Making Scientists: Six Principles for Effective College Teaching

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—for 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.” (Mar.)