CIRTL Network Bibliography of Publications, Presentations, Posters, and Teaching-as-Research Projects

Found 27 results

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University of Arizona UA.  2005.  University of Arizona/Sloan Foundation Native American Partnership. Abstract
University of Arkansas UA.  2005.  Strengthening Diversity in an Interdisciplinary Graduate Program at the University of Arkansas . Abstract
University of California San Diego UCSD.  2003.  Preparing Future Physics Faculty: University of California, San Diego. Abstract
University of California Santa Barbara UCSB.  2005.  Expanding Pathways to Science, Engineering and Mathematic Fields: University of California Santa Barbara California NanoSystems Institute. Abstract
University of Chicago UC.  2005.  Educational and Outreach Initiatives in the Physical Sciences at the University of Chicago. Abstract
University of Colorado Boulder UCB, Border L.  2005.  STEM Diversity Support: Undergraduate and Graduate Students, Postdocs, and Faculty - University of Colorado at Boulder. Abstract  Download: Forum2005_University of Colorado.pdf (81.87 KB)
University of Georgia UG.  2003.  Developmental Teaching Support for Future STEM Faculty: University of Georgia. Abstract
University of Illinois at Urbana-Champaign ILUC.  2003.  Research, Teaching, and Learning: Bringing Them Together for STEM Students at Illinois - University of Illinois at Urbana-Champaign, Graduate School. Abstract
University of Kansas UK.  2003.  Two Schools, One Mission - University of Kansas. Abstract  Download: Forum2003Poster_Kansas_CIRTL_Poster.pdf (473.54 KB)
University of Kentucky UK.  2005.  Using successful STEM diversity programs to move toward an institutional change at the University of Kentucky. Abstract
University of Massachusetts - Amherst UMA.  2003.  The Preparing Future Faculty Component of the UMass Amherst Chemistry Graduate Program. Abstract
University of Missouri MS.  2005.  From Undergraduate Scholar to New Faculty Member: Developing a Comprehehnsive Diversity Agenda - University of Missouri. Abstract
University of New Hampshire UNH.  2003.  The University of New Hampshire’s Academic Programs in College Teaching. Abstract
University of North Texas UNT.  2003.  Innovative BS and MS Electrical Engineering Programs at UNT: University of North Texas. Abstract  Download: Forum2003Poster_North Texas Poster.pdf (310.36 KB)
University of Oklahoma UO, Reed Rhoads T, Murphy T.  2005.  Diversity at the University of Oklahoma: Building on Success. Abstract  Download: ForumPoster2005_University of Oklahoma.pdf (445.53 KB)
University of Oregon UO.  2003.  University of Oregon GK12 Science Outreach Program. Abstract
University of South Carolina USC.  2003.  Training STEM Graduate Students for more than Research: University of South Carolina. Abstract
University of South Carolina USC, Lyons J, Ebert C, Sawyer R, Thompson S.  2005.  STEM Diversity Programs at USC: University of South Carolina. Abstract  Download: ForumPoster2005_University of South Carolina.pdf (75.97 KB)
University of Southern California USC.  2003.  Programs at the University of Southern California for STEM Graduate Students. Abstract
University of Utah UU.  2003.  A “University Teaching Certificate” at the University of Utah. Abstract
University of Washington UW.  2003.  Center for the Advancement of Engineering Education: University of Washington. Abstract  Download: Forum2003Poster_Washington_CAEE_Poster_CIRTL_031106.pdf (52.98 KB)
University of Washington UW.  2005.  An Array of Programs Aimed at Making STEM Disciplines Inclusive Communities: University of Washington. Abstract  Download: ForumPoster2005_UWashington.pdf (1.35 MB)
University of Wisconsin UW.  2003.  Opportunities for Future STEM Faculty at the University of Washington. Abstract  Download: Forum2003Poster_WashingtonCIRTLposter.pdf (97.85 KB)
University of Wisconsin - Madison UW.  2003.  The Delta Program: A Laboratory for the Integration of Research, Teaching, and Learning. Abstract
University of Wisconsin Madison UW.  2005.  The Diverse Benefits of Mentor Training: University of Wisconsin Howard Hughes Medical Institute. Abstract