TwitterPublications
Light, G., & Micari, M. (2013). Making scientists: Six principles for effective college teaching. Harvard University Press. Link to publisher website.
Cook, R., & Calkins, S. (In press). More than recall and opinion: Using clickers to promote complex thinking. Journal of Excellence in College Teaching.
Calkins, S., Johnson, N., & Light, G. (2012). Changing conceptions of teaching in medical faculty. Medical Teacher 34(11):902-6.
Case, J., & Light, G. (In press). Framing qualitative methods in engineering education research: Established and emerging methodologies. In The Cambridge Handbook of Engineering Education Research, Cambridge University Press.
Cook, R., & Calkins, S. (In press). More than recall and opinion: Using clickers to promote complex thinking. Journal of Exellence in College Teaching.
Daragmeh, A.K., Drane, D., & Light, G. (2012). Needs assessment and beyond in the setup of centers for teaching and learning excellence: An-Najah university center as a case study. Procedia - Social and Behavioral Sciences 47 (2012), 841-847. 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.
Pazos, P., Chung, J., Micari, M (2013). Instant Messaging as a Task-Support Tool in Information Technology Organizations. Journal of Business Communication, 50(1). DOI: 10.1177/0021943612465181 Link to publisher website.
Streitwieser, B. (2012). Erasmus mobility and students' conceptions of national, regional and global citizenship identity. In J. Beelen & H.de Wit (Eds.), Internationalisation revisited; New dimensions in the internationalisation of higher education, 135-150. Amsterdamm: CAREM.
Streitwieser, B., Le, E., & Rust, V. (2012). Research on study abroad, mobility, and student exchange in comparative education scholarship. Research in Comparative & International Education, 7(1), 5-19. Link to publisher website.
Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515-537. Link to publisher website.
Calkins, S., & Seidler A. (2011). Faculty perceptions of relevance in teaching and learning. International Journal of Teaching and Learning in Higher Education, 23(2), 215-225..Link to publisher website.
Case, J. & Light, G. (2011). Emerging methodologies in engineering education research. Journal of Engineering Education, 100(1),186-210. Link to publisher website.
Hirsch, P.L., Dugan, S.W., Drane, D., Swarat, S., Park, E.J., & Chang, R.P.H. (In press). Adding nanoscience education to first-year engineering design courses to enrich student experience. Journal of Materials Education.
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.
Streitwieser, B., & Light, G. (2011). When undergraduates teach undergraduates: Conceptions of and approaches to teaching in a peer-led team learning intervention in the STEM disciplines: Results of a two year study. International Journal of Teaching and Learning in Higher Education, 22(3), 346-356. Link to publisher website.
Swarat, S., Light, G., Park, E-J., & Drane, D. (2011). A typology of undergraduate students' conceptions of size and scale: Identifying and characterizing conceptual variation. Journal of Research in Science Teaching,18(5), 512-533. Online version available athttp://onlinelibrary.wiley.com/doi/10.1002/tea.2043/full
Swarat, S., Light, G., Park, E.J., & Drane, D. (2011). A variation theory approach to develop learning progressions for engineering concepts. Proceedings of the Research in Engineering Education Symposium, Madrid, Spain.
Swarat, S., Drane, D., & Light, G. (2011). Improving student understanding of "size and scale" through a variation theory approach. Proceedings of the National Association for Research in Science Teaching Annual Conference, Orlando, Fl.
Ben-David Kolikant, Y., Drane, D., & Calkins, S. (2010). Clickers as catalysts for transformation of both students and teachers. College Teaching, 58(4),127-135. (Link to publisher website)
Calkins, S., & Drane, D. (2010). Engaging faculty in conversations about teaching through a research proposal workshop. To improve the Academy, (28), 265-277.
Calkins, S., & Micari, M. (2010l). "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 — article available online)
Light, G. (2010). Advancing learning through teaching: A framework for sharing educational practice. The Education in Palliative and End-of-Life Care Project, Northwestern University, Chicago, IL
Light, G., Swarat, S., Streitwieser, B., & Drane, D. (2010). Research revisited as a learning and teaching exercise: An alternative approach to engage undergraduates and faculty in research. International Society for the Scholarship of Teaching and Learning Annual Conference, Liverpool, United Kingdom.
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.
Park, E-J., & Light, G.(2010). Identifying a potential threshold concept in nanoscience and technology: Engaging theory in the service of practice. In J.H.F. Meyer, R. Land, & C. Bailie (Eds.), Threshold concepts and transformational learning. Rotterdam Sense Publishers.
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)
Streitwieser, B., Light, G., & Pazos, P. (2010). Entering the community of practitioners: A science research workshop model. Change Magazine, May/June 2010, 17-23.
Swarat, S. (2010). Sources of interest in school science. Reports from middle school students. Academic Exchange Quarterly, Fall 2010.
Swarat, S. (2010). The effect of curricular elements on student interest in science. Proceedings of the International Conference in the Learning Sciences,Chicago, Illinois.
Bode, M., Drane, D., Ben-David Kolikant, Y., & Schuller, M. (2009). A clicker approach to teaching calculus. Notices of the American Mathematical Society,56(2), 253–256. (Link to publisher website)
Calkins, S., & Kelley, M.R. (2009). Who writes the past? Student perceptions of Wikipedia knowledge and credibility in a world history classroom. Journal on Excellence in College Teaching, 20,(3), 123-143. (Link to publisher website)
Calkins, S., & Light, G. (2009). University Teaching. In T.L. Good (Ed.), 21st Century Education: A Reference Handbook, Vol. 2. Thousand Oaks, CA: Sage.
Drane, D., Swarat, S., Hersham, M., Light, G., & Mason, T. (2009). An evaluation of the efficacy and transferability of a nanoscience module. Journal of Nano Education, 1(1),8–14. (Link to publisher 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. (Link to publisher website)
Light, G., Cox, R., & Calkins, S. (2009). Teaching and learning in higher education: The reflective professional, 2nd edition. Thousand Oaks, CA: Sage.
McAlpine, L., Amunsen, C., Clement, M., & Light, G. (2009). Rethinking our underlying assumptions about what we do and why we do it: Academic development as a case. Studies in Continuing Education,31(3), 261–280. (Link to publisher website)
McKenna, A., Yalvac, B., & Light,G. (2009). The role of collaborative reflection on shaping engineering faculty teaching approaches. Journal of Engineering Education,98(1),17–26. (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)
Park, E-J., & Light, G. (2009). Identifying atomic structure as a threshold concept: Student mental models and troublesomeness. International Journal of Science Education,31(2), 233–258. (Link to publisher website)
Park, E-J., Light, G., Swarat, S., & Drane, D. (2009). Enhancing Student awareness of conceptual variations in a key nanoscience concept: Conceptual change in an engineering course. Proceedings of the 2009 Research in Engineering Education Symposium, July 20–23, Queensland, Australia.
Park, E-J., Light, G., Swarat, S., & Drane, D. (2009). Understanding learning progression in student conceptualization of atomic structure by variation theory for learning. Proceedings of the Learning Progressions in Science Conference, June 24–26, Iowa City, IA. (link to publisher website)
Park, E-J., Swarat, S., Light, G., & Drane, D. (2009). The impact of a teaching intervention for "Size and Scale" on conceptual variations. Proceedings of the Annual meeting of the National Association for Research in Science Teaching, April 17–21,Garden Grove, CA.
Roglio, K., & Light, G. (2009). Executive MBA programs: The development of the reflective executive. Academy of Management Learning & Education,8(2),156–173. (Link to publisher website)
Streitwieser, B. (2009). Undergraduate research during study abroad: Scope, meaning, and potential. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship.
Streitwieser, B., & Lys, F. (2008). Teaching the GDR and post reunification Germany: Issues, challenges and technology.Die Uterrichtspraxis–Teaching German,134–143. (Link to publisher website)
Swarat, S., Light, G., Park, E-J., & Drane, D. (2009). Unpacking student conceptions of surface area to volume ratio in the nanoscience context: An empirical application of the construct-centered design framework.Proceedings of the 2009 Research in Engineering Education Symposium, July 20–23, Queensland, Australia.
Swarat, S., Light, G., Park, E-J., & Drane, D. (2009). Progression through aspects of variation. An alternative approach to construct learning progression. Proceedings of the Learning Progressions in Science Conference, June 24–26, Iowa City, IA. (Link to publisher website)
Wansom, S., Mason, T., Hersam, M., Drane, D., Light, G.,Cormia, R., Stevens, S., & Bodner, G. (2009). A rubric for post-secondary degree programs in nanoscience and nanotechnology. International Journal of Engineering Education, 25(3), 615–627. (Link to publisher website)
Aravamudan, N., Calkins, S., Schuller, M., & Rubel, D. (2008). Integrating teaching and technology: Facilitating student-centered teaching for graduate students at a research university. Journal of Graduate and Professional Student Development.
Calkins, S., & Light, G. (2008). Promoting student-centered teaching through a project-based faculty development program. To Improve the Academy,26(2), 217–229. (PDF)
Light, G. (2008). The puzzle of teaching in higher education: Implications for the structure of academic practice. Ideas on Teaching (Volume 6): Selected papers from TLHE 2006 — Quality in Higher Education, 253–6. Centre for Development of Teaching and Learning, National University of Singapore, Singapore. (PDF)
Light, G., & Calkins, S. (2008). The experience of faculty development: Patterns of variation in conceptions of teaching. International Journal for Academic Development,13(1),17–30. (Link to publisher website)
Light, G., Swarat, S., Park, E.J., & Drane, D. (2008). Student understanding of "surface area to volume ratio" and it's relationship to property change in the nano-science engineering context. Proceedings of the Research in Engineering Education Symposium, July 7–10, Davos, Switzerland.
Park, E-J., & Light, G. (2008). Exploring the troublesome nature of college student mental models of atomic structure: A bottom-up approach to identifying a threshold concept. Proceedings of the Threshold Concepts Conference, June 18–20, Queens University, Kingston, Canada.
Park, E-J., & Light, G. (2008). Identifying threshold concepts in learning nano-science by using concept maps and students' responses to an open-ended survey. Proceedings of the Threshold Concepts Conference, June 18–20, Queens University, Kingston, Canada.
Park, E.-J., Swarat, S., & Light, G. (2008). Exploring variations in and developing typology for undergraduate students' conception of "size and scale". Proceedings of the National Association of Research in Science Teaching Annual Conference, Baltimore, MD.
Streitwieser B., & Sobania, N. (2008). Overseeing study abroad research: Challenges, responsibilities, and the institutional review board. Frontiers: The Interdisciplinary Journal of Study Abroad,16,1–16.
Swarat, S., Light, G., Park, E-J., & Drane, D. (2008). Applying construct-centered design to curriculum, instruction, and assessment development in nanoscale science and engineering. Proceedings of the International Conference of the Learning Sciences, June 24–28, Utrecht, Netherlands.
Birol, G., McKenna, A.F., Smith, H.D., Giorgio, T., & Brophy, S. (2007). Development of challenge-based educational modules in the biotechnology domain. International Journal of Engineering Education, 23(1),171–183. (PDF)
Calkins, S., & Kelley, M.R. (2007). Evaluating internet and scholarly sources across the disciplines: Two case studies. College Teaching,55(4),151–157. (PDF)
Calkins, S., & Light, G. (2007). Promoting student-centered teaching through a project-based faculty development program. To improve the academy, (26), Jossey-Bass, San Francisco, CA.
Light, G., & Luna, M. (2007). Teaching teachers: Drawing on research to enhance faculty approaches to teaching. Proceedings of the Reinvention Center Conference: Transforming The Culture: Undergraduate Education and the Multiple Functions of the Research University, November 9, Washington DC.
Light,G., Swarat,S., Park,E-J., Drane,D., Tevaarwerk,E., & Mason,T. (2007). Understanding undergraduate students' conceptions of a core nanoscience concept: "size and scale". Proceedings of the International Conference on Research in Engineering Education, June 23–24, Honolulu, Hawaii. (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. (PDF)
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)
Pazos, P., Drane, D.,Light, G.,& Munkeby, A. (2007). A peer-led team learning program for freshmen engineering students: Impact on retention. Proceedings of the 2007 American Society for Engineering Education Southeastern Section Conference. (Link to publisher website).
Pazos, P., Linsenmeier, R., & Olds, S. (2007). Using technology to promote active learning in biomedical engineering. Proceedings of the 2007 American Society for Engineering Education Southeastern Section Conference. (Link to publisher website).
Streitwieser, B., & Leephaibul, R. (2007). Enhancing the study abroad experience through independent research in Germany. Die Unterrichtspraxis-Teaching German, 40(2),164–170.
Yalvac, B., Smith, H.D., Hirsch, P., & Birol,G. (2007). Teaching writing in a laboratory-based engineering course with a "How People Learn" framework. New Directions in Teaching and Learning,(108),59–73. (PDF)
Yalvac, B., Smith, H.D.,Troy, J., & Hirsch, P. (2007). Promoting advanced writing skills in an upper-level engineering class. Journal of Engineering Education,96(2), 117–128. (PDF)
Birol, G., Liu, S., Smith, H.D., & Hirsch, P. (2006). Educational modules in tissue engineering based on the "How People Learn" framework. Bioscience Education E-Journal,7. (PDF)
Calkins, S. (2005). World history as a meaningful diversity requirement. World History Connected: A Journal of Teaching and Learning, 3. Available at http://worldhistoryconnected.press.uiuc.edu/3.1/calkins.html
Calkins, S. & Kelley, M.R. (2005). Mentoring and the faculty-TA relationship: Faculty perceptions and practices. Mentoring & Tutoring,13(2), 259–280. (PDF)
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. (Link to publisher website)
Hirsch, P., Linsenmeier, J., Smith, H.D. & Walker, J. (2005). Enhancing core competency learning in an integrated summer research experience for bioengineers. Journal of Engineering Education,94(4),391–401. (PDF)
Hirsch, P., Smith, H.D., Birol, G., Yalvac, B., Casler, J., Anderson, J., & Troy, J. (2005). Establishing schoolwide standards for engineering writing: A data-driven approach. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition. (Link to publisher website)
Kelley, M.R., & Calkins, S. (2006). Evaluating popular portrayals of memory in film. Teaching of Psychology,33,191–194.
Light, G. (2006). The puzzle of teaching in higher education: Repositioning learning in academic practice, Keynote Address: Proceedings of the International Conference on Teaching and Learning in Higher Education, December 6-9, National University of Singapore, Singapore. (PDF)
Micari, M., Streitweiser, B., & Light, G. (2005). Undergraduates leading undergraduates: Peer facilitation in a science workshop program. Innovative Higher Education,30(4), 269–288. Available at http://springerlink.metapress.com/content/y68516l240924727/fulltext.pdf
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.
Fleming, V.M., Lipscomb, S., Light, G., & Nielsen, B. (2004). Teaching for learning with technology: A faculty development initiative at a research university. Studies on Education (Estudios sobre Educacion),7, 7-20. Link to publisher wesite
Hersam, M.C., Luna, M., & Light, G. (2004). Implementation of interdisciplinary group learning and peer assessment in a nanotechnology engineering course. Journal of Engineering Education, 93, 49-57. (Link to publisher website)
Kanter, D., Smith, H.D., McKenna, A., Rieger, C. & Linsenmeier, R. (2003). Inquiry-based laboratory instruction throws out the "cookbook" and improves learning. Proceedings of the 2003 American Society for Engineering Education Conference & Exposition. (PDF)
Light, G. (2003). Realizing academic development: Embedding teaching practice in the practice of research, in Macdonald R. and Eggins, H. (eds.), The scholarship of Academic Development, London: Open University Press.
Micari, M. (2004). From science to citizenship: An analysis of 20th-century trends in corporate rhetoric on employee education. Studies in the Education of Adults,36(2), 206–221. (PDF)
Streitwieser, B. (2004). Local reactions to imposed transfer: The case of eastern Berlin secondary school teachers. In G. Steiner-Khamsi (Ed.), The global politics of Educational borrowing and lending. New York: Teachers College Press.
Swarat, S., Drane, D., Smith, H.D., Light, G., & Pinto, L. (2004). Opening the gateway: Increasing student retention in introductory science courses. Journal of College Science Teaching,34(1),18–23. (PDF)
Troy, J., Hirsch, P., Smith, H.D. & Yalvac, B. (2004). Team-based written communication exercises for biomedical engineering juniors: Where to do it and what works. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition.
Birol, G., McKenna, A., Smith, H.D., Giorgio, T. & Brophy, S. (2002). Integration of "How People Learn" framework into educational module development and implementation in biotechnology. Proceedings of the Second Joint EMBS-BMES Conference (CD-ROM, Omnipress): 2640–2641. (PDF)
Giorgio, T., Brophy, S., Birol, G., McKenna, A., & Smith, H.D. (2002). Assessment of educational modules based on the "How People Learn" framework delivered to biotechnology learners at two universities. Proceedings of the Second Joint EMBS-BMES Conference (CD-ROM, Omnipress): 2642–2643. (PDF)
Light, G. (2002). From the personal to the public: Student conceptions of creative writing in higher education. International Journal of Higher Education and Educational Planning, Kluwer Academic Publishers,43(2), 257–276. (Link to publisher website)
Light G., & Cox, R. (2001). Learning and teaching in higher education:The reflective professional,London: Paul Chapman Ltd. (Sage Publications).
Light, G. (2000). Lifelong learning: Challenging learning and teaching in higher education in Hodgson, A.(ed), Policies, Politics and the Future of Lifelong Learning, London: Kogan Page.
Streitwieser, B. (2002). "Nicht vom Tisch wischen!" Lehrerinnen ud Lehrer aus Prenzlauer Berg uber ihre Erfahrungen und Eindrucke vor und nach der politischen Wende 1989/1990 ("Dont dismiss us!" Teachers from Prenzlauer Berg speak about their experiences and impressions before and after the political transformation in 1998/1990). In Prenzlauer Berg Museum (Hrsg.) Schule zwischen gestern und morgen: Beltrage zur Schulgeschichte von Prenzlauer Berg, Berlin (Schooling caught between yesterday and tomorrow: Essays on the history of schooling in Prenzlauer Berg, Berlin). Berlin: Prenzlauer Berg Museum fur Haimatgeschichte und Stadtkultur. Hohengehren: Schneider Verlag. (In German.) (PDF)
Streitwieser, B. (2001). Aktuelle Entwicklungen im Schulwesen der Vereinigten Staaten von America. In H. Doebert und C. Ernst (Hrsg.) Basiswissen Paedagogik-Aktuelle Schulkonzepte, Band 4, Schulen mit Besonderem Profil. Hohengehren: Schneider Verlag. (In German.) (PDF)
Streitwieser, B. (2000). Memory and judgement: How East Berlin schools and teachers have been regarded in the post-reunification decade. In D.Philips (Series Ed.), Oxford Studies in Comparative Education: Education in Germany Since Unification. Oxford, England: Symposium Books. (PDF)
Streitwieser, B. (2000). Pedagogical Challenges in Post-Wende East Germany. In T. Mebrahtu, M. Crossley & D. Johnson (Eds.) Globalisation, Educational Transformation and Societies in Transition. London: Symposium Books, 81–98. (PDF)
