Marina Micari, Ph.D.
Marina Micari, Ph.D.
Associate Director, Undergraduate Programs
Phone: (847) 467-6481
A member of the Searle Center staff since 2003, Marina oversees the Center's undergraduate programming, as well as running the faculty workshop series and serving as a lead in program evaluation projects. In addition, she teaches the Gateway Science Workshop program's facilitator training course and is a capstone project adviser in Northwestern's Master of Science in Learning and Organizational Change (MSLOC) program.
Before joining the Center, Marina taught courses in intercultural communication and multicultural education as well as in educational research methods. Outside of higher education, she worked for nearly ten years as a writer and editor, specializing in employee education and workforce diversity. Her recent research projects address student approaches to learning, learning-group dynamics, and experiences of underrepresented students in higher education. Marina holds an M.A. in communication and a Ph.D. in education, both from the University of Minnesota.
Light, G., & Micari, M. (2013). Making scientists: Six principles for effective college teaching. Cambridge: Harvard University Press. Link to publisher website
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. Link to publisher website
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. Link to publisher website
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. Link to publisher website
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. Link to publisher website
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. Link to publisher website
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. Link to publisher website
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. Link to publisher website
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. Link to publisher website
Micari, M., Light, G., Calkins, S., & Streitwieser, B. (2007). Assessment beyond performance: Phenomenography in educational evaluation. American Journal of Evaluation, 28(4), 458–476. Link to publisher website
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. Link to publisher website