Dr. Gregory James Light
Director, Searle Center for Advancing Learning and Teaching
Associate Professor, Education
627 Dartmouth Place
Evanston, IL 60208-4180
Phone: (847) 467-2338
Fax: (847) 467-2273
Biography
Greg Light is the director of the Searle Center for Advancing Learning and Teaching and an associate professor in the School of Education and Social Policy at Northwestern University. Prior to coming to Northwestern, he was deputy head and then interim head of the department of Life Long Learning at the Institute of Education, University of London in the U.K. He has taught graduate courses in higher and professional education and consulted across the higher and professional education sector in North America, Europe and Asia. His research and scholarship focuses on the theory and practice of learning and teaching in higher and professional education with a particular focus on science and science-related education. He is currently the principal investigator (PI) or co-investigator on four major research projects studying critical areas of teaching and learning in the sciences, engineering and medicine. His research publications are focused on student learning and the professional development of teaching in higher education. He has authored and co-authored more than 40 peer-reviewed papers and is the first author of the books Learning and Teaching in Higher Education: The Reflective Professional (Sage 2001, 2009) and Opening the Gates to Science (Harvard University Press, under contract).Websites
CLIMBGateway Science Workshop Program
National Center for Learning and Teaching: Nanoscale Science and Engineering
The Searle Center For Teaching Excellence
Research/Scholarship
Education
| Year |  |
Degree | |
Institution |
| 1995 | |
PhD, Education | |
University of London, UK |
| 1975 | |
BA Specialist Degree, Philosophy | |
University of Toronto |
| 1974 | |
BA, Mathematics, Philosophy & Physics (Ontario Scholarship) | |
University of Toronto |
Selected Publications
Case, J., & Light, G. (In Press/Under Review). Framing qualitative methods in engineering education research: Established and emerging methodologies. in The Cambridge Handbook of Engineering Education Research Cambridge University Press.Calkins, S., Johnson, N., & Light, G. (In Press/Under Review). Changing Conceptions of Teaching in Medical Faculty. Medical Teacher.
Light, G., & Micari, M. (In Press/Under Review). Making Scientists: Six Principles for Effective College Teaching. Harvard University Press.
Micari, M., Pazos, P., Streitwieser, B. & Light, G. (In Press/Under Review). Collaborative learning in undergraduate STEM disciplines. Educational Research & Evaluation.
Case, J. & Light, G. (January, 2011). Emerging methodologies in engineering education research. Journal of Engineering Education, Vol. 100, No. 1: 100:186–210.
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.
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.
Swarat, S., Light, G., Park, E.J., & Drane, D. (2011). A variation theory approach to develop learning progressions for engineering concepts. Research in Engineering Symposium:Book of Proceedings: October 2011:299-307.
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 & Evaluation, 16: 3: 269 - 286.
Streitwieser, B. Light, G. & Pazos, P. (2010). Enabling young scientists to enter the community of practitioners: A science research workshop model. Change Magazine: May/June:17-23.
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.
Park, E-J. & Light, G. (2010). Identifying a potential threshold concept in nanoscience and technology: Engaging theory in the service of practice in Meyer, Land, Baillie (Eds.), Threshold concepts: Rethinking theory and practice Sense Publications.
Light, G. (2010). Advancing learning through teaching: A framework for sharing educational practice. in The Education in Palliative and End-of-Life Care Project Northwestern University, Chicago, IL.
Roglio, K. & Light, G. (June, 2009). Executive MBA programs: The development of the reflective executive. Academy of Management Learning & Education: 8(2):156-173.
McKenna, A., Yalvac, B. & Light, G. (January, 2009). The role of collaborative reflection on shaping engineering faculty teaching approaches. Journal of Engineering Education: 98(1):17-26.
Wansom, S., Mason, T., Hersam, M., Drane, D., Light, G., Cormia, R., Stevens, S., & Bordner, G. (2009). A rubric for post-secondary degree programs in nanoscience and nanotechnology. The International Journal of Engineering Education: 25(3):615-627.
Light, G., Calkins, S., Luna, M. & Drane, D (2009). Assessing the impact of faculty development programs on faculty approaches to teaching. International Journal of Teaching and Learning in Higher Education. Vol. 20(2): 20(2):167-179.
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.
Calkins, S. & Light, G. (2009). University teaching, encyclopedia of education: Volume 2. Sage Publications, Thousand Oaks. CA.
McAlpine, L., Amunsen, C., Clement, M. & Light, G. (2009). Academic development: Rethinking our underlying assumptions about what we do and why we do it. Studies in Continuing Studies: 261-280.
Drane, D., Swarat, S., Hersam, M., Light, G. & Mason, T. (2009). An evaluation of the efficacy and transferability of a nanoscience module. Journal of Nano Education.
Light, G., Cox R. & Calkins S. (2009). Learning and Teaching in Higher Education: The Reflective Professional (2nd Edition). London: Sage Publications.
Park, E-J., Light, G., Swarat, S., & Drane, D. (2009). Student awareness of conceptual variations in a key nanoscience concept: Conceptual change in an engineering course. The Proceedings of the 2009 Research in Engineering Education Symposium.
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. The Proceedings of the 2009 Research in Engineering Education Symposium.
Park, E-J., Light, G., Swarat, S., & Drane, D. (2009). Understanding learning progression in student conceptualization of atomic structure by variation theory of learning. The proceedings of the Learning Progressions in Science Conference.
Swarat, S., Light, G., Park, E.J., & Drane, D. (2009). An alternative approach to construct learning progression. The Proceedings of the Learning Progressions in Science Conference.
Park, E-J., Swarat, S., Light, G., & Drane, D. (2009). The impact of a teaching intervention for size and scale on conceptual variations. The Proceedings of the Annual meeting of the National Association for Research in Science Teaching.
Park, E.J., Light, G., & Mason, T. (June, 2008). Identifying threshold concepts in learning nano-science by using concept maps and students' responses to an open-ended interview. The Proceedings of the International Conference for the Learning Sciences.
Light, G. & Calkins, S. (2008). The experience of faculty development: Patterns of variation in conceptions of teaching. International Journal of Academic Development. Vol. 13 No. 1: 13(1):27-40.
Micari, M. & Light, G. (2008). Reliance to independence: Approaches to learning in peer-led undergraduate STEM workshops.. International Journal of Science Education,: 1–29.
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 : 25-36.
Light, G., Swarat, S., Park, E-J. & Drane, D. (2008). Student understanding of “surface area to volume ratio” and its relationship to property change in the nano-science engineering context.. The Proceedings of the Research in Engineering Education Symposium.
Park, E-J., & Light, G. (2008). Exploring the troublesome nature of college student mental models of atomic structure: A bottom-up approach to identifing a threshold concept. The Proceedings of the Threshold Concepts Conference.
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. The Proceedings of the International Conference for the Learning Sciences.
Light, G., Swarat, S., Park, E-J., Drane, D., Tevaarwerk, E. & Mason, T. (June, 2007). Understanding undergraduate students’ conceptions of a core nanoscience concept: Size and scale. The Proceedings of the International Conference on Research in Engineering Education.
Micari, M., Light, G., Calkins, S. & Streitwieser, B. (2007). Assessment beyond performance: Phenomenography in educational evaluation. Journal of American Evaluation. Vol. 28 No. 4: 28(4):458-476..
Calkins, S. & Light, G. (2007). Promoting student-centered teaching through a project-based faculty development program. To Improve the Academy.
Light, G., & Luna, M. (2007). Teaching teachers: Drawing on research to enhance faculty approaches to teaching . The Proceedings of the Reinvention Center Conference: Transforming the Culture.
Light, G. (December, 2006). The puzzle of teaching in higher education: Repositioning learning in academic practice. The Proceedings of the International Conference on Teaching and Learning in Higher Education .
Light, G. & Luna, M. (November, 2006). Teaching teachers: Drawing on research to enhance faculty approaches to teaching. Proceedings of the Reinvention Center Conference: Transforming the Culture: Undergraduate Education .
Micari, M., Streitwieser, B. & Light, G. (September, 2005). Undergraduates leading undergraduates: Peer facilitation in Northwestern University's Gateway Science Workshop program. Journal of Innovative Higher Education: 30(4):269-288.
Drane, D., Smith, H.D., Light, G. & Pinto, L. (September, 2005). The gateway science workshop program: Enhancing student performance and retention in the sciences through peer-facilitated discussion. Journal of Science Education and Technology.
Swarat, S., Drane D., Smith H.D., Light G. & Pinto L. (September, 2004). Opening the gateway: Increasing minority student retention in introductory science courses. Journal of College Science Teaching: xxxiv:1.
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).
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.
Light, G. (April, 2003). Realizing academic development: Embedding teaching practice in the practice of research in Macdonald, R., & Eggins, H. (eds.), The scholarship of academic development (pp. 152-162). London, Open University Press.
Light, G. (2002). From the personal to the public: Student conceptions of creative writing in higher education. Internt'l Journal of Higher Education and Educational Planning, Kluwer Academic Publishers. 43(2): 257-276.
Light, G. & Cox, R. (2001). Learning and teaching in higher education: The reflective professional . London: Paul Chapman Ltd. .
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.
Williams, G. & Light, G. (March, 1999). Student income and costs of study in the United Kingdom. European Journal of Education: Research, Development and Policies 34(1): 23-42.
Light, G. (1999). Conceiving creative writing in higher education. The Proceedings of the Creative Writing Conference: .37-50.
Light, G. (1998). The professionalisation of teaching in higher education. Learning Matters: 2: 1-4.
Selected Presentations
Light, G. (September, 2012). Hacer ingenieros: Excellence through innovation.School of Engineering, Pontificia Universidad Católica de Chile. September 6-8th, 2012. Santiago, Chile.
. Santiago, Chile.Light, G. (June, 2012). Enhancing Learning & Teaching in Science, Technology, Engineering and Math (STEM): A Framework for Innovation. Program with Universities in Uruguay on Innovative Teaching and learning, the LASPAU Institute: Harvard University, June 18th, 2012. Cambridge, MA.
Lee, Steven P., Drane, D., Light, G., & McGee, R. (May, 2012). 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. May 10-12.. Baltimore, MD.
Light, G. (April, 2012). Pursuing Deep Learning: A Framework for Assessment &Teaching in Higher Education. Seminars on Teaching & learning. Elmhurst College. Elmhurst, IL.
van Barneveld, A.; Strobel, J. & Light, G. (April, 2012). Faculty conceptualizations and management of predominant tensions encountered with PBL implementation in the early years of engineering education programs. Presentation at the American Educational Research Association (AERA) Annual Conference. April 13th-17th.. Vancouver, Cameroon.
Light, G. (March, 2012). Teaching & Learning in Higher Education: A framework for pursuing Quality. Program with Brazilian Universities on Innovative Teaching and learning. LASPAU Institute: Harvard University, March 19th, 2012.. Cambridge, MA.
Light, G.,& Drane, D (February, 2012). Strategic planning for teaching and learning. Workshop for Deans, An-Najah National University. Nablus, Palestine.
Mohammad, A.K.T., Drane, D., & Light, G (February, 2012). 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.
. North Cyprus, Cyprus (Republic).Light, G. (November, 2011). A Framework for effective teaching in higher education: Innovation & challenge. Program on Innovative Teaching and learning, the LASPAU Institute: Harvard University, November 9th, 2011. Cambridge, MA.
Light, G., Swarat, S., Park, E.J., & Drane, D. (October, 2011). A variation theory approach to develop learning progressions for engineering concepts. A variation theory approach to develop learning progressions for engineering concepts. Paper presented at the Research in Engineering Education Symposium, October 8th, 2011
. Madrid, Spain.
Pickard-Criswell, J., Shraim, K., Light, G., Mohammad, A., & Drane, D. (October, 2011). Enhancing learning and teaching in the Middle East: A Palestinian- American collaboration.. Paper presented at ISSOTL Conference 2011. Milwaukee, WI.
Light, G. (October, 2011). A framework for effective teaching in higher education: Innovation & challenge. Program for the Universidad de Costa Rica, the LASPAU Institute: Harvard University, October 17th, 2011. Cambridge, MA.
Shraim, K., Mohammad, A., Light, G. (October, 2011). A cascading training model for academic excellence and innovation. Paper presented at ISSOTL Conference 2011. Milwaukee, WI.
Basha, W., & Light, G. (July, 2011). Problem Based Learning. Workshop presented to faculty of An-Najah University. West Bank, Israel.
Light, G. (May, 2011). Pursuing Learning: A Framework for Rethinking Teaching in Higher Education. 2011 Academic Assessment Workshop. 2011. University of Nevada, Las Vegas, May 19th, 2011. Las Vegas, NV.
Drane, D., Light, G., Lim, E., Kecskes, K., & Spring, A. (May, 2011). Searching for common ground: International & USA university partnerships for faculty development. International Institute on Partnerships, Portland State University. Portland, OR.
Light, G. (May, 2011). Pursuing Learning: A Framework for Rethinking Teaching in Higher Education, 2011 Academic Assessment Workshop. University of Nevada, Las Vegas, May 19th, 2011. Las Vegas, NV.
Light, G. (April, 2011). In Pursuit of Learning: A Framework for Rethinking Teaching in Higher Education. Annual Midwest Conference on the Scholarship of Teaching and Learning. South Bend, IN.
Calkins, S., & Light, G. (March, 2011). Promoting inquiry-learning and real world thinking. Global solutions lecture series. March 25th, 2011, Minnesota State University . Mankanto, MN.
Light, G. (March, 2011). The Puzzle of Teaching: Implications for Today’s University. Global Solutions Lecture Series. March 24th, 2011, Minnesota State University. Mankanto, MN.
Light, G. (January, 2011). Gateway Science Workshop Program 2000-2010. Presentation to President & Provost group, Northwestern University, Jan 5th, 2011. Evanston, IL.
Swarat, S., Light, G., Park, E.J., & Drane, D. (2011). A variation theory approach to develop learning progressions for engineering concepts. Book of Proceedings of the Research in Engineering Education Symposium, October 2011, p. 287-295. Taylor & Francis. Madrid, Spain.
Streitwieser, B., Drane, D., Light, G., & Swarat, S. (October, 2010). 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, United Kingdom.
Park, E-J., Swarat, S., Light,G. & Drane, D. (March, 2010). 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., Wang, S. & Light, G (March, 2010). The SCIE Study: Student Approaches to International Education. Paper presented at the /Comparative and International Education Society (CIES) Annual Conference. Chicago, IL.
Streitwieser, B., Wang, S. & Light, G. (March, 2010). Using Variation Theory to Understand Student Conceptions of International Experience. Paper presented at the Forum on Education Abroad Annual Conference. Charlotte, NC.
Swarat, S., Dugan, S., & Light, G (March, 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.
Light, G. (February, 2010). Advancing learning through teaching: A framework for sharing educational practice. Talk given at The Education in Palliative and End-of-life Care Project, Emory University. Atlanta, GA.
Light, G. (February, 2010). How we learn: practical and philosophical aspects of medical education. Talk given to the Educating the Educators: Department of Anesthesiology 2nd annual Faculty Development Symposium, Feinberg School of Medicine, Northwestern University. Evanston, IL.
Light, G. (2010). Framework for effective teaching in higher education: Innovations & challenges. Talk given in the LASPAU Institute: The University in the 21st Century: From Teaching to Learning, Harvard University, November 8-12, 2010. Cambridge, MA.
Light, G. (2010). Frameworks for learning & teaching in higher education: Innovations & challenges in the STEM fields. Talk given in the Fulbright Workshop on Effective University Teaching in STEM Fields, Harvard University, June 30, 2010
Light, G. (2010). How we learn: practical and philosophical aspects of medical education. Talk given to the Educating the Educators: Department of Anesthesiology 2nd annual Faculty Development Symposium, Feinberg School of Medicine, Northwestern University. February 27th, 2010
Light, G. (2010). Advancing learning through teaching: a framework for sharing educational practice. talk given at the The Education in Palliative and End-of-life Care Project, Emory University, February 19 - 20, 2010
Streitwieser, B., Drane, D., Light, G. & Swarat, S. (2010). The Science Research Workshop: Integrating Research and Teaching. Paper presented at the International Society for the Scholarship of Teaching and Learning (ISSOTL) Annual Conference, October 22nd, 2010
Light, G. & Drane, D. (December, 2009). 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.
Streitwieser, B. & Light, G. (October, 2009). Young Scientists Entering the Community of Practitioners: The Science Research Workshop Program. Paper presented at the International Society for the Scholarship of Teaching and Learning (ISSOTL) Annual Conference. Bloomington, IN.
Wang, S., Streitwieser, B. & Light, G. (October, 2009). From the Broad to the Specific: Students Reflecting on Education Abroad. Paper presented at the International Society for the Scholarship of Teaching and Learning (ISSOTL), Annual Conference. Bloomington, IN.
Micari, M., Pazos, P., Streitwieser, B. & Light. G. (October, 2009). Small-Group Learning in Undergraduate STEM Disciplines: What is the Impact of Group Style?. Paper presented at the International Society for the Scholarship of Teaching and Learning (ISSOTL). Bloomington, IN.
Light, G., Drane, D., Swarat, S. & Park, EJ. (August, 2009). 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.
Drane, D., Light, G., Park, EJ. & Swarat, S. (August, 2009). 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, NY.
Swarat, S., Light, G., Park, E-J. & Drane, D. (July, 2009). 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 2009 Research in Engineering Education Symposium. Queensland, Australia.
Park, E-J., Light, G., Swarat, S. & Drane, D. (July, 2009). 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. (June, 2009). 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.
Swarat, S., Light, G., Park, E-J. & Drane, D. (June, 2009). An alternative approach to construct learning progression. Presented at the Learning Progressions in Science Conference. Iowa City, IA.
Park, E-J., Swarat, S., Light, G. & Drane, D. (April, 2009). 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.
Streitwieser, B., Light, G., Drane, D., Pazos-Lago, M. & Hirsch, P. (April, 2009). The Science Research Workshop Program: Situated learning in the scientific community. Presentation at the American Educational Research Association (AERA) Annual Conference. San Diego, CA.
Streitwieser, B., Light, G. & Wang, S. (April, 2009). The student conceptions of international experience study. Presentation at the American Educational Research Association (AERA) Annual Conference. San Diego, CA.
Light, G. (January, 2009). Advancing learning through training: a framework for sharing learning goals. A talk given at The Education in Palliative and End-of-life Care Project, Emory University. Atlanta, GA.
Light, G. (January, 2009). Advancing learning through training: a framework for sharing learning goals. A talk given at The Education in Palliative and End-of-life Care Project, Emory University. Atlanta, GA.
Light,G., Swarat,S., Park,EJ. & Drane,D. (January, 2009). From conception to intervention: Three studies on undergraduate students' understanding of "Size and Scale". Talk given at the School of Engineering Education, Purdue University. West Lafayette, IN.
Park, E-J, Swarat, S., Drane, D. & Light, G. (November, 2008). 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, Light, G., Drane, D. & Swarat, S. (November, 2008). 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.
Light & Calkins (October, 2008). Research and Teaching: Exploring an Integrated Construct. International Society for the Scholarship of Teaching and Learning (ISSOTL). Edmonton, Alberta, Canada.
Light, G. (October, 2008). Improving University Teaching Quality: Advancing Learning. German Fulbright Higher Educational Experts Seminar. Evanston, IL.
Swarat, S., Light, G., Park, EJ. & Drane, D. (July, 2008). 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.
Park, E.J., Light, G. (June, 2008). Identifying Threshold Concepts in Learning Nanoscience by Using Concept Maps and Students’ Responses to an Open-ended Interview. International Conference in Learning Science . Utrecht, Netherlands.
Light, G., Swarat, S. Park, EJ, Drane, D (June, 2008). Applying Construct-Centered Design to Curriculum, Instruction, and Assessment Development in Nanoscale Science and Engineering. International Conference in Learning Science. Utrecht, Netherlands.
Light, G. , Park, E.J (June, 2008). Identifying threshold concepts in learning nano-science by using concept maps and students’ responses to an open-ended survey. Threshold Concepts Conference, Queens University. Kingston, Ontario, Canada.
Park, E.J., Light, G (June, 2008). Exploring the troublesome nature of college student mental models of atomic structure: a bottom up approach to identifying a threshold concept . Threshold Concepts Conference, Queens University. Kingston, Ontario, Canada.
Park, EJ, Swarat, S., Light, G., Drane, D (March, 2008). Exploring variation in and developing typology for undergraduate students’ conception of ‘size and scale. National Association of Research in Science Teaching (NARST).
Light, G., Swarat, S. Park, EJ, Drane, D (January, 2008). Exploring undergraduate students' understanding of size and scale in the context of nanoscience. Engineering Education Research Conference (NSF sponsored), Texas Tech. TX.
Light, G., Swarat, S., Park E.J., Drane D. (January, 2008). How do undergraduate students studying Nanoscience understand 'size and scale'? Results from an exploratory interview study, Online Seminar. National Center for Learning and Teaching (NCLT), Nanoscale Science and Engineering.
Pool, G., Lee, A., Light, G. & Cassidy, A (2008). Practicing what we preach: Applying evidence-based guidelines to conference pedagogy. International Society for the Scholarship of Teaching and Learning (ISSOTL. Edmonton, Alberta, Canada.
Calkins, S., Light G. & Bartlam, L (2008). Connecting Senior Faculty Conceptions of Mentoring and Teaching. Presentation for the American Educational Research Association (AERA) Annual Conference. New York, NY.
Lee, A., Light, G. & Poole, G (July, 2007). The Learning Gap: Differences in faculty's understanding of their own learning compared to their understanding of their students’ learning. Why is it so and what can we do about it?,.
Workshop/paper given at The International Society for Scholarship in Teaching and Learning
Light, G., Swarat, S., Park, E-J., Drane, D., Tevaarwerk, E., & Mason, T (June, 2007). Understanding Undergraduate Students’ Conceptions of a Core Nanoscience Concept: Size and Scale. Paper given at The International Conference on Research in Engineering Education. . Honolulu, HI.
Calkins, S. & Light, G. (April, 2007). Conceptions of Mentoring Among Senior Faculty at a Research-Intensive University. Paper presented at the American Educational Research Association, Annual Conference. . Chicago, IL.
Light, G. & Calkins, S. (April, 2007). Academic Learning: Integrating Faculty Conceptions of Research and Teaching. Paper presented at the American Educational Research Association, Annual Conference . Chicago, IL.
Micari, M., Pazos, P., Light, G., Streitwieser, B. & Linsenmier, K. (April, 2007). Characteristics of Peer-Led Workshop Groups in STEM Disciplines: A Validated Instrument to Categorize Group Functioning. Paper presented at the American Educational Research Association, Annual Conference. . Chicago, IL.
Light, G. (December, 2006). The Puzzle of Teaching in Higher Education: Repositioning Learning in Academic Practice. Keynote address, International Conference on Teaching and Learning in Higher Education, National University of Singapore. . Singapore, Singapore.
Light, G., Akerlind G., McKenzie, J., Lupton, M. (December, 2006). Variation in personal histories of the evolution of phenomenography and variation theory.. Symposium at the EARLI Biennial Workshop: Phenomenography and Variation Theory: The Ways Forward, The University of Hong Kong . Hong Kong SAR, China (Republic).
Light, G. & Calkins, S. (December, 2006). Faculty Conceptions of Academic Practice.
Light, G. & Luna, M. (November, 2006). Teaching Teachers: Drawing on Research to Enhance Faculty Approaches to Teaching. Paper presented at the Reinvention Center Conference: Transforming the Culture: Undergraduate Education and the Multiple Functions of the Research University. . Washington , DC.
Roglio, K. D., Light, G. & Coelho, C. (August, 2006). The Reflective Executive: an Architect and Facilitator of New Organizational Structures. Presented at the Annual Meeting of the Academy of Management. . Atlanta, GA.
Light, G. (May, 2006). Key Aspects in the Assessment of Student Academic Achievement. Education Sub-Committee, Board of Trustees, Northwestern University. . Evanston, IL.
Light, G. (May, 2006). Key Aspects in the Assessment of Student Academic Achievement. Education Sub-Committee, Board of Trustees, Northwestern University. Evanston, IL.
Light, G., Calkins, S. & Luna, M. (April, 2006). Understanding Academic Practice: Faculty Conceptions of the Research-Teaching-Learning Relationship. Paper presented at the American Educational Research Association, Annual Conference, . San Francisco, CA.
Streitwieser, B. & Light, G (April, 2006). 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.
Yalvac, B., McKenna, A. & Light, G. (April, 2006). The Role of Collaborative Reflection on Shaping Faculty Teaching Approaches.. Presentation for the American Educational Research Association (AERA) Annual Conference. . San Francisco, CA.
Light, G. (February, 2006). Aligning Learning: Drawing on Research Practice to Enhance Faculty Approaches to Teaching. Talk given at the University of Mississippi. . Oxford, MS.
Streitwieser, B., Light, G. & Godwin, K. (January, 2006). Globalization: A Potential Role for Teaching and Learning Centers. American Association of Colleges and Universities, Annual Conference. . Washington , DC.
Grants/Funding
| Year | |
Title | |
Source | |
Period | |
Amount | |
Status |
| 2010 | |
NU Bioscientist Program | |
Howard Hughes Medical Institute | |
2010 - 2014 | |
$2 million | |
Funded |
PI:
|
||||||||||
My Role: Co-PI and Co-Director |
||||||||||
| 2010 | |
CCLI Project: “Enhancing Critical Thinking in STEM Disciplines: A Faculty Development Model” | |
National Science Foundation | |
2010 - 2013 | |
$230,000 | |
Funded |
PI:
Light, Gregory |
||||||||||
| 2010 | |
The Palestinian Faculty Development Program | |
AmidEast (USAid & The Open Society) | |
2010 - 2012 | |
$200,000 | |
Funded |
PI:
|
||||||||||
My Role: Co-Director |
||||||||||
| 2007 | |
Mentoring for Success: Developing Fundamental Skills for Biomedical Research | |
National Institutes of Health | |
2007 - 2012 | |
$1.7 million | |
Funded |
PI:
|
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My Role: Co-Investigator |
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| 2008 | |
Gateway Science Workshop Program: Study of Impact of Peer Workshops on Students' Experience and Intellectual/Social Development in Gateway Science Courses | |
Northwestern University | |
2008 - 2011 | |
$2 million | |
Funded |
PI:
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My Role: Principle Investigator |
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| 2005 | |
Extended Science Workshop Program | |
National Science Foundation | |
2005 - 2010 | |
$500,000.00 | |
Funded |
PI:
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My Role: Principal Investigator |
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| 2004 | |
National Center for Learning and Teaching: Nanoscale Science and Engineering (NCLT) | |
National Science Foundation | |
2004 - 2009 | |
$15 million | |
Funded |
PI:
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| 1999 | |
Cost Effective Uses of Knowledge in Teaching | |
Andrew W. Mellon Foundation | |
1999 - 2002 | |
$135,000 | |
Funded |
PI:
Light, Gregory |
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| 2001 | |
Evaluation of the effectiveness of IHSRPS Fellowship Program | |
Institute of Health Services, Research and Policy Studies | |
2001 | |
$12,500 | |
Funded |
PI:
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My Role: Co-Investigator |
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| 1998 | |
Review of the Course Structure and Teaching Methods in Undergraduate | |
Wye/Imperial College, University of London | |
1998 | |
$10,500 | |
Funded |
PI:
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My Role: Co-Investigator |
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Research Interests
Teaching/Advising
Courses
| MS_HE 464 | |
Learning and Teaching in Higher Education Current issues of learning and teaching in higher education are explored, enabling students to analyze and critique applicable concepts, policies and practices. How college students learn is examined, along with strategies faculty can employ to maximize learning. Students apply models and theories of learning and teaching to real environments. Also discussed are contemporary issues related to faculty, including tension between teaching and research. |
Service/Recognition
Professional Organizations
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American Educational Research Association
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American Association of Colleges and Universities
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American Society for Engineering Education
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Association for the Study of Higher Education
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European Association for Research in Learning and Instruction
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International Society for the Scholarship of Teaching and Learning
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National Association of Research in Science Teaching
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Professional and Organizational Development Network in Higher Education
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Research in Engineering Education Symposium
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Society for Research in Higher Education
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Staff Education Development Association
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Standing Conference for the Advancement of Academic Practice
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Professional Service
| Year | |
Organization | |
Position | |
Description |
| 2011 | |
REESE TTCI project: Collaborative Research: Integrating Cognition and Measurement with Conceptual Knowledge: Establishing the validity and diagnostic Capacity of Concept Inventories. University of Illinois, Chicago | |
National Advisory Board member | |
PI's: Lou DiBello, Jim Pellegrino. NSF Funded |
| 2011 | |
National Science Foundation: Collaborative Research: Integrating Cognition and Measurement with Conceptual Knowledge: Establishing the validity and diagnostic Capacity of Concept Inventories. | |
National Advisory Board Member | |
PI's: Lou DiBello, Jim Pellegrino, University of Illinois, Chicago |
| 2011 | |
National Science Foundation (National Dissemination Grant): Critical Thinking Assessment (CAT) Tool | |
National Advisory Board Member | |
PI: Barry Stein, Tennessee Technological University |
| 2008 - 2009 | |
City Colleges of Chicago, Master Trainer and Faculty Seminar Program | |
Faculty Consultant | |
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| 2006 - 2009 | |
National Science Foundation, Washington, DC | |
Reviewer | |
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| 2003 - 2012 | |
National Science Foundation: Center for Biophotonics, Science & Technology (CBST) | |
External Advisory Board Member | |
PI: Dennis Mathews, University of California, Davis |
| 1998 - 2006 | |
National Science Foundation: VaNTH Engineering Research Center for Bio-Engineering Educational Technologies. | |
Learning, Assessment and Evaluation Consultant | |
PI: Thomas Harris, Vanderbilt University |
Last Updated: 2013-03-13 12:27:37
