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

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Scott, A.B., Mallinckrodt B.  2005.  Parental emotional support, science self-efficacy, and choice of science major in undergraduate women. The Career Development Quarterly. 53:263-273.
Gilbert LA, Bravo MJ, Kearney LK.  2004.  Partnering with teachers to educate girls in the new computer age. Journal of Women and Minorities in Science and Engineering. 10:179-203.
Davis T.  2008.  Passive Versus Active Approaches to Mathematics Learning.
Atkin, A. M., Green R, McLaughlin L.  2002.  Patching the leaky pipeline: Keeping first-year college women interested in science. Journal of College Science Teaching. 32:102-108.
Rutgers University RU.  2005.  Paving the Pathway to Ph.D. Studies in the Sciences: Rutgers University. Abstract
Riley D.  2003.  Pedagogies of liberation in an engineering thermodynamics class. American Society For Engineering Education Annual Conference & Exposition.
Hughes WJ.  2000.  Perceived gender interaction and course confidence among undergraduate science, mathematics, and technology majors.. Journal of Women and Minorities in Science and Engineering. 6:155-167.
Li X.  2008.  Perceptual differences between Chinese and American college students: A survey about the importance of teaching. Abstract  Download: Forum2008Poster_23_PerceptualDifferencesBetweenChineseAndAmericanCollegeStudents.pdf (227.43 KB)
Greene, S.V., Wheeler HR, Riley WD.  2004.  Performance in college chemistry: A statistical comparison using gender and Jungian personality type. Journal of Women and Minorities in Science and Engineering. 10:217-228.
Alters BJ, Nelson CE.  2002.  Perspective: Teaching evolution in higher education. Evolution. 56:1891-1901.
Whitley CT.  2011.  A picture is worth a thousand words: applying image-based learning to online course design. Abstract
Virginia Tech VT.  2005.  A Pipeline Model for Contemporary Pedagogical Practices in STEM: Virginia Tech. Abstract
Wellons J, Johnson J.  2010.  Planning and the novice programmer: How grounded theory research can lead to better interventions.
Wellons J, Johnson J.  2010.  Planning and the novice programmer: How grounded theory research can lead to better interventions. Engineering and Technological Innovation: IMETI 2010 Conference.
Dong M.  2010.  The Plant Circadian Clock: An Ecology-Focused Teaching Module for Gene Regulation. Abstract
Dong M.  2010.  The Plant Circadian Clock: An Ecology-Focused Teaching Module for Gene Regulation.
Vatovec C, Balser T.  2009.  Podcasts as Tools in Introductory Environmental Studies. Journal of Microbiology & Biology Education. 10(1)
Hassoun S, Bana S.  2001.  Practices for recruiting and retaining graduate women students in computer science and engineering.. International Conference on Microelectronic Systems Education.
Austin AE.  2010.  Preparing Doctoral Students for Promising Careers: Innovative Practices in Supervision, Collaboration, and Networking. Conference of the International Doctoral Education Research Network (IDERN).
Austin A, Baldwin R, Clifford M, Weaver L.  2005.  Preparing doctoral students in science, technology, engineering, and math careers as effective teachers: Emerging lessons from NSF’s Center for the Integration of Research, Teaching, and Learning (CIRTL). Symposium at the annual American Educational Research Association meeting.
Burstyn J.  2004.  Preparing Future CAREER Applicants: NSF Educational & Broader Impacts Criteria.
University of Massachusetts - Amherst UMA.  2003.  The Preparing Future Faculty Component of the UMass Amherst Chemistry Graduate Program. Abstract
Herbert B.  2011.  Preparing future faculty for “learning-through-diversity” through the CIRTL model.
Daehnke H, Simms M, Viall K, Li X, Seeve C, Kim J, Harvey O, Reiss V.  2008.  Preparing Future Faculty through a Student-led Organization: The GTA Model. Abstract  Download: Forum2008Poster_49_PreparingFutureFacultyThroughAStudentLedOrganization.pdf (1.36 MB)
Burstyn J, Gunasekera N, Ayorinde F.  2007.  Preparing Future Faculty to Effectively Teach Diverse Student Audiences at CIRTL.