Improving STEM (science, technology, engineering, and mathematics) education is a large component of our research practice.
Our studies have examined the use of small-group learning, mentoring, the effectiveness of active learning techniques into the undergraduate science curriculum, and more. We collaborate regularly with departments and programs on campus and beyond to create research-driven evidence aimed at improving STEM education at Northwestern.
See below for a complete list of grants, publications, and presentations related to STEM Education research.
Grants
Grants Awarded to the Searle Center
Collaborative Grants
Publications
2018
Brace, J.L., Baiduc, R.R., Drane, D.L., Flores, L.C.; Beitel, G.J. & Lo, S.M. (2018). Design, implementation, and evaluation of a multi-disciplinary professional development program for research mentors. Mentoring and Tutoring: Partnership in learning, 26:4, 377-399, DOI:10.1080/13611267.2018.1530101
2017
Mordacq, M., Drane, D., Swarat, S., & Lo, S. (2017). Development of course-based undergraduate research experiences using a design-based approach. Journal of College Science Teaching, 46(4), 64-75.
2016
Baiduc, R.R., Drane, D., Beitel, G.J., & Flores, L.C. (2016). A Research Preparatory Program for first year college students: Student selection and preparation leads to persistence in research. Innovative Higher Education, 1-16.
Basha, S., Drane, D., & Light, G. (2016). Adapting the Critical Thinking Assessment test for Palestinian universities. Journal of Education and Learning, 5(2) 60-72.
Chou, K., Moaveni, S., & Drane, D. (2016). Virtual steel connection sculpture: Learning assessment. Journal of STEM Education: Innovations and Research 17(3) 5-13.
Micari, M., Van Winkle, Z., & Pazos, P. (2016). Among friends: The role of academic-preparedness diversity in individual performance within a small-group STEM learning environment. International Journal of Science Education, 38(12), 1904–1922. See publisher's website.
2015
Micari, M. & Pazos, P. (2015). 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. DOI: 10.1080/03043797.2015.1079814
2014
Case, J., & Light, G. (2014). Framing qualitative methods in engineering education research: Established and emerging methodologies. In Johri, A., & Olds, B. (Eds.), Cambridge Handbook of Engineering Education Research. Cambridge, UK: Cambridge University Press.
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. See publisher's website.
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.
2013
Light, G., & Micari, M. (2013). Making scientists: Six principles for effective college teaching. Harvard University Press. See publisher's website.
2012
Gerber, E., Olson, J. M. & Komarek, R. (2012). Extracurricular Design-Based Learning. International Journal of Engineering Education, 28, 2.
Liz Gerber (Mechanical Engineering, Segal Design Institute) was a 2009-2010 participant in the Centers Searle Fellows program).
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. See publisher's website.
2011
Case, J. & Light, G. (2011). Emerging methodologies in engineering education research. Journal of Engineering Education, 100(1), 186–210. See publisher's website.
Hirsch, P.L., Dugan, S.W., Drane, D., Swarat, S., Park, E.J., & Chang, R.P.H. (2011). Adding nanoscience education to first-year engineering design courses to enrich student experience. Journal of Materials Education, 33(5-6): 229-254.
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. See publisher's 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. See publisher's website
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.
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., 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 at http://onlinelibrary.wiley.com/doi/10.1002/tea.2043/full
2010
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.
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.
2009
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. See publisher's 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. See publisher's 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. See publisher's 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., 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.
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.
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. See publisher's 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. See publisher's website.
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. See publisher's website.
2008
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., 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.
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.
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.
2007
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.
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.
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. See publisher's 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. See publisher's 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.
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. See publisher's website.
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.
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.
2006
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.
2005
Calkins, S. (2005). World history as a meaningful diversity requirement. World History Connected: A Journal of Teaching and Learning, 3. See publiser's site.
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.
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.
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. 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.
2004
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.
Mark Hersam (Materials Science) was a 2001–2002 participant in the Center's Searle Fellows program.
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.
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.
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. See publisher's website
2003
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.
2002
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.
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.
Presentations
2017
Light, G., Swarat, S., Drane, D., & Park, E. (2016, November). An intervention based on phenomenographic research and variation theory to enhance learning of 'size and scale'. Presentation at the Phenomenography Special Interest Group of the European Association of Research on Learning and Instruction (EARLI) Conference, Gottenburg, Sweden.
Linsenmeier, R.A. & Woods, L.M. (2017). Work in progress: Educating biomedical engineering graduate students about teaching. Poster presentation, American Society for Engineering Education Annual Conference, Columbus, OH.
2016
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.
Llight, G., Swarat, S., Drane, D., & Park, E. (2016, November). An intervention based on phenomenographic research and variation theory to enhance learning of 'size and scale'. Presentation at the Phenomenography Special Interest Group of the European Association of Research on Learning and Instruction (EARLI) Conference, Gothenburg, Sweden.
2015
French, A., & Maslanka, E. (2015, March). Comparing approaches to peer-led academic support: Two programs at Northwestern university. Presentation at Chicago Symposium Series, Chicago, IL.
Micari, M., Van Winkle, Z., & Pazos, P. (2015, April). Among Friends: The Role of Academic Diversity in Individual Achievement Within a Small-Group Learning Environment. Paper presented at the American Educational Research Association conference, Chicago.
2014
Lo, S., Swarat, S., Drane, D., & Light, G. (2014, April). Connecting faculty conceptions of teaching, instructional practices, and student learning outcomes: A case study. Talk presented at NARST conference, Pittsburg, PA.
Maslanka, E. (2014, April). Comparing approaches to peer-led academic support: Two programs at Northwestern University. Presentation at Chicago Symposium Series, Evanston, IL.
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.
Maslanka, E., & French, A. (2014, May). Developing peer learning mentors: Lessons learned from two contrasting programs. Presentation at The 8th International Conference on Supplemental Instruction, Chicago, IL.
2013
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., Mordacq, J., & Lo, S. (2013, March). Engaging students in authentic research experiences in the first two years. Presentation at Chicago Symposium Series Excellence in Teaching Mathematics and Science: Research and Practice, Chicago, IL.
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.
Lo, S., Drane, D., Swarat, S., Larsen, V., Yee, A., & Light, G. (2014, July). Positive outcomes of a discipline-based professional development program on faculty teaching, student learning and institutional culture. Talk presented at the SABER 2014 conference, Minneapolis, MN
Lo, S., Flores, L., Drane, D., Beitel, G., & Light, G. (2013, October). Embedding research for undergraduate STEM students in the freshman curriculum. Poster presented at ISSOTL CUR conference, Raleigh, NC.
Lo, S., Swarat, S., Drane, D., Flores, L., & Light, G. (2013, April). Evaluation of students' first year experience after a summer-bridge program designed to promote diversity. Presentation at NARST Annual International conference, Rio Grande, PR.
Lo, S., Swarat, S., Flores, L., Drane, D., Light, G., & Beitel, G. (2013, July). A scaffold learning experience that engages freshmen in authentic research practices. Poster presented at SABER 2013 conference, Minneapolis, MN.
Mordacq, J., & Lo, S. (2013, October). Assessing student learning in inquiry-based biology laboratory courses. Talk given at NU assessment forum, Evanston, IL.
Mordacq, J., Drane, D., Swarat, S., Light, G., & Lo, S. (2013, July). Authentic research experience for students in large introductory biology laboratory courses. Poster presented at SABER 2013 conference, Minneapolis, MN.
Notestein, J., Ruggeri, N., & Calkins, S. (2013, April). Promoting critical thinking in STEM disciplines. Online panel discussion. CIRTL network.
2012
Bode, M., Drane, D., & Northrup, F. (2012, May). What contribution do mathematical skills make to student success in introductory chemistry classes? Presentation at Chicago Symposium Series: Excellence in Teaching Mathematics and Science: Research and Practice, Chicago, IL.
Lee, S. P., Drane, D., Light, G., & McGee, R. (2012, May). Helping diverse communities of graduate students improve their metacognitive skills to discover and develop their unique strengths. Presented at the Conference on Understanding Interventions that Broaden Participation in Research Careers.
Light, G. (2012, June). Enhancing learning & teaching in science, technology, engineering and math (STEM): a framework for innovation. Presentation at the Program with Universities in Uruguay on Innovative Teaching and learning, the LASPAU Institute, Harvard University, Cambridge, MA.
Lo, S., & Micari, M. (2012, March). A discipline-based, year-long faculty development program focused on the revision of introductory biology courses. Presentation at Chicago Symposium Series: Excellence in Teaching Mathematics and Science: Research and Practice. Evanston, IL.
2011
Light, G. (2011, January). Gateway Science Workshop Program 2000-2010. Presentation to President & Provost group, Northwestern University, Evanston, IL
Micari, M. (2011, October). Worrying about what others think: Reducing social-comparison concern in a small-group peer-led environment. Paper presented at ISSOTL Conference 2011, Milwaukee, WI.
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.
Light, G., Swarat, S., Park, E.J., & Drane, D. (2011, October). A variation theory approach to develop learning progressions for engineering concepts. Paper presented at the Research in Engineering Education Symposium, Madrid, Spain.
2010
Light, G. (2010, June). Framework for learning & teaching in higher education: Innovations & challenges in the STEM fields. Talk given in the Fullbright Workshop on Effective University Teaching in STEM fields, Harvard University, Cambridge, MA
Park, E-J., Swarat, S., Light, G., & Drane, D. (2010, March). Student understanding of scale: From additive to multiplicative reasoning in the construction of scale representation by ordering objects in a number line. Paper presented at the National Association for Research in Science Teaching Annual Conference, Philadelphia, PA
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.
Swarat, S., Dugan, S., & Light, G. (2010). From unpacking conceptions to designing interventions: The case of "size and scale". Paper presented at the Twelfth Annual Symposium Series on Excellence in Teaching Mathematics and Science, Evanston, IL.
2009
Drane, D., Light, G., Park, EJ., & Swarat, S. (2009, August). Undergraduate students' understanding of surface-area-to-volume ratio. Talk given at the Symposium on Undergraduate Nano–Education "Addressing the Challenges of Nanoscale Science & Engineering Education" SUNY, Albany, Albany, New York.
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.
Light, G., & Drane, D. (2009, December). Opening the gates to science: Fostering cutting edge student learning. Education Workshop presented at the American Society for Cell Biology(ASCB) 49th Annual Meeting, San Diego, CA.
Light, G., Drane, D., Swarat, S., & Park, EJ. (2009, August). Understanding student understanding at the nanoscale: Contrasting conceptions of size & scale. Talk given at the Symposium on Undergraduate Nano–Education "Addressing the Challenges of Nanoscale Science & Engineering Education" SUNY, Albany, Albany, NY.
Light, G., Swarat, S., Park, EJ., & Drane, D. (2009, January). From conception to intervention: Three studies on undergraduate students' understanding of "Size and Scale". Presented at a Purdue University School of Engineering Education Seminar, Purdue, IN.
Park, E-J., Light, G., Swarat, S., & Drane, D. (2009, July). Student awareness of conceptual variations in a key nanoscience concept: Conceptual change in an engineering course. Presented at the 2009 Research in Engineering Education Symposium, Queensland, Australia.
Park, E-J., Light, G., Swarat, S., & Drane, D. (2009, June). Understanding learning progression in student conceptualization of atomic structure by variation theory for learning. Presented at the Learning Progressions in Science Conference, Iowa City, IA.
Park, E-J., Swarat, S., Light, G., & Drane, D. (2009, April). The impact of a teaching intervention for size and scale on conceptual variations. Presented at the Annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA.
Swarat, S., Light, G., Park, E-J., & Drane, D. (2009, July). Unpacking student conceptions of surface area to volume ratio in the nanoscience context: An empirical application of the construct-centered design framework. Presented at the Research in Engineering Education Symposium, Queensland, Australia.
Streitwieser, B., Light, G., Drane, D., Pazos-Lago, M., & Hirsch, P. (2009, April). The Science Research Workshop program: Situated learning in the scientific community. Presentation at the American Educational Research Association (AERA) Annual Conference, San Diego, CA.
2008
Drane, D.L., Chen, K., & Swarat, S. (2008, March/April). Enhancing undergraduate students' nano-literacy through an instructional module. Paper presented at the National Association of Research in Science Teaching (NARST) Annual Conference, Baltimore, MD.
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.
Light, G., Swarat, S., Park, E.J., & Drane, D. (2008, June). Applying construct-centered design to curriculum, instruction, and assessment development in nanoscale science and engineering. Presented at the International Conference in Learning Science, Utrecht, Netherlands.
Light, G., Swarat, S. Park, EJ., & Drane, D. (2008, January). Exploring undergraduate students' understanding of size and scale in the context of nanoscience. Paper presented at the Engineering Education Research Conference (NSF sponsored), Texas Tech.,TX.
Park, E.J., & Light, G. (2008, June). Exploring the troublesome nature of college student mental models of atomic structure: A bottom-up approach to identifying a threshold concept. Paper presented at the Threshold Concepts Conference Queens University, Kingston, Ontario, Canada.
Park, E.J., Light, G., Drane, D., & Swarat, S. (2008, November). 'Student Understanding of surface area to volume ratio and its relationship to property change at the nanoscale'. (Poster). Global Nano Science Engineering Education Workshop, Washington, DC.
Park, E.J., Light, G. (2008, June). Identifying threshold concepts in learning nanoscience by using concept maps and students' responses to an open-ended interview. International Conference in Lerning Science, Utrecht, Netherlands.
Park, E.J., Swarat, S., Drane, D., & Light, G. (2008, November). 'A Teaching Unit on "Size and Scale": Making Variation in Conceptual Understanding Salient'. (Poster). Global Nano Science Engineering Education Workshop, Washington, DC.
Park, E.J., Swarat, S., Light., G. & Drane, D. (2008, March/April). Exploring variation in and developing a typology for undergraduate students' conception of "size and scale." Paper presented at the National Association of Research in Science Teaching (NARST) Annual Conference, Baltimore, MD.
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.
Swarat, S., Park, E.J., Drane, D. (2008, July). Student understanding of "surface area to volume ratio" and its relationship to property change in the nano-science engineering context. Research on Engineering Education Symposium (REES), Davos, Switzerland.
Light, G., Swarat, S., Park E.J., & Drane D. (2008, January). How do undergraduate students studying nanoscience understand 'size and scale'? Results from an exploratory interview study. Online Seminar, NCLT, National Center for Learning and Teaching, Nanoscale Science and Engineering.
2007
Light, G., Swarat, S., Park, E-J., Drane, D., Tevaarwerk, E., & Mason, T. (2007, June). Understanding undergraduate students' conceptions of a core nanoscience concept: size and scale. Paper presented at The International Conference on Research in Engineering Education, Honolulu.
Micari, M., & Pazos, P. (2007, April). Developing leaders through peer facilitation in the STEM disciplines. Paper presented at the annual meeting of the Higher Learning Commission, Chicago,IL.
Micari, M., & Pederson, C. (2007, March). Developing leaders through peer facilitation in STEM disciplines. Paper presented at the Ninth Annual Chicago Symposium Series on Excellence in Teaching Mathematics and Science: Research and Practice, Evanston, IL.
Micari, M., Pazos, P., Light, G., Streitwieser, B., & Linsenmeier, K. (2007, April). Characteristics of peer-led workshop groups in STEM disciplines: A validated instrument to categorize group functioning. Paper presented at the American Educational Research Association (AERA) Annual Conference, Chicago, IL.
Park, E.-J., Swarat, S., Light, G., & Drane, D. (2008, March/April). Exploring variation in and developing typology for undergraduate students' conception of "size and scale." National Association of Research in Science Teaching (NARST) Annual Conference, Baltimore, MD.
Park, E-J., & White, A. L. (2007, April). Characterization of student groups clustered by responses to course examinations related to atomic structure and mental models of atomic structure as represented in interview responses. Poster presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
Park, E-J., & White, A. L. (2007, April). Student perception and conceptual development as represented by student mental models of atomic structure. Paper presented at the Annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
Park, E-J. (2007, April). The analysis of alternative mental models of atomic structure as represented in student interview responses. Poster presented at the Annual meeting of the American Educational Research Association, Chicago, IL.
Pazos, P., Drane, D., Light, G., & Munkeby, A. (2007, June). A peer-led team learning program for freshmen engineering students: Impact on retention. Presented at ASEE Annual Conference.
2006
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.
Micari, M., Light, G., & Schnierle, C. (2006, April). Getting through to knowing what you don't know. Approaches to learning in peer-led workshops. Poster presented at the American Educational Research Association (AERA) Annual Meeting, San Francisco, CA.
Streitwieser, B., & Light, G. (2006, April). When undergraduates teach undergraduates – conceptions of teaching in a peer-led team learning intervention in the STEM disciplines: Results of a two-year study. Presentation for the American Educational Research Association (AERA) Annual Conference, San Francisco, CA.
Streitwieser, B., Pazos, P., & Pederson, C. (2006, May). Pilot of a follow-up study of GSW facilitators. Presentation for the Gateway Science Workshop Program Annual Conference at Northwestern University, Evanston, IL.
Chow, B., Micari, M., Drane, D., & Streitwieser, B. (2006, April). Improved perceptions of ability in peer facilitators in undergraduate science classes: A prospective survey. Round table presentation at the American Educational Research Association (AERA) Annual Conference, San Francisco, CA.
2005
Munkeby, A., Drane, D., & Light G. (2005). Supporting innovative freshman study: The Engineering Workshop Program. Paper presented at the annual meeting of the American Society for Engineering Education, Portland, OR.
Streitwieser, B., Light, G., & Micari, M. (2005, April). What I taught them really helped: The impact of peer leadership experience for undergraduate PLTL facilitators. Paper for the American Educational Research Association (AERA) Annual Meeting, Montreal.
Streitwieser, B., Micari, M., & Light, G. (2005, October). Support from the core: Gaining faculty buy-in to an undergraduate learning intervention in the STEM disciplines. Presentation at the Professional and Organizational Development (POD) Network Annual Conference, Milwaukee, WI.
Streitwieser, B. (2005, November). Faculty conceptions of teaching: Ongoing research from an intervention in the STEM disciplines. Poster presentation at the Association for the Study of Higher Education (ASHE) Annual Conference, Philadelphia, PA.
