "played" with instructional instruments and techniques, point to the specific performance skills honed by such methods of instruction and assess the effectiveness of technologically-augmented teaching strategies based on the criteria of portability, adaptability, accessibility and participatory engagement. Fundamentally, the dissertation is meant to give its readers new perspectives when considering the intersection between computers and performing arts education. Because the work presents case study analyses of the functional application of technology, it will hopefully lead to scholarship about contemporary performance instruction that is more comprehensible, useful and engaging. Ultimately, the tools, techniques and methods evaluated in this work may help to create a new vision of what educators can accomplish with digital technologies in a variety of learning environments. It may lead to the development of multidisciplinary teaching pedagogies and performing art curriculums that are better able to meet the needs, interests and ambitions of a new generation of learners.

The Decolonization of Phenomenology: Dialogical Universality in Cesaire, Fanon and Hountondji

De Schryver, Carmen Northwestern University ProQuest Dissertations & T 2022 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Contemporary decolonial criticism and critical phenomenological thought may be characterized as proceeding from a disenchantment with the philosophical aspiration towards universality. The overarching argument put forward in this dissertation is that there is, to the contrary, an intimate and even necessary connection between the decolonization of philosophy and the affirmation of philosophical universality. By way of an engagement with the Africana tradition of phenomenology—a tradition which culminates in the thought of Paulin J. Hountondji—I make a case for the pertinence of a conception of universality I term “dialogical universality” to debates about pluralizing the canon, academic decolonization, and communication across geographical and cultural frontiers. In the first half of this dissertation, I look at Hountondji’s transformation of the Husserlian project of phenomenology as universal science. Therein I employ a novel comparative methodology I call “reading from the margins”: rather than beginning with Husserl’s thought and interpreting Hountondji’s intellectual output by those lights, I invert the traditional order of reading. That is, I begin with the concerns characteristic of Hountondji’s thinking, and re-interpret Husserlian phenomenology from this perspective. This subtle methodological shift is motivated by decolonial concerns regarding the reification of European thought as pivotal, even when it is considered in dialogue with traditions from the Global South. I thus resist the suggestion—still dominant in the Hountondji scholarship—that his philosophical trajectory is entirely explicable by reference to the European “canon”. On my methodology, the very terms “canon” and “margin” begin to shift in meaning: “reading from the margins” is thus self-destructive in that its ultimate aim is to reconstitute what is considered canonical in the first place. One of the central contributions of my dissertation is, in this sense, methodological in nature: “reading from the margins” is offered in the spirit of an inaugural example of a decolonial approach to the history of philosophy. Beyond suggesting itself as a decolonial framework, “reading from the margins” enables substantive interpretive interventions foreclosed on the standard approach. Within the context of Chapter One, the interpretive upshot of my methodology is to throw into relief a Hountondjean heresy vis-a-vis Husserlian phenomenology. This chapter sets into action the methodology of “reading from the margins” by beginning with an exegetical consideration of Hountondji’s thought on its own terms, focusing on his critique of what he calls ethnophilosophy. The central argument put forward in this chapter is that the critique of ethnophilosophy may be extended to Husserl, insofar as Husserl remains beholden to an ethnophilosophical logic which identifies Europe as the unique site of universal thinking while casting the colonized world in the mold of the particular. It follows that the standard picture whereby Hountondji is simply an heir of the Husserlian project of phenomenological thought must be challenged. This then raises the question: why retain the name “phenomenology” if its founder is subject to such a criticism? Chapter Two answers this questions through an investigation into the relationship between the Husserl’s methods and the entrance of Eurocentrism into his work. This chapter makes two interrelated arguments. First, I follow Hountondji in focusing on the phenomenological method of a reduction that puts out of play all presuppositions as an important resource for developing a decolonized conception of universality. I then, second, explore two different ways of accounting for Husserl’s failure to fully effect the reduction. Drawing upon Merleau-Ponty, I first consider the possibility that Husserl’s method is insufficiently empiricist. I then consider Derrida’s criticism of this Merleau-Pontyian view which focuses instead on the way that Husserl is at his most Eurocentric when he is at his most empiricist, i.e., when he abandons the explicitly transcendental orientation of phenomenology. I thus show that Eurocentrism does insinuate itself in Husserl’s methodological framework—not, however, in a manner that renders phenomenology simply irredeemable. Given the opposition between these two insightful criticisms, however, I argue that the challenge for a decolonial version of phenomenology is considerable; for, in order that it avoid Eurocentrism, it would need to both realize phenomenology’s transcendental ambitions and yet remain in contact with concrete, empirical intersubjectivity. One of the issues that arises in considering Merleau-Ponty’s proposal for a more empirical and consequently multicultural form of phenomenology is that it is naive, within a “post”-colonial context, to assume that non-domineering form of contact between cultures—requisite for philosophical communication with universal aims—is possible. Chapter Three focuses on this problematic by elucidating the arguments made by Cesaire and Fanon regarding the incompatibility between colonialism and the aspiration to universality. Beyond making this conceptual argument, this chapter contributes to the scholarship on these thinkers by (i) emphasizing the universalistic dimension of the Negritude tradition and (ii) reconsidering Fanon’s relationship to that tradition of thought. Chapter Three also involves an important feature of the decolonial methodology carried out in this dissertation, since the turn to Cesaire and Fanon is motivated by Hountondji’s own construction of his philosophical inheritance. With the conceptual terrain thus laid out, Chapter Four moves on to think through a decolonial, phenomenological conception of universality which I call “dialogical universality”. I develop this notion through a close reading of Fanon and Hountondji and their respective discussions of how the universal emerges within, but is not for that reason vitiated by, particular sites of dialogical exchange. One key intervention made in this chapter is thus to challenge the still commonly presumed opposition between the particular and the universal. Here, I set out the conditions that dialogical settings would have to meet in order to be conducive to the sharing of universalizing insight. Although both Fanon and Hountondji direct our focus to the manner in which the universal is already on the horizon within localized, intra-African debates, an implication of their fallibilistic views of the universal is that such debates eventually be expanded to the trans-cultural. Herein lies the crux of the indissociability claim: I argue that dialogical universality depends upon the in principle inclusion of all particular perspectives. This speaks to the provisionality and revisability of any proposition claiming universal status, for no claim meets this demanding standard so long as there are others who have yet to provide criticism of it in dialogue. I argue that this does not invalidate universality, speaking instead to the endlessness of the debate. Yet Fanon and Hountondji are not equally consistent on this point. In the fifth and final chapter, I argue that it is in Hountondji’s thought that we find the most thoroughgoing commitment to the view that claims demanding universal assent arise within all contexts. Against Fanon’s suspicions regarding the possibility for endogenous systems of knowledge to rise to universal validity—and, indeed, against the pessimism attending these suspicions—Hountondji’s positive valuation of endogenous epistemes provides an important counter and supplement. In doing so, I argue that Hountondji (i) draws on his distinctive interpretation of Cesaire, an interpretation at odds with Fanon’s and (ii) enacts a radical version of the phenomenological reduction as a suspension of methodological biases which surreptitiously favor European scientific and philosophical paradigms (a methodological bias to which Fanon falls prey). In so doing, I argue that Hountondji’s work offers a resolution to the dilemma with which Chapter Two concluded: it is attentive at one and the same time to the exigency that universality be developed through encounters with concrete others as well as the demand that whatever is empirically actual at any time not prejudge a sense of what is possible. Hountondji thus maintains the transcendental vector of Husserlian phenomenology in his attempt to break through embedded presuppositions that dictate what can be a source of universal insight. The conclusion brings the various strands of this dissertation together by way of a reflection on the connection between the conception of “dialogical universality,” the method of the reduction, and the decolonial strategy of “reading from the margins” utilized in the dissertation. I show that “reading from the margins”, inasmuch as it is undertaken from the positionality of someone who (like myself) is culturally situated within the European tradition, itself enacts a version of the reduction. This is because it intentionally puts out of play the presumptive favoring of the European canon still perpetuated by a number of comparative approaches. Because the strategy of “reading from the margins” operates to deflate the overblown status of the European philosophical tradition in global philosophical research, it contributes to the production of a more egalitarian conversational space—one of the conditions of dialogical universality. My proposed strategy and the phenomenological method of the reduction are thus shown to be intimately connected to the central concept proposed and defended in this dissertation.

Essays on Discrete Choice in Mechanism Design

Ovadia, David Alexander Northwestern University 2015 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

In the first chapter, we consider an auctioneer who has private information about the quality of several heterogeneous goods that she will sell through simultaneous single-object auctions. When only one object is sold, all information disclosure policies raise the same expected revenue. In particular, the extreme policies of full revelation and no revelation are both optimal. This revelatory indifference is overturned when multiple objects are sold. If the auctioneer keeps silent, bidders will base their participation decisions on a "pooled" estimate of the goods' qualities. On the other hand, revealing some information about the qualities will cause the bidders to sort between the two auctions. We find that the auctioneer prefers to provide some but not all information to the bidders. In the second chapter, we study the welfare effects of reserve price disclosure in English auctions. In particular, we consider a bilateral trade setting with one seller and one buyer. When the seller employs a public reserve price the English auction is revenue and outcome equivalent to the optimal mechanism. Thus, the seller must weakly prefer a public reserve price to a secret reserve price. In fact, we show that the seller will almost always strictly prefer the public reserve price auction. We then suppose that the auction is conducted by a third-party auctioneer who is restricted to charging percentage commission rates to the seller and buyer. We show that the intermediary-optimal mechanism coincides with the seller-optimal mechanism. In the third chapter, we study the impact of early decision applications on enrollment outcomes at universities. To do so, we model the university application process as a set of contests. Specifically, we assume there are two universities, each of which runs an admissions contest with or without an early application option. We find equilibria for the cases in which neither or both universities other early admissions, and then we compare the two cases. We find that low-ability students prefer having an early application option, while high-ability students prefer that neither university offer such an option. We also find that the use of early admissions entails a loss of allocational efficiency.

Essays in Corporate Finance

van Straelen, Eileen Driscoll Northwestern University ProQuest Dissertations & T 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation is a wide-ranging study on real estate and the effect of financial constraints on economic activity.In the first chapter, I use granular data on home builder housing developments to provide new evidence that firms spread negative revenue shocks across projects via their internal capital markets. I analyze this question in the context of the 2006-2009 housing crisis. I show that home builders who experience large asset write-downs in one area, subsequently sell homes in unaffected, healthy housing areas at a discount, in order to raise cash quickly. In response to a 10% decline in the value of distant projects, builders cut prices of homes in unaffected counties by 2.2%. Consistent with the theory of internal capital markets, financially constrained firms are more likely to cut prices of homes in healthy areas in response to losses in unhealthy ones. I also find that firms smooth shocks across projects only during the crisis and not during the boom. Lastly, I show that when builders cut prices they also sell homes more quickly. These results suggest an important role for firm internal capital markets in spreading negative economic shocks across space.In the second chapter, Efraim Benmelech and I test the effect of politicians on house prices using a unique dataset of housing sales merged to politicians' residences and time in office. To address the likelihood that politicians will tend to live in growing home price areas, we separate politicians who move into neighborhoods from current residents who win elections, and identify the effect from current residents only. We find that house prices increase 1.4% in a zipcode when a resident wins an election. Politicians may influence surrounding home values via several channels. One way this could occur is through corrupt use of public resources for the politicians' personal benefit. For example, if politicians assign more police officers to patrol their own block, then house prices near a politician's home will be higher. Alternatively, politicians may target public goods to their local district in hopes of ensuring reelection, or residents may derive utility from living close to a famous or well-protected person. To distinguish between the possible channels driving the home price response, we gather data on local public goods. We find that crime rates fall in a zipcode by 1.9% when a resident wins an election. Our results suggest that politicians cause their neighbors' home values to rise via re-directed public services.In the third chapter, I study the effect of the collapse of the asset backed securities market on student enrollment. The high cost of college has led students to increasingly finance undergraduate education with a combination of federal and private student loans. Private student loans are financed by both bank and non-bank lenders. Non-bank private lenders, such as Sallie Mae, raised capital for student loans by issuing asset backed securities. When the housing crisis led to the collapse of the Asset Backed Securities (ABS) market in 2007, non-bank private student lenders were forced to curtail lending due to lack of financing. This paper investigates the effect of this contraction on enrollment outcomes. In particular, I investigate the effect amongst the schools whose students were most dependent on private loans: selective colleges and for-profit universities. To determine the effect on enrollment outcomes, I exploit geographic variation in dependence on non-bank financing before the crisis. I find that test scores at selective colleges more exposed to the ABS collapse decline during the crisis, as high ability financially constrained students chose to attend less expensive schools. I further find that tuition declines at for-profit schools more exposed to the ABS collapse. These results suggest that the contraction in the ABS market led students to alter their enrollment decisions, having a long-lasting impact on human capital accumulation.

Essays in Microeconomic Theory

Fryxell, Loren K Northwestern University ProQuest Dissertations & T 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

In the first chapter, I present a theory of measurement of preference intensity and use this measure as a foundation for utilitarianism. To do this, I suppose each alternative is experienced over time. An individual has preferences over such experiences. I present axioms under which preferences are represented by an experienced utility function equal to the integral of instantaneous preference intensity over time and unique up to a positive scalar. I propose an ethical postulate under which social preferences are utilitarian in experienced utilities.In the second chapter, I consider a classic public good provision problem when the government has the power to tax its citizens. In this environment, participation constraints need not be satisfied. I replace such participation constraints with a weaker condition, which I call no-extortion, that limits the ability of the government to extract funds from its citizens. It is well known that there does not exist any strategy-proof, efficient, and budget-balanced mechanism. In fact, any strategy-proof and efficient mechanism that additionally satisfies individual-rationality or universal-participation fails to raise any revenue in large populations. However, replacing these conditions with no-extortion yields a positive result. There exists a simple, detail-free mechanism that is strategy-proof, efficient, extortion-free, and (asymptotically) budget-balanced in large populations. Furthermore, among all strategy-proof, efficient, and extortion-free mechanisms, this mechanism is undominated and uniquely maximizes ex-post revenue (minimizing any potential, though unlikely, budget deficit).In the third chapter, I propose a general framework with which to analyze the optimal response to crime. Each criminal act, detected with some probability, generates a random piece of evidence and a consequent probability of guilt for each citizen. I consider a utilitarian government with no further moral constraints. In particular, I assume no upper bound on punishment—such a bound can only rise endogenously from the utilitarian objective. No matter how individuals respond to punishment, optimal punishment is non-decreasing in the posterior probability of guilt. Moreover, if individuals respond to punishment in traditionally assumed ways, optimal punishment only punishes upon the realization of the most-incriminating evidence. I consider this a repugnant conclusion, leading me to question the standard assumptions on individual behavior in the context of crime.

Between-person and Within-person Covariation among Anxiety and Depression Symptom Dimensions

Anand, Deepika Northwestern University ProQuest Dissertations & T 2016 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Given high rates of comorbidity between anxiety and depressive disorders, much research to date has focused on examining the pattern of correlations among symptoms of these disorders to arrive at their latent structure (e.g. Clark & Watson, 1991). These studies typically do not differentiate between two patterns of covariation -- the between-person structure, i.e. how anxiety and depression symptoms relate across individuals, and the within-person structure, i.e. how changes in anxiety and depression symptom levels covary over time within individuals. Within-person correlations could differ from between-person correlations in meaningful ways (Conner, Tennen, Fleeson & Barrett, 2009). Further, individuals may differ in the degree of the within-person relationship between anxiety and depression. To date, no study has examined if such individual differences exist or if they are psychologically meaningful. The present study attempted to address these gaps in the literature by (1) comparing patterns of within-person and between-person correlations among anxiety and depression symptom dimensions, (2) testing whether there are systematic individual differences in the within-person association between anxiety and depression symptom dimensions, and (3) examining whether these individual differences are moderated by personality variables (Neuroticism, BIS, BAS), and gender. Data for this study were obtained from a larger longitudinal study on the risk factors of emotional disorders (the Northwestern-UCLA Youth Emotion Project). Data constituted self-report symptom measures of anxiety and depression spanning 10 years, collected annually (and semi-annually for the first four years), starting with 606 adolescent participants, with an average age of 16.9 years. Results suggest that the overall pattern of correlations among symptom dimensions is equivalent at the between-person and within-person levels of variation. When comparing associations across these two levels, anxiety and depression symptoms related more strongly at the between-person level compared to the within-person level. Additionally, individuals differed in the degree to which anxiety and depression symptom dimensions covaried over time, which in turn was moderated by BIS. The implications of disaggregating between-person and within-person symptom structures, as well as the applications of identifying and explaining individual differences in within-person correlations among anxiety and depression symptoms are discussed.