CIRTL Literature Review V8.enlEndNote9212<style face="normal" font="default" size="100%">Communication</style>CIRTL Literature Review V8.enlEndNote9312<style face="normal" font="default" size="100%">Fostering diversity through excellence and equity</style>CIRTL Literature Review V8.enlEndNote9412<style face="normal" font="default" size="100%">Teaching and learning @ UW: A handbook for teaching assistants</style>CIRTL Literature Review V8.enlEndNote112<style face="normal" font="default" size="100%">Making strides towards structural reform</style>CIRTL Literature Review V8.enlEndNote217<style face="normal" font="default" size="100%">A community approach to learning calculus: Fostering success for underrepresented ethnic minorities in an emerging scholars program</style>CIRTL Literature Review V8.enlEndNote327<style face="normal" font="default" size="100%">The Spend a Summer with a scientist (SaS) program at Rice University: a study of program outcomes and essential elements for success.</style>CIRTL Literature Review V8.enlEndNote417<style face="normal" font="default" size="100%">Using ICT to improve the gender balance in engineering education</style>CIRTL Literature Review V8.enlEndNote510<style face="normal" font="default" size="100%">Association of course performance with student beliefs: An analysis by gender and instructional software environment.</style>CIRTL Literature Review V8.enlEndNote12417<style face="normal" font="default" size="100%">Perspective: Teaching evolution in higher education</style>CIRTL Literature Review V8.enlEndNote617<style face="normal" font="default" size="100%">Strategies for increasing minorities in the sciences: a University of Maryland, College Park, model.</style>CIRTL Literature Review V8.enlEndNote712<style face="normal" font="default" size="100%">Enriching science through diversity</style>CIRTL Literature Review V8.enlEndNote817<style face="normal" font="default" size="100%">Patching the leaky pipeline: Keeping first-year college women interested in science</style>CIRTL Literature Review V8.enlEndNote917<style face="normal" font="default" size="100%">Implementing an inclusive curriculum for women in engineering education.</style>CIRTL Literature Review V8.enlEndNote1012<style face="normal" font="default" size="100%">Equity and diversity in science, technology and engineering education.</style>CIRTL Literature Review V8.enlEndNote1117<style face="normal" font="default" size="100%">Making a difference for minorities: Evaluation of an educational enrichment program.</style>CIRTL Literature Review V8.enlEndNote10117<style face="normal" font="default" size="100%">African women pursuing graduate studies in the sciences: Racism, gender bias, and third world marginality</style>CIRTL Literature Review V8.enlEndNote1227<style face="normal" font="default" size="100%">A bridge for all: Higher education design principles to broaden participation in science, technology, engineering and mathematics.</style>CIRTL Literature Review V8.enlEndNote1317<style face="normal" font="default" size="100%">From professional lives to inclusive practice: Science teachers and scientists' views of gender and ethnicity in science education.</style>CIRTL Literature Review V8.enlEndNote1427<style face="normal" font="default" size="100%">Making accomodations for students with disabilities: A guide for faculty and graduate student instructors</style>CIRTL Literature Review V8.enlEndNote1517<style face="normal" font="default" size="100%">Women and minorities in computer science: where are they? No attention: No retention</style>CIRTL Literature Review V8.enlEndNote1617<style face="normal" font="default" size="100%">Improving the graduate school experience for women in mathematics: The Edge Program.</style>CIRTL Literature Review V8.enlEndNote1712<style face="normal" font="default" size="100%">Women and minorities in high-tech careers</style>CIRTL Literature Review V8.enlEndNote1817<style face="normal" font="default" size="100%">Hispanic students majoring in science or engineering: What happened in their educational journeys?</style>CIRTL Literature Review V8.enlEndNote14517<style face="normal" font="default" size="100%">Self-definition of women experiencing a nontraditional graduate fellowship program</style>CIRTL Literature Review V8.enlEndNote1917<style face="normal" font="default" size="100%">Using demonstrations as a contextual road map: Enhancing course continuity and promoting active engagement in introductory college physics.</style>CIRTL Literature Review V8.enlEndNote10217<style face="normal" font="default" size="100%">Telling stories about engineering: Group dynamics and resistance to diversity</style>CIRTL Literature Review V8.enlEndNote2017<style face="normal" font="default" size="100%">Can diversity in the undergraduate engineering population be enhanced through curricular change?</style>CIRTL Literature Review V8.enlEndNote2117<style face="normal" font="default" size="100%">Developing performance indicators for assessing classroom teaching practices and student learning: The case of engineering</style>CIRTL Literature Review V8.enlEndNote2217<style face="normal" font="default" size="100%">Collaborative learning: Its impact on college students' development and diversity</style>CIRTL Literature Review V8.enlEndNote2312<style face="normal" font="default" size="100%">Classroom teaching practices: Ten lessons learned</style>CIRTL Literature Review V8.enlEndNote2417<style face="normal" font="default" size="100%">College students' perceptions of prejudice and discrimination and their feelings of alienation: A construct validation approach</style>CIRTL Literature Review V8.enlEndNote2517<style face="normal" font="default" size="100%">Preparing undergraduate women for science careers</style>CIRTL Literature Review V8.enlEndNote15517<style face="normal" font="default" size="100%">Science teachers' attempts at integrating feminist pedagogy through collaborative action research</style>CIRTL Literature Review V8.enlEndNote12017<style face="normal" font="default" size="100%">Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physics course for life science majors</style>CIRTL Literature Review V8.enlEndNote11817<style face="normal" font="default" size="100%">Through the pipeline: The role of faculty in promoting associate degree completion among Hispanic students</style>CIRTL Literature Review V8.enlEndNote12517<style face="normal" font="default" size="100%">Teaching evolution: Attitudes & strategies of educators in Utah</style>CIRTL Literature Review V8.enlEndNote2617<style face="normal" font="default" size="100%">Taking stock: Where we've been, where we are, where we're going.</style>CIRTL Literature Review V8.enlEndNote2717<style face="normal" font="default" size="100%">Learning professional confidence: linking teaching practices, students' self-perceptions, and gender</style>CIRTL Literature Review V8.enlEndNote2817<style face="normal" font="default" size="100%">Researching the scholarship of teaching and learning: An analysis of current curriculum practices</style>CIRTL Literature Review V8.enlEndNote2917<style face="normal" font="default" size="100%">The interdependent self-construal and social support: The case of persistence in engineering</style>CIRTL Literature Review V8.enlEndNote3017<style face="normal" font="default" size="100%">The new arrival minority: Perceptions of their first-year tertiary programming learning environment</style>CIRTL Literature Review V8.enlEndNote3110<style face="normal" font="default" size="100%">Recruitment and retention of women graduate students in computer science and engineering.</style>CIRTL Literature Review V8.enlEndNote13917<style face="normal" font="default" size="100%">Exposure to scientific theories affects women's math performance</style>CIRTL Literature Review V8.enlEndNote3212<style face="normal" font="default" size="100%">Gender issues in computer science education</style>CIRTL Literature Review V8.enlEndNote3312<style face="normal" font="default" size="100%">Diversity and complexity in the classroom: Considerations of race, ethnicity and gender</style>CIRTL Literature Review V8.enlEndNote345<style face="normal" font="default" size="100%">Reentry students</style>CIRTL Literature Review V8.enlEndNote355<style face="normal" font="default" size="100%">Teaching academically diverse students</style>CIRTL Literature Review V8.enlEndNote3617<style face="normal" font="default" size="100%">Women and the crossroads of science: Thoughts on policy, research, and evaluation</style>CIRTL Literature Review V8.enlEndNote14417<style face="normal" font="default" size="100%">International engineering students - avoiding plagiarism through understanding the Western academic context of scholarship</style>CIRTL Literature Review V8.enlEndNote13517<style face="normal" font="default" size="100%">Bridging the two cultures</style>CIRTL Literature Review V8.enlEndNote3717<style face="normal" font="default" size="100%">Reaching the second tier - Learning and teaching styles in college science education</style>CIRTL Literature Review V8.enlEndNote3817<style face="normal" font="default" size="100%">Teaching to all types: Examples from engineering education</style>CIRTL Literature Review V8.enlEndNote3917<style face="normal" font="default" size="100%">A longitudinal study of engineering student performance and retention. IV. Instructional methods and student responses to them</style>CIRTL Literature Review V8.enlEndNote4017<style face="normal" font="default" size="100%">The research lab: A chilly place for graduate women</style>CIRTL Literature Review V8.enlEndNote4117<style face="normal" font="default" size="100%">Gender issues related to graduate student attrition in two science departments</style>CIRTL Literature Review V8.enlEndNote4210<style face="normal" font="default" size="100%">The women in applied science and engineering summer bridge program: Easing the transition for first-time female engineering students</style>CIRTL Literature Review V8.enlEndNote4312<style face="normal" font="default" size="100%">Diversity in the science classroom</style>CIRTL Literature Review V8.enlEndNote4417<style face="normal" font="default" size="100%">Building an effective computer science student organization: the Carnegie Mellon women@SCS action plan.</style>CIRTL Literature Review V8.enlEndNote4510<style face="normal" font="default" size="100%">Breaking the silicon ceiling: Women in engineering freshmen seminar</style>CIRTL Literature Review V8.enlEndNote11917<style face="normal" font="default" size="100%">Self-concept of ability as a predictor of academic success among urban technical college students</style>CIRTL Literature Review V8.enlEndNote4617<style face="normal" font="default" size="100%">Challenging accepted wisdom: Looking at the gender and science education question through a different lens</style>CIRTL Literature Review V8.enlEndNote4717<style face="normal" font="default" size="100%">Partnering with teachers to educate girls in the new computer age</style>CIRTL Literature Review V8.enlEndNote4817<style face="normal" font="default" size="100%">Closing the gender gap in technical disciplines: An investigative study</style>CIRTL Literature Review V8.enlEndNote4917<style face="normal" font="default" size="100%"> "Thinking the practice": Academic adult educators' reflections on mediating a summer institute as a multicultural learning journey for graduate students</style>CIRTL Literature Review V8.enlEndNote5017<style face="normal" font="default" size="100%">Performance in college chemistry: A statistical comparison using gender and Jungian personality type</style>CIRTL Literature Review V8.enlEndNote13717<style face="normal" font="default" size="100%">Teaching science to students with learning disabilities</style>CIRTL Literature Review V8.enlEndNote10317<style face="normal" font="default" size="100%">African American women in science: Experiences from high school through the post-secondary years and beyond</style>CIRTL Literature Review V8.enlEndNote5117<style face="normal" font="default" size="100%">Gender equity in industrial engineering: A pilot study</style>CIRTL Literature Review V8.enlEndNote5210<style face="normal" font="default" size="100%">Practices for recruiting and retaining graduate women students in computer science and engineering.</style>CIRTL Literature Review V8.enlEndNote5317<style face="normal" font="default" size="100%">Programmatic efforts affect retention of women in science and engineering</style>CIRTL Literature Review V8.enlEndNote5417<style face="normal" font="default" size="100%">Engineering difference: Discourses on gender, sexuality and work in a college of technology</style>CIRTL Literature Review V8.enlEndNote10417<style face="normal" font="default" size="100%">Becoming mathematicians: Women and students of color choosing and leaving doctoral mathematics</style>CIRTL Literature Review V8.enlEndNote5517<style face="normal" font="default" size="100%">Gender and achievement-related beliefs among engineering students</style>CIRTL Literature Review V8.enlEndNote5717<style face="normal" font="default" size="100%">Perceived gender interaction and course confidence among undergraduate science, mathematics, and technology majors.</style>CIRTL Literature Review V8.enlEndNote5817<style face="normal" font="default" size="100%">Teacher communication patterns as related to the race and sex of the student</style>CIRTL Literature Review V8.enlEndNote5912<style face="normal" font="default" size="100%">An alternative approach to general chemistry: Addressing the needs of at-risk students with cooperative learning strategies.</style>CIRTL Literature Review V8.enlEndNote15117<style face="normal" font="default" size="100%">Graduating underrepresented African American, Latino, and American Indian students in science</style>CIRTL Literature Review V8.enlEndNote14017<style face="normal" font="default" size="100%">Retaining undergraduate women in science, mathematics, and engineering</style>CIRTL Literature Review V8.enlEndNote12117<style face="normal" font="default" size="100%">Fostering success among traditionally underrepresented student groups: Hartnell College's approach to implementation of the Math, Engineering, and Science Achievement (MESA) program</style>CIRTL Literature Review V8.enlEndNote6010<style face="normal" font="default" size="100%">Infusing a multicultural approach to education in the engineering and science curriculum.</style>CIRTL Literature Review V8.enlEndNote12617<style face="normal" font="default" size="100%">Solving word problems: More than reading issues for deaf students</style>CIRTL Literature Review V8.enlEndNote15417<style face="normal" font="default" size="100%">The representation of people of color in undergraduate general chemistry textbooks</style>CIRTL Literature Review V8.enlEndNote6117<style face="normal" font="default" size="100%">The effect of active learning methods on student retention in engineering statistics</style>CIRTL Literature Review V8.enlEndNote6217<style face="normal" font="default" size="100%">A critique of literature on the underrepresentation of African Americans in science: Directions for future research</style>CIRTL Literature Review V8.enlEndNote6317<style face="normal" font="default" size="100%">Teachers' beliefs and gender differences in mathematics: A review</style>CIRTL Literature Review V8.enlEndNote6417<style face="normal" font="default" size="100%">Guidance of Latino high school students in mathematics and career identity development</style>CIRTL Literature Review V8.enlEndNote14917<style face="normal" font="default" size="100%">Diversity in physics</style>CIRTL Literature Review V8.enlEndNote6517<style face="normal" font="default" size="100%">The Assessing Women in Engineering project: A model for sustainable and profitable collaboration.</style>CIRTL Literature Review V8.enlEndNote6617<style face="normal" font="default" size="100%">African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program.</style>CIRTL Literature Review V8.enlEndNote6717<style face="normal" font="default" size="100%">Girls entering technology, science, math and research training (GET SMART): A model for preparing girls in science and engineering disciplines.</style>CIRTL Literature Review V8.enlEndNote6817<style face="normal" font="default" size="100%">Towards developing a feminist science curriculum: A transdisciplinary approach to feminist earth science</style>CIRTL Literature Review V8.enlEndNote6917<style face="normal" font="default" size="100%">Identification of factors that lead to perceived learning improvements for female students</style>CIRTL Literature Review V8.enlEndNote7017<style face="normal" font="default" size="100%">Geoscience in social context: An assessment of course impact on attitudes of female undergraduates</style>CIRTL Literature Review V8.enlEndNote13617<style face="normal" font="default" size="100%">Wanted: The retention of female graduate students</style>CIRTL Literature Review V8.enlEndNote7117<style face="normal" font="default" size="100%">Race and ethnicity in the teaching of chemistry: a new graduate seminar.</style>CIRTL Literature Review V8.enlEndNote7317<style face="normal" font="default" size="100%">The limits of intervention-lessons from Eureka, a program to retain students in science and math-related majors</style>CIRTL Literature Review V8.enlEndNote7412<style face="normal" font="default" size="100%">Undergraduate women in science and engineering: Providing academic support</style>CIRTL Literature Review V8.enlEndNote8617<style face="normal" font="default" size="100%">To Prove-Them-Wrong Syndrome: Voices from unheard African-American males in engineering disciplines</style>CIRTL Literature Review V8.enlEndNote12717<style face="normal" font="default" size="100%">Problem-solving strategies for teaching mathematics to deaf students</style>CIRTL Literature Review V8.enlEndNote14117<style face="normal" font="default" size="100%">Research collaboration with learning-disabled students</style>CIRTL Literature Review V8.enlEndNote7517<style face="normal" font="default" size="100%">Common non-facilitating teaching behaviors</style>CIRTL Literature Review V8.enlEndNote7617<style face="normal" font="default" size="100%">A national analysis of diversity in science and engineering faculties at research universities.</style>CIRTL Literature Review V8.enlEndNote7717<style face="normal" font="default" size="100%">The human capital liabilities of underrepresented minorities in pursuit of science, mathematics and engineering doctoral degrees.</style>CIRTL Literature Review V8.enlEndNote13417<style face="normal" font="default" size="100%">Attitude change in response to information that male homosexuality has a biological basis</style>CIRTL Literature Review V8.enlEndNote14717<style face="normal" font="default" size="100%">The impact of teaching assistants on student retention in the sciences</style>CIRTL Literature Review V8.enlEndNote11617<style face="normal" font="default" size="100%">Getting there is only half the battle: Stigma consciousness and maintaining diversity in higher education</style>CIRTL Literature Review V8.enlEndNote785<style face="normal" font="default" size="100%">A framework for inclusive teaching in STEM disciplines</style>CIRTL Literature Review V8.enlEndNote7917<style face="normal" font="default" size="100%">Making room for diversity makes sense</style>CIRTL Literature Review V8.enlEndNote8017<style face="normal" font="default" size="100%">Employing liberative pedagogies in engineering education</style>CIRTL Literature Review V8.enlEndNote8110<style face="normal" font="default" size="100%">Pedagogies of liberation in an engineering thermodynamics class</style>CIRTL Literature Review V8.enlEndNote8217<style face="normal" font="default" size="100%">Female friendly science: Including women in curricular content and pedagogy in science</style>CIRTL Literature Review V8.enlEndNote8317<style face="normal" font="default" size="100%">Who is helped by friendly inclusion? A transformation teaching model</style>CIRTL Literature Review V8.enlEndNote8417<style face="normal" font="default" size="100%">Group work in science, engineering, and mathematics: Consequences of ignoring gender and race</style>CIRTL Literature Review V8.enlEndNote12817<style face="normal" font="default" size="100%">Computer anxiety in individuals with serious mental illness</style>CIRTL Literature Review V8.enlEndNote11717<style face="normal" font="default" size="100%">Obliterating myths about minority institutions</style>CIRTL Literature Review V8.enlEndNote8517<style face="normal" font="default" size="100%">Retaining tomorrow's scientists: Exploring the factors that keep male and female college students interested in science careers</style>CIRTL Literature Review V8.enlEndNote14317<style face="normal" font="default" size="100%">A new approach to increasing diversity in engineering at the example of women in engineering</style>CIRTL Literature Review V8.enlEndNote12917<style face="normal" font="default" size="100%">Attitudes toward homosexuals among students at a Canadian university</style>CIRTL Literature Review V8.enlEndNote14817<style face="normal" font="default" size="100%">Collaborative teaching across freshman information technology and chemistry courses</style>CIRTL Literature Review V8.enlEndNote10517<style face="normal" font="default" size="100%">Parental emotional support, science self-efficacy, and choice of science major in undergraduate women</style>CIRTL Literature Review V8.enlEndNote13017<style face="normal" font="default" size="100%">Antievolution and creationism in the United States</style>CIRTL Literature Review V8.enlEndNote10617<style face="normal" font="default" size="100%">Ethnic and gender differences in science graduation at selective colleges with implications for admission policy and college choice</style>CIRTL Literature Review V8.enlEndNote8717<style face="normal" font="default" size="100%">A course in spatial visualization and its impact on the retention of female engineering students</style>CIRTL Literature Review V8.enlEndNote13117<style face="normal" font="default" size="100%">Invisible scholars: Students with learning disabilities</style>CIRTL Literature Review V8.enlEndNote10717<style face="normal" font="default" size="100%">Research is for everyone: Perspectives from teaching at historically Black colleges and universities</style>CIRTL Literature Review V8.enlEndNote13217<style face="normal" font="default" size="100%">Math failure and learning disabilities in the postsecondary student population</style>CIRTL Literature Review V8.enlEndNote14617<style face="normal" font="default" size="100%">Assessing and improving the below average visualization abilities of a group of minority engineering and technology students</style>CIRTL Literature Review V8.enlEndNote14217<style face="normal" font="default" size="100%">“Can we talk?” Using critical self-reflection and dialogue to build diversity and change organizational culture in nursing schools</style>CIRTL Literature Review V8.enlEndNote12217<style face="normal" font="default" size="100%">Attracting women to the CS major</style>CIRTL Literature Review V8.enlEndNote8817<style face="normal" font="default" size="100%">They're not dumb. They're different. A new "tier of talent" for science.</style>CIRTL Literature Review V8.enlEndNote895<style face="normal" font="default" size="100%">Can introductory science be multidisciplinary: Harvard’s chem-phys</style>CIRTL Literature Review V8.enlEndNote905<style face="normal" font="default" size="100%">High morale in a stable environment: Chemistry at UW-Eau Claire</style>CIRTL Literature Review V8.enlEndNote9117<style face="normal" font="default" size="100%">Studying students studying calculus: a look at the lives of minority mathematics students in college</style>CIRTL Literature Review V8.enlEndNote9517<style face="normal" font="default" size="100%">Content specific vignettes as tools for research and teaching</style>CIRTL Literature Review V8.enlEndNote15217<style face="normal" font="default" size="100%">A social cognitive construct validation: Determining women's and men's success in engineering programs</style>CIRTL Literature Review V8.enlEndNote13317<style face="normal" font="default" size="100%">Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities</style>CIRTL Literature Review V8.enlEndNote10817<style face="normal" font="default" size="100%">The benefits of mentoring for engineering students</style>CIRTL Literature Review V8.enlEndNote12317<style face="normal" font="default" size="100%">Enhancing diversity in the geosciences</style>CIRTL Literature Review V8.enlEndNote15017<style face="normal" font="default" size="100%">What works for women in undergraduate physics?</style>CIRTL Literature Review V8.enlEndNote9617<style face="normal" font="default" size="100%">What works? Increasing the participation of women in undergraduate physics</style>CIRTL Literature Review V8.enlEndNote9717<style face="normal" font="default" size="100%">Understanding, communication anxiety, and gender in physics: Taking the fear out of physics learning</style>CIRTL Literature Review V8.enlEndNote9817<style face="normal" font="default" size="100%">Authentic learning environment in analytical chemistry using cooperative methods and open-ended laboratories in large lecture courses</style>CIRTL Literature Review V8.enlEndNote9917<style face="normal" font="default" size="100%">Intending to stay: Images of scientists, attitudes toward women, and gender as influences on persistence among science and engineering majors.</style>CIRTL Literature Review V8.enlEndNote15317<style face="normal" font="default" size="100%">No quick fixes: Adding content about women to ecology course materials</style>CIRTL Literature Review V8.enlEndNote10917<style face="normal" font="default" size="100%">Do scientists help people? Beliefs about scientists and the influence of prosocial context on girls' attitudes towards physics</style>CIRTL Literature Review V8.enlEndNote10017<style face="normal" font="default" size="100%">Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers</style>