President of Campbell-Kibler Associates, Inc, has been involved in educational research and evaluation with a focus on formal and informal STEM education and issues of race/ethnicity, gender and disability since the mid 1970's. Dr. Campbell has authored more than 100 publications including Upping the Numbers: Using Research-Based Decision Making to Increase Diversity in the Quantitative Sciences with Eric Jolly and Lesley Perlman and is a co-author, with Beatriz Chu Clewell, of What Do We Know? Seeking Effective Math and Science Education .
is currently a Senior Fellow and Senior Advisor and founder of Program Evaluation and Equity Research (PEER) in the Education Policy Center of the Urban Institute. She is an education policy researcher whose main focus is factors that influence the educational attainment of underrepresented groups and is the author of Breaking the Barriers, which describes effective intervention practices that increase the success of girls and minority students in science and mathematics. She served as Executive Director of the Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Development (CAWMSET) based at the National Science Foundation.
is Sea Grant Professor in Free-Choice Learning, Science & Mathematics Education, Colleges of Science and Education, Oregon State University. She is internationally recognized for her research on the behavior and learning of youth and families in free-choice learning settings and the development and evaluation of community-based efforts. She has published and spoken extensively in these areas. Over her career, Lynn has worked on a variety of gender-related efforts. Currently she is collaborating with a colleague at Franklin Institute on a NSF-funded research study investigating the long-term impact of free-choice/informal STEM experiences on girls' learning, interest and future engagement in STEM education, careers and hobbies. Lynn also serves as Associate Director and Vice President for Special Initiatives at the Institute for Learning Innovation, a not-for-profit learning research and development organization, focused on innovative approaches to investigating and facilitating free-choice learning.
is associate professor in Women’s Studies and adjunct associate professor in the Departments of Psychology and American Ethnic Studies at the University of Washington-Seattle. Angela recently served as PI in a Sloan funded research entitled Interdisciplinary Social Science Approaches to the Participation of Ethnic Minorities in STEM. She is interested in science studies focused on ethnic minorities and women in STEM, access issues in education for Latino/as, and first-generation college students. She was director of The Rural Girls in Science Program for twelve years.
is an Associate Professor in the School of Teaching and Learning at the University of Florida, Gainesville. As she prepares future teachers to teach science, and conducts professional development with practicing teachers, there is a seamless integration of her interests in teacher education with exploring the science achievement of African American schoolgirls. Of such, three major sub themes provide an organization to her research: Nature and development of science teachers’ subject knowledge, nature and development of science specific pedagogy in both prospective and practicing science teachers, and the relationship among science teachers’ expectations, pedagogical practices, and African American girls’ self-perception as science learners. Rose has authored or co-authored over twenty-five journal articles and co-authored one book: Language and Literacy in Inquiry-based Science Classrooms: Grades 3-8. She has also served as principal investigator or Co-PI on several research grants, including Multi-University Reading, Mathematics and Science Initiatives and NSF-GSE/RES.
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