Marina Micari

Marina Micari

Director, Academic Support & Learning Advancement
Instructor, MS in Learning and Organizational Change Program


Marina 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.



Year Degree Institution
2001 PhD, Education University of Minnesota
1996 MA, Communication University of Minnesota
1989 BA, Anthropology and French Grinnell College

Selected Publications

Micari, 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. (In press). Active Learning in Higher Education.

Micari, M. & Pazos, P. (2019). 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.). Higher Education Research & Development, 38(2): 294-306.

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.

Selected Presentations

Micari, 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.

Last Updated: 2019-04-07 17:37:38