Director, Undergraduate Programs
Marina oversees the Center's undergraduate programming, which aims to promote learning and academic success for Northwestern undergraduates and create a culture of academic help-seeking and help-giving at Northwestern. Additionally, she runs workshops for faculty on learning-and-teaching issues, and runs program evaluation for internal and external projects. She is also a lecturer in Northwestern's Master of Science in Learning and Organizational Change (MSLOC) program. Marina joined the Searle Center in 2003.
Before joining the Center, Marina taught courses in intercultural communication, multicultural education, and educational research methods. Outside of higher education, she worked for nearly ten years in publishing and corporate communication. Her recent research projects address academic diversity in small learning groups, the student–professor relationship, and social comparison in collaborative learning experiences.
Marina holds an M.A. in communication and a Ph.D. in education, both from the University of Minnesota.
627 Dartmouth Place
Evanston, IL 60208
Micari, M. & Pazos, P. (In press). Fitting in and feeling good: The relationships among peer alignment, faculty connectedness, and self-efficacy in undergraduate satisfaction with engineering. European Journal of Engineering Education.
Micari, M., & Pazos, P. (2014). Worrying about what others think: A social comparison–concern intervention in small learning groups. Active Learning in Higher Education, 15(3) 249–262. View publication.
Drane, D., Micari, M., & Light, G. (2014). Students as teachers: Effectiveness of a peer-led STEM learning program over 10 years. Educational Research and Evaluation. DOI 10.1080/13803611.2014.895388. View publication.
Light, G., & Micari, M. (2013). Making scientists: Six principles for effective college teaching. Cambridge: Harvard University Press. View publication.
Micari, M., & Pazos, P. (2012). Connecting to the professor: Impact of the student-faculty relationship in a highly challenging course. College Teaching, 60(2), 41-47. View publication.
Micari, M., & Drane, D. (2011). Intimidation in small learning groups: The roles of social-comparison concern, comfort, and individual characteristics in student academic outcomes. Active Learning in Higher Education, 12, 175–187. View publication.
Calkins, S., & Micari, M. (2010). Less-Than-Perfect Judges: Forty years of discourse on the value of students rating teachers in higher education. Thought and Action, 26, 7–22. View publication.
Micari, M., Knife Gould, A., & Lainez, L. (2010). Becoming a leader along the way: Embedding leadership training into a large-scale peer-learning program in the STEM disciplines. Journal of College Student Development, 51(2), 218-230. View publication.
Micari, M., Pazos, P., Streitwieser, B., & Light, G. (2010). Small-group learning in undergraduate STEM disciplines: Effect of group type on student achievement. Educational Research and Evaluation, 16(3), 269-286. View publication.
Pazos, P., Micari, M., & Light, G. (2010). Developing an instrument to characterize peer-led groups in collaborative learning environments: Assessing problem-solving approach and group interaction. Assessment and Evaluation in Higher Education, 35(2), 191-208. View publication.
Micari, M., & Light, G. (2009). Reliance to Independence: Approaches to learning in peer-led undergraduate science, technology, engineering, and mathematics workshops. International Journal of Science Education, 31(13), 1713–1741. View publication.
Micari, M., & Drane, D. (2007). Promoting success: Possible factors behind achievement of underrepresented students in a peer-led small group STEM workshop program. Journal of Women and Minorities in Science and Engineering, 13(3), 279–293. View publication.
Micari, M., Light, G., Calkins, S., & Streitwieser, B. (2007). Assessment beyond performance: Phenomenography in educational evaluation. American Journal of Evaluation, 28(4), 458–476. View publication.
Micari, M., Pazos, P., & Hartmann, M. (2007). A matter of confidence: Gender differences in attitudes toward engaging in lab and course work in undergraduate engineering. Journal of Women and Minorities in Science and Engineering,13(3), 295–315. View publication.