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8	  CONTENT="Patricia B. Campbell,  gender, education,  math, science, race, equity, equality, Campbell-Kibler Associates">
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10	 <TITLE>Campbell-Kibler Associates, Inc.</TITLE> 
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12  <BODY TEXT="#000000" BGCOLOR="#FFFFFF" LINK="#0000FF" VLINK="#800080"
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14	<A href="./Pats_page.html">
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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		".&nbsp; 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 they’ve 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 &amp;
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"&nbsp; 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 &amp;
188		  Stereotypes</B></FONT></P> 
189		<UL> 
190		  <LI><A HREF="Taking_Stock.pdf"><FONT SIZE="+1">Taking Stock:
191			 </FONT></A> Focusing on &#147;where we&#146;ve been, where we are, and where
192			 we&#146;re going&#148;, the authors examine white and minority women &#146;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			 &#150;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 &amp; Gender Differences.&nbsp;<FONT SIZE="-1">
199			 Patricia B. Campbell and Jennifer N. Storo. (.pdf)</FONT></LI> 
200		  <LI> <FONT SIZE="+1"><A HREF="kids.htm">"It&#146;s Not A School Where
201			 You Should Go If You Don&#146;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 &amp; 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 &amp; 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> 
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