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CIRTL Diversity Institute The CIRTL Diversity Institute was a professional development program of CIRTL, funded by the National Science Foundation and based in the Wisconsin Center for Education Research at the University of Wisconsin-Madison. The mission of the Diversity Institute was to create and disseminate an educational resource base for faculty and future faculty on the topic of diversity in gender, race, nationality, learning style and physical ability in science, technology, math and engineering education.. The Diversity Institute, in collaboration with its Scholars, offers the following resources to help faculty and future faculty incorporate diversity in post-secondary STEM teaching and learning: Resource Book Reaching All Students: A Resource Book for Teaching in Science, Technology, Engineering and Mathematics (STEM), compiled by the CIRTL Diversity Team at the University of Wisconsin-Madison, contains a wealth of articles on teaching, learning and diversity for instructors in STEM fields. Read more about the Resource Book. Literature Review Books, articles, and reports pertaining to inclusive teaching, diversity in the classroom, and classroom climate are analyzed, summarized and compiled in our interactive literature review. Read more about the Literature Review. Case Book Case Studies in Inclusive Teaching in Science, Technology, Engineering and Mathematics (STEM) is a workbook for facilitating discussions about diversity among faculty, administrators and graduate students. Read more about the Case Book. Useful Links Our directory of web sites and web-accessible documents will guide you to other on-line resources related to diversity in STEM teaching and learning. Read more about the Useful Links directory.
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If you have questions, comments, or problems accessing these pages, please e-mail info@cirtl.net This material is based upon work supported by the National Science Foundation under Grant No. 0227592 Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Copyright 2006, The Board of Regents of the University of Wisconsin System |
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