1<!DOCTYPE HTML PUBLIC "-//w3c//dtd html 4.0 transitional//en" "http://www.w3.org/TR/REC-html40/loose.dtd"> 2<HTML> 3 <HEAD> 4 <META HTTP-EQUIV="Content-Type" CONTENT="text/html; charset=iso-8859-1"> 5 <META NAME="Author" CONTENT="tr kibler"> 6 <META NAME="GENERATOR" CONTENT="Mozilla/4.5 [en] (Win98; U) [Netscape]"> 7 <META NAME="KeyWords" 8 CONTENT="Patricia B. Campbell, gender, education, math, science, race, equity, equality, Campbell-Kibler Associates"> 9 10 <TITLE>Campbell-Kibler Associates, Inc.</TITLE> 11 </HEAD> 12 <BODY TEXT="#000000" BGCOLOR="#FFFFFF" LINK="#0000FF" VLINK="#800080" 13 ALINK="#000088"> 14 <A href="./Pats_page.html"> 15 <IMG SRC="home_r_d.gif" ALT="Cartoon of Dr. Campbell contemplating equity" border="0" 16 HSPACE="10" VSPACE="10" HEIGHT="298" WIDTH="225" ALIGN="LEFT"></a><IMG 17 SRC="home_logo.gif" ALT="Campbell-Kibler Associates, Inc." BORDER="0" 18 HEIGHT="91" WIDTH="442" ALIGN="top"> 19 <BLOCKQUOTE><I><FONT COLOR="#FF0000" SIZE="+1">"We know that issues related 20 to race/ethnicity, gender, and physical disability have an impact on 21 educational opportunity and participation. While we've made progress addressing 22 these issues, with that progress has come new and different problems. 23 Yesterday's assumptions and solutions have moved us to where we are today. 24 However, if we adhere unquestioningly to yesterday's assumptions and solutions, 25 they will become tomorrow's problems."</FONT></I></BLOCKQUOTE> 26 <FONT COLOR="#000000">For the past 35 years <A href="./Pats_page.html">Dr. Patricia B. Campbell</a> of 27 Campbell-Kibler Associates has been doing research and evaluation to increase 28 gender and race equity in math, science and technology education. Results of 29 her work can be found in the following "user friendly" reports, brochures and 30 pamphlets.</FONT> 31 <P><FONT COLOR="#000000"><B>Please view, download, use and share any of the 32 following materials.</B> (Some material is in Adobe Acrobat format -- ".pdf 33 ". An </FONT><A HREF="http://www.adobe.com/acrobat/readstep.html">Adobe 34 Acrobat </A><FONT COLOR="#000000">viewer for pdf can be downloaded for <I>FREE. 35 ) </I><B>You have permission to duplicate and use the materials but not to sell 36 them or to modify them. Credit must be included when they are 37 quoted.</B></FONT> </P><HR ALIGN="CENTER" WIDTH="60%"> 38 <IMG SRC="lion_mega.jpg" ALT="cartoon lion with megaphone" ALIGN="LEFT" 39 WIDTH="180" HEIGHT="132" BORDER="0" STYLE="margin: 0 15px 0 0"> 40 <br> 41 <H2><FONT COLOR="#FF0000">What's New</FONT></H2> 42 <UL> 43 <LI><FONT SIZE="+1"><A HREF="Campbell and Petersen Sept 2017 GRE study.pdf" ><B>Predicting PhD Attainment: The Efficacy of the GRE</B></A></FONT> 44 reports the results of a study of 2000 students which found GRE: V and GRE: Q scores did not predict PhD attainment for women while for men higher GRE: Q scores and to a lesser degree GRE: V scores were tied to lower PhD attainment. 45 </LI> 46 <LI><FONT SIZE="+1"><A HREF="One page overview of GRE issues Oct 4 2017.pdf"><B>Should We Be Using GREs In PhD Admissions?</B></A></FONT> 47 A one page overview of some things to consider when you are thinking about having people take the GREs. 48 </LI> 49 </UL> 50 <H3><FONT COLOR="#FF0000">Other Recent Publications</FONT></H3> 51 <UL> 52 <LI><FONT SIZE="+1"><A HREF=" https://www.lifescied.org/doi/pdf/10.1187/cbe.16-01-0038" ><B>Improving Underrepresented Minority Student Persistence in STEM</B></A></FONT> 53 provides a series of recommendations to reduce institutional barriers and increase student ability to persist in STEM. 54 </LI> 55 <LI><FONT SIZE="+1"><A HREF="ECC_10_final.pdf" ><B>Ten Years of Engagement, Capacity and Continuity:</B> Reflections on a Trilogy for Student Success</A></FONT> 56 is a reflection on the roles the EEC Trilogy (<A HREF="trilogy.pdf"> Full Report</A> 57 and <A HREF="trilogy_summary.pdf">An Overview</A>) has been playing in education and what its future might be. 58 </LI> 59 <LI><FONT SIZE="+1"><A HREF="http://www.BeyondRigor.org" ><B>BeyondRigor.org</B></A></FONT> 60 is our newest website. It provides easy to use tips to design, implement and assess the quality of research and evaluations over diverse populations (and all populations are diverse). 61 </LI> 62 <LI><FONT SIZE="+1"><A HREF="Deep2011ejee.pdf" >Deconstructing Engineering Education Programmes: The DEEP Project to 63Reform The Mechanical Engineering Curriculum</A></FONT> 64 describes an effort to reduce and reorder the prerequisite structure linking courses to offer greater flexibility for students and to make the discipline more able to attract and retain a diverse community of students. 65 </LI> 66 <LI><FONT SIZE="+1"><A HREF="Context2011ejee.pdf" >The Effect Of Context On Student Engagement In Engineering</A></FONT> 67 explores ways of teaching to render the fundamentals of engineering more accessible to all students. 68 </LI> 69 <LI><FONT SIZE="+1"><A HREF=" https://nsf-gov-resources.nsf.gov/2022-03/MeasuringDiversity-EvalGuide.pdf" >Measuring Diversity: An Evaluation Guide for STEM Graduate Program Leaders</A></FONT> 70 provides advice about the evaluation of science, technology, engineering and mathematics (STEM) diversity programs at the graduate school level and includes information about the framework and context for evaluation of STEM diversity programs, general indicators, and other experimental design tips. 71 </LI> 72 73<LI><FONT SIZE="+1">Measuring Diversity: Related Tools</FONT> 74<UL style="list-style-image: url(./blankwhite.jpg)"> 75<LI><B>Tool 1: <A HREF="http://www.campbell-kibler.com/NSF-AGEP/GettingToYourGoal.html" >Getting to Your Goal: Are You on Target?</A></B> an interactive tool to help institutions look at the progress theyve made toward their diversity goal and see the numbers they will need annually in order to achieve that goal within their timeframe.</LI> 76<LI><B>Tool 2: <A HREF="http://www.campbell-kibler.com/NSF-AGEP/AppAdmitNew.html" >Looking at Enrollment Yield Applicants, Admits, and New Enrollees</A></B> an online tool to help institutions compute and interpret the enrollment yield for different departments and for demographically different groups of students.</LI> 77<LI><B>Tool 3: <A HREF="http://www.campbell-kibler.com/NSF-AGEP/Retention.html" >Approximating Underrepresented Minority (URM) Ph.D. Student Retention: A Qu
77ick-and-Dirty Tool</A></B> helps institutions quickly compute approximate retention rates. This tool does NOT involve tracking cohorts of individual students and will not give exact retention rates. It will, however, give approximate year-to-year student retention rates and trends that can inform decision making.</LI> 78<LI><B>Tool 4: <A HREF="http://www.campbell-kibler.com/NSF-AGEP/Tracking.html" >Where Are They? Tracking Students Progress Toward Their Degree</A></B> offers prototypes of two different types of tracking tools to help institutions monitor individual students progress. 79These customizable tracking tools can be downloaded as an Excel spreadsheet or as an Access database.</LI> 80 81</UL> 82</LI> 83 84<LI><FONT SIZE="+1"><A HREF="http://www.FairerScience.org" TARGET="_top">www.FairerScience.org:</A></FONT> 85 Campbell-Kibler Associates website with tools and strategies to help researchers and advocates for women in science, technology, engineering and mathematics (STEM) more effectively communicate their findings in ways that allow the public to understand, evaluate and use them. FairerScience also has a <A HREF="http://www.fairerscience.org/fs-blogs/index.html" TARGET="_top"><FONT SIZE="+1">blog</FONT></A> that comments on funny and not so funny news and information directly (or even indirectly) related to FairerScience. 86 </LI> 87 88 89 </UL> 90 <TABLE> 91 <TR> 92 <TD> <FONT SIZE="+1" COLOR="#FF0000">Lessons from the GE Foundation's Math 93 Excellence: </FONT></TD> 94 </TR> 95 <TR> 96 <TD> 97 <UL> 98 <LI><B><A HREF="does_it_work.pdf">Does It Work?</A></B> Using Web 99 Based Data in Decision Making;<FONT SIZE="-1"> Patricia B. Campbell and Lesley 100 K. Perlman (pdf).</FONT></LI> 101 <LI><B><A HREF="MakingItBetter.pdf">Making It Better</A>:</B> Using 102 Data to Improve Projects and Programs;<FONT SIZE="-1"> Patricia B. Campbell and 103 Becky Branting (pdf).</FONT></LI> 104 <LI><B><A HREF="AddingCourses.pdf">Adding Courses:</A></B> 105 Increasing Options; <FONT SIZE="-1">Patricia B. Campbell, Becky Branting and 106 Rosa Carson (pdf).</FONT></LI> 107 <LI><B><A HREF="ME_Lessons_Reaching_Out.pdf">Reaching Out:</A></B> 108 Increasing Diversity; <FONT SIZE="-1">Patricia B. Campbell and Rosa Carson 109 (pdf).</FONT></LI> 110<LI><B><A HREF="ME_Lessons_Sustainability.pdf">Making Change:</A></B> 111 Sustaining Math Excellence; <FONT SIZE="-1">Patricia B. Campbell, Rosa Carson and Daryl E. Chubin, PhD 112 (pdf).</FONT></LI> 113 <LI><B><A HREF="ME_Lessons_TeacherChange.pdf">Exploring Teacher Change</A></B>; <FONT SIZE="-1">Patricia B. Campbell and Rosa Carson 114 (pdf).</FONT></LI> 115 <LI><B>Engagement, Capacity and Continuity: </B> A 116 Trilogy for Student Success<A HREF="trilogy.pdf"><FONT SIZE="+1"> Full 117 Report</FONT></A>; and <A HREF="trilogy_summary.pdf"><FONT SIZE="+1">An 118 Overview</FONT></A>; <FONT SIZE="-1">Eric J. Jolly, Patricia B. Campbell and 119 Lesley K. Perlman. A Report Commissioned by the GE Foundation. 2004. 120 (.pdf)</FONT></LI> 121 <LI><B><A HREF="upping_the_numbers.pdf">Upping the 122 Numbers:</A></B> Using Research-Based Decision Making to Increase Diversity 123 in the Quantitative Disciplines;<FONT SIZE="-1"> Patricia B. Campbell, Eric J. 124 Jolly, Lesli Hoey and Lesley K. Perlman. A Report Commissioned by the GE 125 Foundation; Reprinted 2004. (.pdf)</FONT></LI> 126 </UL></TD> 127 </TR> 128 </TABLE> 129 <br> 130 <IMG SRC="home_boy_girl.gif" ALT="Girl and Boy balanced on a balance" 131 HEIGHT="117" WIDTH="151" ALIGN="LEFT"><HR ALIGN="CENTER" WIDTH="80%"> 132 <P><FONT SIZE="+1" COLOR="#FF0000"><B>Tools for Educators & 133 Others</B></FONT></P> 134 <UL> 135 <LI> 136 <FONT SIZE="+1"><A HREF="YouthNotes_November_2008.pdf">NYC Organizations Addresses Critical Gaps in Services to Youth Who Drop Out.</A></FONT> An overview of Community Pathways to Success (CEPS) and its evaluation. 137 <I>Patricia Campbell, Peter Kleinbard, Vivian Vazquez, with Annie Sykes Moyer and TJ Volonis, 2008 (pdf).</I> The final CEPS 138 evaluation report can be found <A HREF="2009 CEPS final evaluation report with appendices.pdf">here</A> <I>(pdf)</I>. 139 </LI> 140 141 <LI>
141<A HREF="http://www.beyondrigor.org/PDF/411651_guide1.pdf"><FONT SIZE="+1">Building Evaluation Capacity Guide 1:</FONT></A> Designing a Cross-Project Evaluation and <A HREF="http://www.beyondrigor.org/PDF/411651_guide2.pdf"><FONT SIZE="+1">Building Evaluation Capacity Guide 2:</FONT></A> Collecting and Using Data in Cross-Project Evaluations by Beatriz Chu Clewell and Patricia B. Campbell. 142 <BR></LI> 143 <LI><FONT SIZE="+1">Good Schools in Poor Neighborhoods: Defying Demographics, Achieving Success</FONT> 144 by Beatriz Chu Clewell and Patricia B. Campbell with Lesley Perlman. (Sorry folks this one costs money, $24.00; but it is worth it. You can learn more and order it here: <A HREF="https://www.amazon.com/Good-Schools-Poor-Neighborhoods-Demographics/dp/087766742X" > 145 https://www.amazon.com/Good-Schools-Poor-Neighborhoods-Demographics/dp/087766742X</A> .) 146 <BR></LI> 147 <LI><FONT SIZE="+1"><A HREF="WhatCanIDo.pdf">What Can I Do?</A></FONT> 148 Making Engineering Classrooms More Effective for Women (and Men) Students; <FONT SIZE="-1"> Patricia B. Campbell. 2007 (.pdf)</FONT></LI> 149 <LI><FONT SIZE="+1"><A HREF="HowCanIHelp.pdf">How Can I Help?</A></FONT> 150 Working with Engineering Faculty to Change Classrooms; <FONT SIZE="-1"> Patricia B. Campbell. 2007 (.pdf)</FONT></LI> 151 <LI><FONT SIZE="+1"><A HREF="WhatWeKnow.pdf">What Do We Know?</A></FONT>
152 Seeking Effective Math and Science Instruction; <FONT SIZE="-1"> Beatriz Chu 153 Clewell and Patricia B. Campbell and associates. 2005(.pdf)</FONT></LI> 154 <LI><A HREF="picking the best.pdf"><FONT 155 SIZE="+1">Picking The Best:</FONT></A>A Guide To Finding The Math And Science 156 Programs And Practices That Work For Your Students;<FONT SIZE="-1"> Patricia B. 157 Campbell and Lois-ellin Datta. (.pdf).</FONT></LI> 158 <LI><A HREF="Overcoming_Anxiety.htm"><FONT SIZE="+1">Overcoming Test 159 Anxiety:</FONT></A>Measurement and Statistics for Lawyers and Others; 160 <FONT SIZE="-1">Patricia B. Campbell.</FONT></LI> 161 <LI><A HREF="marketing_booklet.pdf"><FONT SIZE="+1">Making A 162 Splash:</FONT></A>A Guide to Getting Your Programs, Products and Ideas Out; 163 <FONT SIZE="-1">Patricia B. Campbell, Christina Boyer and Kathryn 164 Acerbo-Bachmann. (.pdf)</FONT></LI> 165 <LI><A HREF="Moving_to_Mainstream.htm"><FONT SIZE="+1">Moving Into The 166 Mainstream:</FONT></A>From "Equity A Separate Concept" To "High Quality 167 Includes All"; <FONT SIZE="-1"> Patricia B. Campbell and Nancy 168 Kreinberg.</FONT></LI> 169 <LI><FONT SIZE="+1"><A HREF="researcher.htm">Out Of The Office, Into The 170 Schools:</A> </FONT> Lessons Learned From Collecting And Using Student And 171 Teacher Data;<FONT SIZE="-1"> Patricia B. Campbell</FONT>.</LI> 172 <LI><FONT SIZE="+1"><A HREF="mapping.htm">Where's The Overlap?</A> 173 </FONT>Mapping The SAT9 And TAAS 4th Grade Test Objectives; <FONT 174 SIZE="-1">Lesli Hoey, Patricia B. Campbell and Lesley Perlman</FONT>.</LI> 175 <LI><A 176 HREF="http://www.wcer.wisc.edu/nise/News_Activities/Forums/Campbellpaper.htm"> 177 <FONT SIZE="+1">Equity Means All:</FONT></A> Rethinking The Role Of Special 178 Programs In Science And Math Education;<FONT SIZE="-1"> Patricia B. Campbell 179 and Lesli Hoey. (Available from 180 <A 181 HREF="http://www.wcer.wisc.edu/nise/News_Activities/Forums/Campbellpaper.htm">National 182 Institute for Science Education</A>).</FONT> </LI> 183 </UL> 184 <BLOCKQUOTE>
185 <P><IMG SRC="hurdlers.gif" ALT="Girl and Boy hurdling over stereotypes" 186 HEIGHT="95" WIDTH="151" ALIGN="LEFT" HSPACE="5" VSPACE="5"> 187 <FONT SIZE="+1" COLOR="#FF0000"><B>Refuting Myths & 188 Stereotypes</B></FONT></P> 189 <UL> 190 <LI><A HREF="Taking_Stock.pdf"><FONT SIZE="+1">Taking Stock: 191 </FONT></A> Focusing on “where we’ve been, where we are, and where 192 we’re going”, the authors examine white and minority women ’s 193 progress in science, mathematics, engineering, and technology (SMET) over the 194 past decade. <FONT SIZE="-1">Beatriz Chu Clewell and Patricia B.Campbell. 195 (<I>Journal of Women and Minorities in Science and Engineering</I>,vol.8,pp.255 196 –284,2002, Reprinted with permission.) (.pdf)</FONT></LI> 197 <LI><FONT SIZE="+1"><A HREF="Stereo.pdf">Girls Are... Boys Are... :</A> 198 </FONT>Myths, Stereotypes & Gender Differences. <FONT SIZE="-1"> 199 Patricia B. Campbell and Jennifer N. Storo. (.pdf)</FONT></LI> 200 <LI> <FONT SIZE="+1"><A HREF="kids.htm">"It’s Not A School Where 201 You Should Go If You Don’t Want To Learn":</A></FONT> Philadelphia 202 Students Talk About Their Elementary Schools;<FONT SIZE="-1"> Lesley K. Perlman 203 and Patricia B. Campbell</FONT>.</LI> 204 <LI> <FONT SIZE="+1"><A HREF="Gender_Wars.htm">The Gender Wars in 205 Education</A>; </FONT><FONT SIZE="-1">Susan McGee Bailey and Patricia B. 206 Campbell.</FONT> </LI> 207 <LI> <A HREF="no_virginia.htm"><FONT SIZE="+1">No Virginia, There Is No 208 Math Gene;</FONT></A> <FONT SIZE="-1"> Patricia B. Campbell.</FONT></LI> 209 </UL> 210 <P><IMG SRC="lion_reading.JPG" ALT="cartoon lion reading a book" 211 ALIGN="RIGHT" WIDTH="180" HEIGHT="111" BORDER="0"> 212 <FONT SIZE="+1" COLOR="#FF0000"><B>Changing Classrooms</B></FONT></P> 213 <UL> 214 <LI><FONT SIZE="+1"><A HREF="Pizza.pdf">Making It 215 Happen:</A></FONT>Pizza Parties, Chemistry Goddesses & Other Strategies 216 that Work for Girls and Others;<FONT SIZE="-1"> Patricia B. Campbell and 217 Jennifer N. Storo. (.pdf)</FONT></LI> 218 <LI><A HREF="Admin.pdf"><FONT SIZE="+1">Whose Responsibility Is 219 It?</FONT></A>Making Coeducation Work in Math & Science: The 220 Administrator's Role;<FONT SIZE="-1"> Patricia B. Campbell and Jennifer N. 221 Storo. (.pdf)</FONT></LI> 222 <LI><FONT SIZE="+1"><A HREF="Whyme.pdf">Why Me? Why My 223 Classroom?</A></FONT>The Need for Equity in Coed Math and Science Classes;<FONT 224 SIZE="-1"> Patricia B. Campbell and Jennifer N. Storo. (.pdf)</FONT> </LI> 225 </UL> 226 <P><IMG SRC="Lion%20at%20computer.JPG" ALT="cartoon lion at computer" 227 WIDTH="180" HEIGHT="150" BORDER="0" ALIGN="LEFT"><FONT SIZE="+1" 228 COLOR="#FF0000"><B>Technology</B></FONT></P> 229 230 <UL> 231 <LI><FONT SIZE="+1"><A HREF="youth_media.html">Sticking with My 232 Dreams:</A></FONT> Defining and Refining Youth Media in the 21<SUP>ST</SUP> 233 Century; <FONT SIZE="+1"><A HREF="appendix.html">Appendix:</A></FONT> An 234 Annotated List of Programs; <FONT SIZE="-1">Patricia B. Campbell, Lesli Hoey 235 and Lesley K. Perlman. (This material also available in Adobe pdf format: 236 <A HREF="youth_media.pdf">Sticking with My Dreams</A>; <A 237 HREF="appendix.pdf">Appendix</A> ).</FONT> </LI> 238 <LI STYLE="color:white"></LI> 239 <LI><A HREF="going_web_based.pdf"><FONT SIZE="+1">Going 240 Web-Based?</FONT></A> Helping School Administrators Make Informed Choices About 241 Web-Based Courses; <FONT SIZE="-1">Patricia B. Campbell, Lesley K. Perlman, 242 Earl N. Hadley. (.pdf)</FONT></LI> 243 <LI><A HREF="policy_makers.pdf"><FONT SIZE="+1">Dealing With 244 Educational Inequities:</FONT></A> Are Web-Based Courses An Answer?; 245 <FONT SIZE="-1">Patricia B. Campbell, Lesley K. Perlman, Earl N. Hadley. 246 (.pdf)</FONT></LI> 247 <LI><A HREF="parent.pdf"><FONT SIZE="+1">Are Web-Based Courses Right 248 For My Child?</FONT></A>; <FONT SIZE="-1">Patricia B. Campbell, Lesley K. 249 Perlman, Earl N. Hadley.(.pdf)</FONT></LI> 250 <LI><A HREF="teacher_summary.doc"><FONT SIZE="+1">Teachers, Students 251 and CLASS:</FONT></A> Some Voices From the Field; <FONT SIZE="-1">Lesley K 252 Perlman and Patricia B Campbell. (.doc -- a microsoft word document)</FONT> 253 </LI>
254 </UL></BLOCKQUOTE> <HR SIZE="3" WIDTH="100%"> 255 <TABLE WIDTH="100%"> 256 <TR> 257 <TD> Contact us at: <A 258 HREF="mailto: [email protected]">[email protected]</A> 259 </TD> 260 </TR> 261 <TR> 262 <TD><FONT COLOR="#008000"><FONT SIZE="-1">Illustrations by </FONT>Judy 263 Butler</FONT><FONT COLOR="#0000FF">(</FONT><A 264 HREF="mailto: [email protected]">[email protected]</A><FONT 265 COLOR="#0000FF">)</FONT> </TD> 266 <TD ALIGN="right">Updated: 2/7/2025</TD> 267 </TR> 268 </TABLE> <!-- WiredMinds eMetrics tracking with Enterprise Edition V5.4 START -->
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