BPC on Congressional Study

usda logoBPC co authored the Feasibility of Tribal Administration of Federal Nutrition Assistance Programs report and was CoPI on this Congressional Study for the United States Department of Agriculture.

*View the report as PDF

Apply to Become a Native Nation Rebuilder Today!

NGC-native governance centerThe Native Governance Center is now accepting applications for its Native Nation Rebuilders programThe Native Governance Center has assumed full responsibility to carry forth the work of the Native Nation Rebuilders program, a leadership development program established by the Bush Foundation in 2009.

Only open to enrolled members of the 23 Native nations within Minnesota, North Dakota and South Dakota, participants selected to be Rebuilders commit to a two-year learning journey – developing tribal governance knowledge and leadership skills to implement action plans in their communities. As of today, over 100 tribal citizens from all across the region have graduated from the program and have gone on to support nation-building projects within their communities.

The application period is open through August 29th. For details or to apply online, visit nativegov.org or contact Rebecca Crooks-Stratton at the Native Governance Center at hello@nativegov.org.

Please visit us on Facebook, or check out our Rebuilders YouTube video for more information.

Don’t Miss Dr. Bowman on CREA’s 2016 Panel Presentation Tomorrow!

crealogoCREA 2016 Panel Presentation, Being Culturally Responsive: Discerning When, Where, and How Cultural Familiarity Counts. Melvin Hall (Northern Arizona University), chair. Nicole R. Bowman (Bowman Performance Consulting, LLC), Wanda Casillas (Deloitte Consulting), Fiona Cram (Centre for Social Impact, New Zealand), Rodney Hopson (George Mason University), & Hazel Symonette (University of Wisconsin-Madison), presenters.

April 22, 2016 | 10:45am – 12:15pm | Room: Salon 2
Conference program

From the paper abstract: “As part of the last CREA Conference, a panel of culturally responsive evaluators explored the personal traits and experiences that helped to shape their worldview and dispositions toward evaluation. As a follow up to that session, an expanded panel will again explore interactions between the personal, professional, and community commitments that influence how an evaluator does their work. We begin the discussion with examining the dynamics when an evaluator works in a community they know well, and then extend the analysis to the situation where they work in similar but distant communities. When working in your community of origin, in what understandings can you place confidence during an attempt to be culturally responsive? How far from a familiar home base, can or should the evaluator feel confident of their ability to be responsive? When preparing to enter a familiar but distant space, what cautions might we suggest?”

Tomorrow! Dr. Bowman with Dr. Beverly Anderson Parsons (InSites) “Addressing Structural Racism through Systems-Oriented Evaluation”

Dr. Parsons

Dr. Parsons

CREA 2016 Symposium Session, Addressing Structural Racism through Systems-Oriented Evaluation, Patricia Jessup (Jessup & Associates), chair. What Evaluators Need to Know About Structural Racism, Nicole R. Bowman (Bowman Performance Consulting, LLC) & Beverly Anderson Parsons (InSites), presenters.

April 21, 2016 | 10:00 am – 11:30 am | Room: Chicago

Conference program

From the symposium abstract: “The session includes a description of four evaluation designs that are being incorporated into the evaluation guidebook. The designs highlight critical points in the complex and often unpredictable processes of changing the basic paradigms on which our social systems are built in regard to race. The designs are grounded within communities but reach inward and outward from that pivotal point with attention to honoring all voices. Investment design, implementation, and evaluation all work together to increase racial equity that generates significant practical returns in the form of improved social and economic outcomes for vulnerable populations.”

2016 Culturally Responsive Evaluation and Assessment (CREA) International Conference

April 20-22, 2016 | Chicago, IL

Conference website

Conference schedule

From the website: CREA 3rd International Conference The Next Generation of Theory and Practice: Rethinking Equity through Culturally Responsive Evaluation and Assessment will demonstrate the kinds of interventions in education, health care, criminal justice, and social services that are being undertaken to address inequities. What has been attempted? What are the results? What works for whom, why, and in what circumstances? This year’s theme includes, broadening participation in STEM and beyond; capacity building in global and local communities and neighborhoods; development of equitable measures, methods and metrics; policies and practices of influence and consequence; and examples of effective models of collaborations and networks.”

Register now for Eastern Evaluation Research Society’s 39th Annual Conference!

eers logoEastern Evaluation Research Society will commence its 39th annual conference, beginning Sunday, May 1st and continuing through Tuesday, May 3rd at the Seaview Resort and Spa in Galloway, NJ.

This year’s theme is Improving Outcomes, Building Knowledge: Finding What Works.

Featured speakers include John Gargani, Katrina Bledsoe, and Tony Foleno.

Stafford Hood will be the keynote speaker of this year’s Eleanor Chelimsky Forum on Evaluation Theory and Practice, with Nicole Bowman as discussant.

Tom Archibald and Mustafa Karakus will hold pre-conference workshops on Evaluative Thinking and Economic Evaluations, respectively.

Register now for the conference and pre-conference sessions:

http://cts.vresp.com/c/?EasternEvaluationRes/9fd3738e4f/536747a440/024b0c17cb

Does LEAD Need You?

Program Evaluation for Proposals

We can meet with you to discuss your program or proposal ideas. Please call (608) 263-4256 or email: cmpribbenow@wisc.edu

Current proposal deadlines

Title: Education grants
Sponsor: Lumina Foundation for Education
Deadline: Ongoing; letters of inquiry accepted year round
Summary: Lumina’s goal is to increase the higher education attainment rate of the United States to 60% by 2025. While the Foundation’s mission focuses on both student access and success in higher education, its emphasis is on attainment, defined as completing associate and baccalaureate degrees and credentials. The Foundation focuses on increasing awareness of the benefits of higher education, improving student access to and preparedness for college, improving student success in college, and productivity across the higher education system. See the website for the foundation’s current funding strategies.
URL: http://www.luminafoundation.org/grants.html


Title: Alliances for Graduate Education and the Professoriate (AGEP)
Sponsor: NSF 16-552
Deadlines: June 14, 2016 and December 9, 2016
Summary: AGEP seeks to advance knowledge about models to improve pathways to the professoriate and success for historically underrepresented minority doctoral students, postdoctoral fellows and faculty, particularly African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders, in specific STEM disciplines and/or STEM education research fields. New and innovative models are encouraged, as are models that reproduce and/or replicate existing evidence-based alliances in significantly different disciplines, institutions, and participant cohorts.
URL: http://www.nsf.gov/pubs/2016/nsf16552/nsf16552.htm


Title: Education Research and Special Education Research Grant Programs
Sponsor: Institute of Education Sciences, Department of Education
Deadline: August 4, 2016
Summary: IES’s research grants program is meant to provide the public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These grants provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for disability, and (2) education outcomes for all students from early childhood education through postsecondary and adult education. In carrying out its grants program, IES provides support for programs of research in areas of demonstrated national need and will conduct competitions in FY2017 through two of its centers.

The National Center for Education Research (NCER) will hold six competitions in these areas (topics in parentheses):

  1. Education research (Cognition and Student Learning; Early Learning Programs and Policies; Education Leadership; Education Technology; Effective Teachers and Effective Teaching; English Learners; Improving Education Systems; Mathematics and Science Education; Postsecondary and Adult Education; Reading and Writing; Social and Behavioral Context for Academic Learning; and Special Topics, which include Arts in Education; Career and Technical Education; and Systemic Approaches to Educating Highly Mobile Students);
  2. Education research training (Pathways to the Education Sciences Research Training [NOTE: An institution may submit only one application to the Pathways Training Program]; Postdoctoral Research Training; and Methods Training for Education Researchers);
  3. Statistical and research methodology in education (Statistical and Research Methodology Grants; and Early Career Statistical and Research Methodology Grants);
  4. Partnerships and collaborations focused on problems of practice or policy (Researcher-Practitioner Partnerships in Education Research; and Evaluation of State and Local Education Programs and Policies);
  5. Low-cost, short-duration evaluations; and
  6. Research networks (Exploring Science Teaching in Elementary School Classrooms; and Scalable Strategies to Support College Completion).

The National Center for Special Education Research (NCSER) will hold three competitions in these areas (topics in parentheses).

  1. Special education research (Autism Spectrum Disorders; Cognition and Student Learning in Special Education; Early Intervention and Early Learning in Special Education; Families of Children with Disabilities; Mathematics and Science Education; Professional Development for Teachers and Other Instructional Personnel; Reading, Writing, and Language Development; Social and Behavioral Outcomes to Support Learning; Special Education Policy, Finance, and Systems; Technology for Special Education; and Transition Outcomes for Secondary Students with Disabilities).
  2. Special education research training; and
  3. Low-cost, short-duration evaluations.

URL: http://www.grants.gov/web/grants/view-opportunity.html?oppId=282060 and https://federalregister.gov/a/2016-05155

Meet the LEAD Staff!

Staff

Christine Maidl Pribbenow, Ph.D.

Christine Maidl Pribbenow, Ph.D., is a Senior Scientist at the Wisconsin Center for Education Research at UW-Madison. As a professional evaluator, she uses mixed methodology to assess student and faculty learning, and to evaluate educational programming for various postsecondary institutions and organizations. She has been the Evaluation Director on a variety of programs to increase the number of underrepresented minorities in STEMM, including women and different racial/ethnic populations. As the Director of LEAD, she works with potential partners to develop evaluation plans and after funding, oversees professional evaluators who who conduct the evaluation.


Sara Kraemer

Sara Kraemer, Ph.D., is a Researcher and works on a variety of evaluation projects and programs in higher education, including the Achievement Gap Project, the Delta Program, and most recently the Wisconsin Collaboratory for Enhanced Learning (WisCEL). She also works in K-12 content areas including teacher and principal evaluation systems, measurement of teacher quality, and data-based decision making. She holds a Ph.D. in Industrial and Systems Engineering from UW-Madison.

 


Nicole Bowman-Farrell

Nicole Bowman-Farrell (Mohican/Munsee), Ph.D. is a Researcher & Evaluator in the LEAD Center. Culturally and contextually responsive educational research, evaluation, and policy studies are central to the work Nicole has carried out over nearly two decades.  By working “with” people and not “on” them Nicole is known as a responsive and effective multi-jurisdictional and government systems subject matter expert.  She has been a leader on educational and government initiatives where Tribal and non-Tribal agencies partner to improve outcomes, capacities, and competencies for more effective, responsive, and impactful programming.  As an evaluator, trainer, and technical assistance provider Dr. Bowman has increased the skills, competencies, and capacities for many university, non-profit, and for profit academic organizations working with Indigenous and other marginalized populations.  In May 2015 Nicole graduated with her PhD from the Educational Leadership & Policy Analysis Department at the University of WI-Madison.  Her multi-jurisdictional educational policy study was the first in the country to examine how Tribal and non-Tribal educational policy is developed and implemented as public and Tribal governments educate Indigenous students attending K-12 public schools.   Dr. Bowman currently is an active elected leader, international annual conference trainer, and/or an appointed advisory member for several work groups under the American Evaluation Association, the Center for Culturally Responsive Evaluation and Assessment, and the Eastern Evaluation Research Society


Kate McCleary

Kate McCleary, Ph.D., is an Associate Researcher with the LEAD Center.  Evaluation and assessment has been central to the work Kate has carried out in international education over the past decade.  She uses evaluative practices in examining undergraduate intercultural learning and cultural adjustment, and establishing and reviewing international, university-partnerships within higher education settings.  She was a member of a longitudinal, team-based, evaluation of a girls and marginalized children/youth empowerment program carried out in eight countries through the Minnesota International Development Education Consortium. Kate appreciates the utilization of mixed-methodology in evaluation studies, and has taught qualitative research methods at the undergraduate level.  She values the insight and understanding that her work provides to institutions and organizations with which she partners. Kate holds a Ph.D. from the University of Minnesota in Educational Policy & Administration with a focus in Comparative International Development Education.

 


Christine Fabian

Christine Fabian, M.S., is an Assistant Researcher focusing on evaluation research for grants and programs related to higher education. Her evaluation experience involves community education programs, NSF funded scholarships, undergraduate research experiences, first-year student engagement activities, and women in STEM. Since beginning work at the LEAD Center, Christine has continued to develop her skills in mixed-methods research, data collection and analysis, survey design, and qualitative data analysis software. She has bachelor’s and master’s degrees in Sociology and Rural Studies from South Dakota State University.

 


Mary Mezera, B.S., who has been with WCER for three years and is the Administrative Coordinator for the center. She also assists WCER PIs Sadhana Puntambekar, Marty Nystrand and Sandy Rutherford. She has an associate’s degree from UW˗Rock County in applied arts and science and a bachelor’s degree from Edgewood College in criminal justice.

Sign Up for the CREA CRIE Workshop!

CREADr. Nicole Bowman will be providing a preconference workshop at the international conference for the Center for Culturally Responsive Evaluation and Assessment (CREA). The Third International CREA 2016 conference will be held April 20-22 at the Palmer House Hilton Hotel in Chicago, Illinois.

The preconference workshop is entitled, Culturally Responsive Indigenous Evaluation (CRIE): Indigenous Knowledge, Frameworks, & Case Studies to Inform/Transform Evaluation Practice that will be co-presented with Dr. Fiona Cram.

Dr. Nicky’s preconference workshop will be held on Tuesday, April 19, 2016 in the Chicago Room of the Palmer House Hilton from 8:30 am to 4:30 pm.

The annual CREA Conference is to bring together an interdisciplinary group of scholars from around the country and internationally to focus on the role of cultural theory and practices of evaluation and assessment. The conference title, The Next Generation of Theory and Practice: Rethinking Equity through Culturally Responsive Evaluation and Assessment, provides a central focus that is also guided by the five themes of: broadening participation in STEM and beyond; capacity building in global and local communities and neighborhoods; development of equitable measures, methods and metrics; policies and practices of influence and consequence; and examples of effective models of collaborations and networks.

We look forward to you joining us at the Third International CREA conference!

*Sign up!

What Can Public Ed Learn from Dr. Nicky?

what can public ed learn

*Click image to view the video!

The Struggle to Apply Advice A.K.A. Low Anxiety

nicole bowman bowman performance consultingHabits of Low Anxiety/Anxiety Free People—An Example to Put this in Action!! (Part II)

By Nicole Bowman, President, Bowman Performance Consulting

*read Part I

Small business owners are always weighing opportunities with risk, profit margins with reinvestment back into the business, and exploring ways to leverage opportunities, sustain professional relationships, and to strengthen business networks for expanding collaborative partnerships for future initiatives.

The continuous thought and behavior processes of a small business owner got me interested in clicking the link and fully reading a recent Nature’s Sunshine blog (http://blog.naturessunshine.com/) written by a blogger named Dan Bischoff. The article was called, “10 Habits of Anxiety Free People” (http://blog.naturessunshine.com/10-habits-of-anxiety-free-people/). It focuses on ten general suggestions that are good but could be applied to many situations.

Taking from my recent business experience, I thought I would give it a shot and try to address his suggestions with a local application. Hopefully my applied example and business context provided here will give others inspiration to take a few more of the articles you read in 2015 and try to apply them locally. I’m going to try to do this quarterly for 2015 so I am not overwhelming myself or my capacities. I’ll be sure to keep you posted.

That being said, I understand and believe that some worry is good and that nobody lives a life totally free of worry and anxiety. As many before me have more eloquently stated that it’s not the challenge, worry, or anxiety itself… but what you do with it. Once a challenge, anxiety, or worry (plural or singular, larger or smaller) plops itself right smack in the middle of your day or life, how will you handle it?

Here’s my real-life situation: I want to build more collaborative client relationships by building key organizational networks and project opportunities vs. simply responding in an individual manner to bidding, networking, or other marketing opportunities.

I recognize that BPC is a very impactful (but small) organization with subject matter expertise in culturally responsive evaluation, education, business, and capacities to work with (or help others work with) Tribal governments, Indigenous communities (rural, urban, or Reservation), and Tribal people/children on nearly any topic.   To leverage BPC’s subject matter expertise for a larger impact I must find medium to large organizations that have:

  1. Larger capacity than BPC does but may have an organizational or market need to address the areas that BPC happens to be a subject matter expert in
  2. Share a common mission/vision components with BPC
  3. Have an organizational culture/philosophy that demonstrates they value small business partnerships
  4. Is a recognized and respected leader in the appropriate field or industry based on past performance.

The tradeoff here is moving to a business philosophy of having fewer, but more meaningful relationships with long-term projects, partners, and clients instead of having many projects with partners and client relationships that end when the funding stream runs out.

This is a hard sell in my mind and emotionally because practically it shouldn’t be as tough to do as it feels, especially when you’re used to having 12-15 clients and are down to 5-7 clients. Most of these are long-term partners with high potential to continue working and collaboratively searching for the next opportunity together. And we all know 5-7 good projects can be much more manageable and profitable than 12-15 projects. Fortunately that has been the case for BPC. But it’s just getting over that number and age old question of “how many projects or clients do you have?” It’s really a mental shift and an emotional shift as you make your way through the natural day-to-day ups and downs of a business.

*Stop by next week for Part III and what BPC is doing to reach our goals.