Director, Academic Support & Learning Advancement
Instructor, MS in Learning and Organizational Change Program
BiographyMarina Micari is Director of Academic Support & Learning Advancement at Northwestern, and a Capstone advisor in MSLOC. She is also an associate director at the Searle Center for Advancing Learning and Teaching. Marina oversees academic-support and enrichment programming for undergraduates and works with faculty who seek to improve teaching and learning. Her recent research projects address the experiences of less-prepared students in small-group learning environments and the impact of faculty engagement with students. Outside of academia, she spent nearly 10 years as a writer and editor, working in adult education as well as employee communications and workforce diversity. She has taught courses on learning in the organization, facilitating small-group learning, cross-cultural communication, multicultural education, educational research methods, and program evaluation.
|2001||PhD, Education||University of Minnesota|
|1996||MA, Communication||University of Minnesota|
|1989||BA, Anthropology and French||Grinnell College|
Selected PublicationsMicari, M. & Calkins, S. (Working Paper/In Press/Under Review). Is it OK to ask? The impact of instructor openness to questions on student help-seeking and academic outcomes. (Under review).
Micari, M. & Pazos, P. (Working Paper/In Press/Under Review). Small fish in a small pond: The impact of collaborative learning on academic success for less-prepared students in a highly selective environment. (In press.).
Malleus, R. & Micari, M. (July, 2018). Coming home your way: Understanding university student intercultural reentry. Routledge.
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: DOI: 10.1080/09500693.2016.1218091.
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.
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: 210-230.
Micari, M., & Pazos, P. (2014). Worrying about what others think: A social-comparison concern intervention in small learning groups. Active Learning in Higher Education: 249-262.
Pazos, P., Chung, J., & Micari, M. (2013). Instant Messaging as a Task-Support Tool in Information Technology Organizations. Journal of Business Communication: 68-86.
Light, G., & Micari, M. (2013). Making Scientists: Six Principles for Effective College Teaching. Harvard Press.
Micari, M., & Pazos, P. (2012). Connecting to the professor: Impact of the student-faculty relationship in a highly challenging course. College Teaching: 41-47.
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: 175-187.
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.
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.
Micari, M., Pazos, P., Light, G., & Streitwieser, B. (2010). Small-group learning in undergraduate STEM disciplines: Effect of group type on student achievement. Educational Research and Evaluation: 269-286.
Calkins, S., & Micari, M. (2010). "Less-Than-Perfect Judges": Forty years of discourse on the value of students rating teachers in higher education. Thought and Action: 7-22.
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.
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.
Micari, M., Light, G., Calkins, S., & Streitwieser, B. (2007). Assessment beyond performance: Phenomenography in educational evaluation. American Journal of Evaluation, 28(4): 458-476.
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.
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.
Selected PresentationsMicari, M., Van Winkle, Z., & Pazos, P. (April, 2015). 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, IL.
Micari, M., & Flores, L. (March, 2014). 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.
Micari, M., & Drane, D. (October, 2012). What Matters for Whom: Evaluating Student Learning Programs for Multiple Stakeholder Audiences. Presentation at the Assessment Institute. Indianapolis, IN.
Lo, S., & Micari, M. (March, 2012). 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. Chicago, IL.
Micari, M. (October, 2011). Worrying About What Others Think: Reducing Social-Comparison concern in a small-group peer-led environment. Paper presented at International Society for the Scholarship of Teaching and Learning Conference. Milwaukee, WI.
Calkins, S., & Micari, M. (2008). Students Grading Teachers: Fifty Years of Discourse on the Value of Teaching Evaluations in Higher Education. Midwest History of Education Society Annual Meeting. Chicago, IL.
Micari, M., Pazos, P., Light, G., Streitwieser, B., & Linsenmeier, K. (April, 2007). Characteristics of Peer-Led Workshop Groups in STEM Disciplines: A Validated Instrument to Categorize Group Functioning. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL.
Micari, M., & Pazos, P. (April, 2007). 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. (March, 2007). 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.
Peer-Led Learning: Theory and Practice
Last Updated: 2018-08-16 13:29:07