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Showing 7189 to 7194 of 7194 entries
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Training NIH K Award Recipients: The Role of the Mentor.

Ripley E, Markowitz M, Nichols-Casebolt A, Williams L, Macrina F.
UIID-AD: 1151
2012;5:386-393. doi: 10.1111/j.1752-8062.2012.00436.x.

Mentors play important roles in training new investigators. This study was designed to determine characteristics of NIH mentored K award recipients and their mentors, their interpersonal interactions, and the factors, which influence satisfaction within this relationship. Method: A survey...

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Ripley E, Markowitz M, Nichols-Casebolt A, et al. Training NIH K Award Recipients: The Role of the Mentor. 2012;5:386-393doi: 10.1111/j.1752-8062.2012.00436.x.
Ripley, E., Markowitz, M., Nichols-Casebolt, A., Williams, L., & Macrina, F. (2012). Training NIH K Award Recipients: The Role of the Mentor. 5386-393. https://doi.org/10.1111/j.1752-8062.2012.00436.x
Ripley, E, et al. "Training NIH K Award Recipients: The Role of the Mentor." vol. 5 (2012): 386-393. doi: https://doi.org/10.1111/j.1752-8062.2012.00436.x
Ripley E, Markowitz M, Nichols-Casebolt A, Williams L, Macrina F. Training NIH K Award Recipients: The Role of the Mentor. 2012;5:386-393. doi: 10.1111/j.1752-8062.2012.00436.x. UIID-AD: 1151.
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Diversity in academic medicine no. 3 struggle for survival among leading diversity programs.

Strelnick AH, Taylor VS, Williams B, Lee-Rey E, Herbert-Carter J, Fry-Johnson YW, Smith QT, Rust G, Kondwani K.
UIID-AD: 3105
2008;75:504-16. doi: 10.1002/msj.20081.

Since efforts to increase the diversity of academic medicine began shortly after the Civil War, the efforts have been characterized by a ceaseless struggle of old and new programs to survive. In the 40 years after the Civil War,...

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Strelnick AH, Taylor VS, Williams B, et al. Diversity in academic medicine no. 3 struggle for survival among leading diversity programs. 2008;75:504-16doi: 10.1002/msj.20081.
Strelnick, A. H., Taylor, V. S., Williams, B., Lee-Rey, E., Herbert-Carter, J., Fry-Johnson, Y. W., Smith, Q. T., Rust, G., & Kondwani, K. (2008). Diversity in academic medicine no. 3 struggle for survival among leading diversity programs. 75504-16. https://doi.org/10.1002/msj.20081
Strelnick, A H, et al. "Diversity in academic medicine no. 3 struggle for survival among leading diversity programs." vol. 75 (2008): 504-16. doi: https://doi.org/10.1002/msj.20081
Strelnick AH, Taylor VS, Williams B, Lee-Rey E, Herbert-Carter J, Fry-Johnson YW, Smith QT, Rust G, Kondwani K. Diversity in academic medicine no. 3 struggle for survival among leading diversity programs. 2008;75:504-16. doi: 10.1002/msj.20081. UIID-AD: 3105.
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A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates.

Britner SL, DeHaan RL, Frantz KJ, Demetrikopoulos MK, Carruth LL, Williams BA, Pecore JL, Goode CT.
UIID-AD: 4612
2017; doi: 10.1187/cbe.16-06-0206.

Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer...

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Britner SL, DeHaan RL, Frantz KJ, et al. A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates. 2017;doi: 10.1187/cbe.16-06-0206.
Britner, S. L., DeHaan, R. L., Frantz, K. J., Demetrikopoulos, M. K., Carruth, L. L., Williams, B. A., Pecore, J. L., & Goode, C. T. (2017). A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates. . https://doi.org/10.1187/cbe.16-06-0206
Britner, S L, et al. "A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates." vol. (2017). doi: https://doi.org/10.1187/cbe.16-06-0206
Britner SL, DeHaan RL, Frantz KJ, Demetrikopoulos MK, Carruth LL, Williams BA, Pecore JL, Goode CT. A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates. 2017; doi: 10.1187/cbe.16-06-0206. UIID-AD: 4612.
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The Role of Stereotype Threats in Undermining Girls' and Women's Performance and Interest in STEM Fields.

Shapiro JR, Williams AM.
UIID-AD: 619
2012;66:175-183. doi: 10.1007/s11199-011-0051-0.

In the present manuscript we draw on the Multi-Threat Framework to explore gender-related math attitudes and how they put girls and women at risk for stereotype threats. Gunderson et al. (2011) detail how negative stereotypes about women's math abilities...

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Shapiro JR, Williams AM. The Role of Stereotype Threats in Undermining Girls' and Women's Performance and Interest in STEM Fields. 2012;66:175-183doi: 10.1007/s11199-011-0051-0.
Shapiro, J. R., & Williams, A. M. (2012). The Role of Stereotype Threats in Undermining Girls' and Women's Performance and Interest in STEM Fields. 66175-183. https://doi.org/10.1007/s11199-011-0051-0
Shapiro, J R, and Williams, A M. "The Role of Stereotype Threats in Undermining Girls' and Women's Performance and Interest in STEM Fields." vol. 66 (2012): 175-183. doi: https://doi.org/10.1007/s11199-011-0051-0
Shapiro JR, Williams AM. The Role of Stereotype Threats in Undermining Girls' and Women's Performance and Interest in STEM Fields. 2012;66:175-183. doi: 10.1007/s11199-011-0051-0. UIID-AD: 619.
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Are All Interventions Created Equal? A Multi-Threat Approach to Tailoring Stereotype Threat Interventions.

Shapiro JR, Williams AM, Hambarchyan M.
UIID-AD: 620
2013;104:277-288. doi: 10.1037/a0030461.

To date, stereotype threat interventions have been considered interchangeable. Across 4 experiments, the present research demonstrates that stereotype threat interventions need to be tailored to the specific form of experienced stereotype threat to be effective. The Multi-Threat Framework (Shapiro...

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Shapiro JR, Williams AM, Hambarchyan M. Are All Interventions Created Equal? A Multi-Threat Approach to Tailoring Stereotype Threat Interventions. 2013;104:277-288doi: 10.1037/a0030461.
Shapiro, J. R., Williams, A. M., & Hambarchyan, M. (2013). Are All Interventions Created Equal? A Multi-Threat Approach to Tailoring Stereotype Threat Interventions. 104277-288. https://doi.org/10.1037/a0030461
Shapiro, J R, et al. "Are All Interventions Created Equal? A Multi-Threat Approach to Tailoring Stereotype Threat Interventions." vol. 104 (2013): 277-288. doi: https://doi.org/10.1037/a0030461
Shapiro JR, Williams AM, Hambarchyan M. Are All Interventions Created Equal? A Multi-Threat Approach to Tailoring Stereotype Threat Interventions. 2013;104:277-288. doi: 10.1037/a0030461. UIID-AD: 620.
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WEBAMP: DOCUMENTING TWENTY YEARS OF STUDENT SUCCESS IN STEM THROUGH THE LSAMP PROGRAM.

Williams M, DeLauder S.
UIID-AD: 172
2012;5794-5799.

One of the oldest alliances in the country, the North Carolina Louis Stokes Alliance for Minority Participation (NCLSAMP) was initially funded by the National Science Foundation in 1992. The uniqueness of this alliance lies in the diversity and program...

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Williams M, DeLauder S. WEBAMP: DOCUMENTING TWENTY YEARS OF STUDENT SUCCESS IN STEM THROUGH THE LSAMP PROGRAM. 2012;5794-5799
Williams, M., & DeLauder, S. (2012). WEBAMP: DOCUMENTING TWENTY YEARS OF STUDENT SUCCESS IN STEM THROUGH THE LSAMP PROGRAM. 5794-5799.
Williams, M, and DeLauder, S. "WEBAMP: DOCUMENTING TWENTY YEARS OF STUDENT SUCCESS IN STEM THROUGH THE LSAMP PROGRAM." vol. (2012): 5794-5799.
Williams M, DeLauder S. WEBAMP: DOCUMENTING TWENTY YEARS OF STUDENT SUCCESS IN STEM THROUGH THE LSAMP PROGRAM. 2012;5794-5799. UIID-AD: 172.
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Showing 7189 to 7194 of 7194 entries