We evaluate a range of activities designed to enhance student learning.
Through our assessment and evaluation work, we help instructors measure and understand student learning, gauge the impact of university initiatives to inform programming decisions, and provide evidence about how to enhance learning for the broader education community.
See below for a complete list of grants, publications, and presentations related to Assessment & Evaluation.
Grants Awarded to the Searle Center
Baiduc, R., Linsenmeier, R.A, & Ruggeri N. (2015). Mentored discussions of teaching: An introductory teaching development program for future STEM faculty. Innovative Higher Education, DOI: 10.1007/s107/s10755-015-9348-1.
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. See publisher's website.
Light, G., & Micari, M. (2013). Making scientists: Six principles for effective college teaching. Harvard University Press. See publisher's website.
Streitwieser, B., Light, G., & Pazos, P. (2010). Entering the community of practitioners: A science research workshop model. Change Magazine, May/June 2010, 17-23.
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. See publisher's website.
Light, G., Calkins, S., Luna, M., & Drane, D. (2009). Assessing the impact of a year-long faculty development program on faculty approaches to teaching. International Journal of Teaching and Learning in Higher Education, 20(2), 168–181. See publisher's 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.
Drane, D., Smith, H.D., Light, G., Pinto, L., & Swarat, S. (2005). The Gateway Science Workshop program: Enhancing student performance and retention in the sciences through peer facilitated discussion. Journal of Science Education and Technology, 4(3), 227–352. See publisher's website.
Micari, M., Streitweiser, B., & Light, G. (2005). Undergraduates leading undergraduates: Peer facilitation in a science workshop program. Innovative Higher Education, 30(4), 269–288. See publisher's website.
Munkeby, A., Drane, D., & Light, G. (2005). Supporting innovative freshman study: The engineering workshop program at Northwestern University. Proceedings of the American Society for Engineering Education, Portland, Oregon.
Micari, M., & Baiduc, R. (2016, April). Broadening Participation in a Selective University: Northwestern’s Academic Mentoring Program. Presentation at Center for Culturally Responsive Evaluation and Assessment 3rd International Conference, Chicago.
Baiduc, R.R., & Ruggeri, N. (2015, November). Disciplinary conceptions of teaching in a graduate teaching development program. Professional & Organizational Development Network in Higher Education Conference, San Francisco, CA.
Baiduc, R.R., Flores, L.C., Drane, D.L., & Beitel, G. (2015, November). A research preparatory program for first year college students: Effects on science self-efficacy and persistence in STEM. Learning, Teaching, and Assessment Forum at Northwestern university, Evanston, IL
Calkins, S., & Harris, M. (2015, November). Promoting critical reflection: Assessing the longer-term impact of a substantial faculty development. Presentation at Professional and Organizational Development (POD) conference "Back to the Future: Critical Reflection, Effective Practice," San Francisco, CA.
Micari, M., & Flores, L. (2014, March). Improving academic performance & experience of underrepresented students: Comparing two programs at a selective institution. Poster presented at American Association of Colleges & Universities Network for Academic Renewal Working Conference (“Diversity, Learning, and Student Success: Policy, Practice, Privilege”), Chicago, IL.
Flores, L., Drane, D., Beitel, G., Light, G., Micari, M., & Lo, S. (2013, October). Summer-bridge program focused on community, leadership, and academics: Positive student experience and persistence. Poster session at AACU Transforming STEM education: Inquiry, Innovation, Inclusion and Evidence, San Diego, CA.
Flores, L., Mordacq, J., & Lo, S. (2013, April). Evaluation of students' first year experience after a summer-bridge program designed to promote diversity. Talk at NARST annual conference, Rio Grande, PR.
Flores, L., Page, T., Drane, D., Swarat, S., Beitel, G., Light, G. & Lo, S. (2013, July). Positive student learning and retention from a summer-bridge program that focuses on community building and leadership development in addition to academic preparation. Presented at the SABER conference, Minneapolis, MN.
French, A. (2013, February). Evolution of a collaborative learning program: Gateway Science Workshop (GSW). Presentation at the Chicago Symposium Series. Excellence in Teaching Mathematics and Science: Research and Practice. University of Illinois, Chicago, IL.
Mordacq, J., & Lo, S. (2013, October). Assessing student learning in inquiry-based biology laboratory courses. Talk given at NU assessment forum, Evanston, IL.
Micari, M., & Drane, D. (2012, October). What matters for whom: Evaluating student learning programs for multiple stakeholder audiences. Presentation at the 2012 Assessment Institute, Indianapolis, IN.
Mohammad, A.K.T., Drane, D., & Light, G. (2012, February). Needs assessment and beyond in the setup of centers for teaching and learning excellence: An-Najah University center as a case study. Cyprus International Conference on Educational Research. Middle East Technical University, North Cyprus.
Light, G. (2011, January). Gateway Science Workshop Program 2000-2010. Presentation to President & Provost group, Northwestern University, Evanston, IL
Swarat, S., Light, G., Drane, D., & Woods, S. (2011, March). Engaging undergraduates in the community of science practitioners. The Extended Science Workshop and the Science Research Workshop program. National Science Foundation STEP Grantees Meeting, Washington, DC.
Streitwieser, B., Drane, D., Light, G., & Swarat, S. (2010, October). The Science Research Workshop: Integrating research and teaching. Paper presented at the International Society for the Scholarship of Teaching and Learning (ISSOTL) Annual Conference, Liverpool, UK.
Lainez, L. (2009, April). Keeping the gateway open through peer-facilitated learning: The evolution of the Gateway Science Workshop (GSW) program. Presentation at the Higher Learning Commission (HLC) Annual Conference, Chicago, IL.
Lainez, L., & Gould, A.K. (2008, June). Critical components for increasing academic performance in STEM: The evolution and sustainability of the Gateway Science Workshop (GSW) program. Presented at the Enriching the Academic Experience of College Science Students conference, University of Michigan, Ann Arbor, MI.
Streitwieser, B. (2008, September). The Science Research Workshop program: Learning what real scientists do and writing a proposal to support first time research. Presentation at the S.T.E.M. Communities in Conversation conference, University of Illinois at Chicago, Chicago, IL.
Drane, D., Geiger, F., Bode, M., & Pederson, C. (2006, January). The Gateway Science Workshop. Talk given at the Georgia Tech Faculty Development Seminar Program, Atlanta, GA.
Light, G., Kjeldgaard, E., Drane, D., & Streitwieser, B. (2006, April). Extended Science Workshop program: Peer-led team learning in organic chemistry, biochemistry and cell biology. Poster presentation at the National Science Foundation STEP Grantees Meeting. Washington DC.
Light, G., Micari, M., Calkins, S., Luna, M., & Streitwieser, B. (2005, May). Grounded outcomes-based research: Phenomenography in educational program evaluation. Paper for the First International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, IL.
Micari, M., Calkins, S., Light, G., & Streitwieser, B. (2005). Achieving accountability in higher education: Phenomenography as research-based evaluation. First International Congress of Qualitative Inquiry, International Institute of Qualitative Research University of Illinois, Urbana-Champaign, IL.