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Making Scientists, by Gregory Light
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Gregory Light and Marina Micari reject the view that science, technology, engineering, and mathematics are elite disciplines restricted to a small number with innate talent. Rich in concrete advice, Making Scientists offers a new paradigm of how scientific subjects can be taught at the college level to underrepresented groups.
- Sales Rank: #618933 in eBooks
- Published on: 2013-03-05
- Released on: 2013-03-05
- Format: Kindle eBook
Review
Light and Micari lucidly explain how to teach science in a meaningful way. They do so by highlighting six important, and readily implemented, principles of learning. A must-read for anyone involved in science education! (Eric Mazur, Harvard University)
A major contribution to our understanding of deep versus surface learning. This study of the Gateway Science Workshop Program at Northwestern helps us see how effective it is to engage students in doing science, from the beginning, and offers an innovative way to do it. (Ken Bain, author of What the Best College Students Do)
Many university leaders talk about helping a diverse group of students succeed in science--this project actually does it. Most scholars agree it is critical to evaluate teaching innovations--this project does it with rigor. Most university leaders try to make successful innovations part of campus life--this book describes how Northwestern succeeds. Other campuses can learn much from the practical and inspiring lessons in this important book. (Richard Light, author of Making the Most of College)
This book is a great addition to the literature on peer-led workshops in undergraduate STEM education. It shows how to design learning environments that harness the power of peer mentoring to produce integrated learning and use peer facilitated group work to transform undergraduate students into scientists. (Pratibha Varma-Nelson, Indiana University-Purdue University Indianapolis)
This insightful work argues for reform of collegiate science teaching methods in clear, well-reasoned points. Light and Micari, director and associate director, respectively, of Northwestern University's Searle Center for Teaching Excellence, share the history, motivation, and successes of their Gateway Science Workshop (GSW) and Science Research Workshop (SRW) approach to teaching undergraduate science courses. The goal of GSW and SRW is to make all students 'feel that in some limited sense they are scientists,' not just cramming for exams. Their method relies on leaving behind the lecture-style teaching methods that have been leaving students behind--especially those already underrepresented in the sciences--years, and instead bringing students together in mentored, small groups to solve meaningful problems. The authors see their approach as a way to move beyond learning as a 'reproducing experience and seeing it as a transforming experience.' The authors explain how to set up programs similar to those at Northwestern and outline the overall approach, as well as suggest details such as the ideal group size and how to train mentors. The authors are well equipped to dispute any potential naysayers with simple ideas that teaching faculty can put into use right away with little or no strain on budget or planning time, and most chapters wrap up with useful 'Suggestions for Practice.' (Publishers Weekly 2012-12-17)
Light and Micari offer an excellent guide to 'making scientists.' (Averil Macdonald Times Higher Education 2013-05-23)
About the Author
Gregory Light is Director of the Searle Center for Teaching Excellence at Northwestern University.
Marina Micari is Associate Director of the Searle Center for Teaching Excellence at Northwestern University.
Most helpful customer reviews
5 of 6 people found the following review helpful.
Not quite what I expected.
By Billy Carver
I purchased this book because I expected it would offer suggestions regarding how to incorporate proven strategies for enhancing the classes I teach. Instead, the first 20% of this book describes (with no shortage of self-congratulatory autodiagnostics) the successful peer-teaching program implemented at Northwestern. The rest of the book exerts a great deal of effort to decry traditional learning paradigms such as lectures and exams, while describing how to set up a clone of the Northwestern program. I do not doubt that the Northwestern program is a marvelous success, and I would be pleased to offer such a program on my own campus. But the approaches described are so inextricably linked to the whole of the peer teaching program that they can't be easily applied to a single class. So really this book was a waste for me. If you are looking to start a concerted program with senior students to help workshop with current students, this book might be a valuable source for you. If you just want to teach more effectively during lectures and more standard teaching environment, this book might come across to you as condescending and unhelpful.
0 of 2 people found the following review helpful.
engaging well-researched book
By Susie
Culled from years of meticulous research, Light and Micari's book offers important insights about the way STEM students learn best, and the strategies universities and STEM faculty can take to foster this learning at their own institutions. Focusing on Northwestern's Gateway Science Workshop program--a program in which undergraduates grapple with rich conceptual STEM problems in workshops facilitated by their peers--the authors offer practical advice and guidance. At the same time, they raise deeper questions about the way STEM educators often teach, and the assumptions that many make about how students learn best. Written in an engaging accessible style, this book is a must read for STEM faculty, university administrators, and students who wish to exemplify college learning at its best.
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