Julia Rutledge is a dissertator in the Learning Sciences program area of University of Wisconsin-Madison’s Department of Educational Psychology. She is a graduate student researcher with Rich Halverson’s Personalization in Practice project, which implements studies on personalized learning within southeastern Wisconsin. Her research focuses on the monitoring and assessment of noncognitive academic skills within personalized learning environments. She has a masters in Educational Psychology from University of Wisconsin-Madison and has also served as an undergraduate lecturer in her department. Prior to graduate studies, her background was in small business continuing education administration at both the University of San Diego in the Office of Corporate and Professional Development as well as the University of Wisconsin-Milwaukee in the Small Business Development Center. She received her B.A. in Education – Extended English from the University of Arizona, where she graduated magna cum laude and with Honors.


B.A., Education-Extended English, University of Arizona, Tucson, Arizona


Gnesdilow, D., Evenstone, A., Rutledge, J., Sullivan, S., & Puntambekar, S. (2013). Group  work in the  science classroom: How gender composition may affect individual performance. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.) To see the world and a grain of sand: Learning across levels of space, time, and scale: CSCL 2013 conference proceedings volume 2 -Short papers, panels, posters, demos & community events (p p. 34-37).International Society of the Learning Sciences.