Gili Marbach-Ad


Not affliated with a department

Research Associate Professor; Director, CMNS Teaching and Learning Center (TLC)

Office Phone: 301-405-2075
Office Address: 1328 Symons Hall

Research Interests

• Science Education in Higher Education

  • Implementing active learning approaches in science courses
  • Organizing workshops for Faculty and TAs
  • Developing assessment tools

• Science Teachers’ Preparation Programs

Currently I serve as senior personnel in a five years project that aimed to build a continuum model for upper elementary / middle school science teachers, with a focus on the recruitment and preparation of underrepresented groups.

• Science Education in high-school

  • Students’ conceptions
  • Informal education

Recent Publications

Full CV March 2014


Marbach-Ad, G., Schaefer, K. L., Orgler, M., & Thompson, K. V. (2014). New instructors teaching experience in a research intensive university: Implications for professional development. Journal on Centers for Teaching and Learning, 5, 49-90. 
Lombardi, S. A., Hicks, R. E., Thompson, K. V., & Marbach-Ad, G. (2014). Are all hands-on techniques equally effective? Effect of plastic models, organ dissections, and virtual dissections on learning, retention, and perceptions. Advances in Physiology Education, 38(1), 80-86.
Katz, P., McGinnis, J. R., Riedinger, K., Marbach-Ad, G., & Dai, A. (2013). The influence of informal science education experiences on the development of two beginning teachers' science classroom teaching identity. Journal of Science Teacher Education, 24(8), 1357-1379.
Marbach-Ad, G., Schaefer, K. L. Kumi, B. C., Friedman, L. A. Thompson, K. V., Doyle, M. P. (2012). Prep Course for Chemistry Graduate Teaching Assistants at a Research University. Journal of Chemical Education, 89 (7), 865-872.
Marbach-Ad, G., Schaefer, K. L. & Thompson, K. V. (2012). Faculty Teaching Philosophies, Reported Practices, and Concerns inform the Design of Professional Development Activities of a Disciplinary Teaching and Learning Center. Journal on Centers for Teaching and Learning, 4, 119-137. 
Senkevitch, E., Smith, A.C., Marbach-Ad, G., & Song, S. (2011). Using primary literature to engage student learning in scientific research and writing. Journal of Microbiology and Biology Education, 12, 144-151.
Quimby, B. B., McIver, K., S., Marbach-Ad, G., & Smith, A. C. (2011). Investigating How Microbes Respond to Their Environment: Bringing Current Research into Pathogenic Microbiology Course. Journal of Microbiology & Biology Education, 12, 176-184. 
Injaian, L., Smith, A. C., German Shipley, J., Marbach-Ad, G., & Fredericksen, B. (2011). Antiviral Drug Research Proposal Activity. Journal of Microbiology & Biology Education, 12(1), 18-28. 
Marbach-Ad, G., McAdams, K., Benson, S., et al. (2010)A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development. CBE--Life Sciences Education (CBE-LSE), 9, 408-436. 
Nelson, K., Marbach-Ad, G., Thompson, K., Shields, P. & Fagan, W. (2009). MathBench Biology Modules: Web-based math for all biology undergraduates. Journal of College Science Teaching, 38, 24-29.
Marbach-Ad, G., McGinnis, R. J., Pease, R., Dai, A., Schalk, K. A and Benson S. (2008). Promoting Science for All by Way of Student Interest in An Undergraduate Microbiology Course For Non-Majors. Journal of Microbiology & Biology Education, Vol 10, 58-67
Marbach-Ad, G., McGinnis, J. R., & Dantley, S. (2008). Beliefs and Reported Science Teaching Practices of Recently Graduated Elementary and Middle School Teacher Education Majors from A Historically Black College/University and a Predominately White College/University. Electronic Journal of Science Education, Vol 2, issue 2. 
Marbach-Ad, G., Rotbain, Y., & Stavy, R. (2008). Using Computer Animation and Illustration Activities to improve High School Students’ Achievement in Molecular Genetics. Journal of Research in Science Teaching, 45(3), 273-292. Rotbain, Y., Marbach-Ad, G., & Stavy R. (2008). Using a computer animation to teach high school molecular biology. Journal of Science Education and Technology, 17(1), 49-58). Marbach-Ad, G., & McGinnis R. (2008). To What Extent Do Reform-Prepared Upper Elementary And Middle School Science Teachers Maintain Their Beliefs And Intended Instructional Actions As They Are Inducted Into Schools? Journal of Science Teacher Education, Vol. 19(2), 157-182. 
Marbach-Ad, G., Yarden, H., & Gershoni, J. M. (2007). Using the concept map technique as diagnostic and instructional tool in introductory cell biology to college freshmen. Journal of Student Centered Learning, 3(3), 163-177. Marbach-Ad, G., & McGinnis R. (2007). What beliefs and intended actions do reform-prepared Mathematics and Science teachers convey to the workplace? Journal of Science and Mathematics: Collaborative Explorations, 9, 81-117. 
Marbach-Ad, G., Briken, V., Frauwirth, K., Gao, L., Hutcheson, S., Joseph, S., Mosser, D., Parent, B., Shields, P., Song, W.,Stein, D., Swanson, K., Thompson, K., Yuan, R., & Smith A. (2007). A Faculty Team Works to Create Content Linkages among Various Courses to Increase Meaningful Learning of Targeted Concepts of Microbiology. CBE--Life Sciences Education, 6, 155–162.
Marbach-Ad, G., Sokolove, P. G., Seifert, P., Barnett, S., Taylor, M., Ad, N., & Lefrak, E. (2007). Cardiac surgery observation dome to enhance awareness of disease risk factors in high school students. School Science review, 89(327), 37-44. 
Marbach-Ad, G., & Sokolove, P.G. (2006). Encouraging out-of-class student questions in an introductory biology course. Journal of Student Centered Learning, 3(1), 29-36. Rotbain, Y., Marbach-Ad, G., & Stavy R. (2006). The Effect of Bead and Illustration Models on High School Student achievement in Molecular Genetics, Journal of Research in Science Teaching, 43(5), 500-529. 
Marbach-Ad, G., Ribke, M., & Gershoni, J. M. (2006). Using a “primer unit” in an introductory biology course: “A soft landing”. Bioscene, 32(2), 13-20. 
Marbach-Ad, G., & Arviv-Elyashiv, R. (2005). What should Life Science students acquire in their BSc studies? Faculty and student perspectives. Bioscene, 31, 11-15. 
Marbach-Ad, G., Rotbain, Y., & Stavy, R. (2005). Using a bead model to teach high-school molecular biology. School Science Review, 87, 39-52. 
Rotbain, Y., Marbach-Ad, G., & Stavy R. (2005). Enhancing high-school students’ understanding of molecular genetics by instruction with drawing-based activity. Journal of Biological Education, 39, 174-178. 
Marbach-Ad, G. (2004). Expectations and difficulties of first year college students in biology. Journal of College Science Teaching, 33, 18-23. 
Sokolove, P.G., Marbach-Ad, G., & Fusco J. (2002). Student Use of Internet Study Rooms for Out-of-Class Group Study in Introductory Biology. Journal of Science Education and Technology, 12, 105-113. 
Marbach-Ad, G. (2001). Attempting to Break the Code in Student Comprehension of Genetic Concepts. Journal of Biological Education, 35, 183-189.


2004, Distinguished Teacher of the Department of Science Education, School of Education, Tel-Aviv University. 2002,Article entitled “Creating direct channels of communication” (in the Refereed Articles #8) was selected from the Journal of College Science Teaching to be represented in an NSTA Press Journals Collection for Innovative Techniques for Large-Group Instruction. 2001-2004, Rashi Fellowship: competitive fellowship for young, excellent researchers in science education. 1988, Distinction: “Magna Cum Laude” for M.Sc. thesis.