Register now to see Dr. Bowman at CREA!

chicagoDr. Nicole Bowman-Farrell will present “Promising Practices in Tribally Driven Participatory Research: An Effective Model for Tribal and Non-Tribal Research Partnerships”, at the 3rd International Center for Culturally Responsive Evaluation and Assessment (CREA) conference that will be held April 20-22, 2016 at the Chicago Palmer House Hilton hotel.

Session Details:
Session Title: Paper 5b: Perspectives In Evaluation Training, Thinking And Practice
Date and Time: 22/Apr/2016, 9:00am – 10:30am

Registration and more info:

http://education.illinois.edu/CREA/conference

Dr. Bowman at Center for Culturally Responsive Evaluation and Assessment

crea logoDr. Nicole Bowman-Farrell will present “Promising Practices in Tribally Driven Participatory Research: An Effective Model for Tribal and Non-Tribal Research Partnerships”, at the 3rd International Center for Culturally Responsive Evaluation and Assessment (CREA) conference that will be held April 20-22, 2016 at the Chicago Palmer House Hilton hotel.

Session Details:
Session Title: Paper 5b: Perspectives In Evaluation Training, Thinking And Practice
Date and Time: 22/Apr/2016, 9:00am – 10:30am

Registration and more info:

http://education.illinois.edu/CREA/conference

Check out the CREA Conference Schedule!

crea logoCheck out the Center for Culturally Responsive Evaluation and Assessment’s (CREA) Third International Conference Schedule!

*Register now!

The Next Generation of Theory and Practice: Rethinking Equity through Culturally Responsive Evaluation and Assessment.

Palmer House Hilton, Chicago, Illinois April 20 to April 22, 2016 Preconference Workshops April 19

Early Bird Registration Deadline March 20, 2016

http://education.illinois.edu/CREA/conference

Selected Program Highlights

April 20

Keynote Address

Manulani Aluli-Meyer, Ph.D. (University of Hawaii at West Oahu).

Transformative Epistemology: Hawaiian, Indigenous, and Holographic (aka: Universality found in all specifics)

Welcome Reception

April 21

Morning Plenary

  1. Wade Boykin, Ph.D. Howard University

Human Diversity & the Pedagogical Troika

James Gee, Ph.D. Arizona State University

The Critical Role of Culture and Language in Learning and its Assessment

Edmund W. Gordon Distinguished Senior Scholar Lecture

Lloyd Bond, Ph.D. Retired, Senior Research Scientist, Carnegie Endowment for the Advancement of Teaching

When Tests Miss the Mark: Toward More Culturally Responsive Assessment

Discussant: Joann Gorin, Ph.D. Vice President for Research, ETS

April 22

Keynote Address

Alfredo Artiles Ph.D., Arizona State University

Standard interventions in the time of differences: Notes on the role of culture and equity

April 19 Preconference Workshops

http://education.illinois.edu/CREA/conference/crea-pre-conference-workshops-2016

Full Day Workshop:

Culturally Responsive Indigenous Evaluation (CRIE): Indigenous Knowledge, Frameworks, & Case Studies to Inform/Transform Evaluation Practice

Fiona Cram, (Maori/ Ngati Kahungunu) Ph.D., Director, Katoa Ltd. (Auckland, New Zealand)

Nicole Bowman (Mohican/Munsee), Ph.D., President, Bowman Performance Consulting

Half Day Workshops:

Culturally Relevant Evaluation Meets Quantitative Research Methodology: What is the outcome?

Olatokunbo Fashola, Ph.D., Johns Hopkins University/MERAssociates

Evaluating Broadening Participation in STEM Programs: Issues and Approaches

Leslie Goodyear, Ph.D., Principal Research Scientist, Education Development Center

Gary Silverstein, Ph.D., Associate Director, WESTAT

Kamau Bobb, Ph.D., Program Officer, NSF, Computer & Information Science & Engineering

Foundations of Culturally Responsive Evaluation

Rodney Hopson, Ph.D. Professor, George Mason University

Karen Kirkhart, Ph.D. Professor, Syracuse University

Putting Communities at the Center of Community-based Evaluation

Katrina L. Bledsoe, Ph.D., Senior Research Director and Founding Director, ThinkShift

Dr. Bowman Appointed to University of Wisconsin Madison Learning through Evaluation, Adaptation, and Dissemination (LEAD) Center

IMG_1229Dr. Nicole Bowman has been appointed to University of Wisconsin Madison Learning through Evaluation,  Adaptation, and Dissemination (LEAD) Center.

LEAD website

View LEAD Staff

LEAD Mission

To advance the quality of teaching and learning by evaluating the effectiveness and impact of educational innovations, policies, and practices within higher education. Rigorous, theory-driven methods and interdisciplinary collaborations anchor our approach to evaluation, leading to the translation of findings and evidence-based strategies in service to student learning.

The LEAD Center is housed within the Wisconsin Center for Education Research (WCER) at the School of Education, University of Wisconsin-Madison.

Dr. Nicky to be Keynote Discussant at EERS!

 

dr nicole bowman dr stafford hoodDr. Nicole Bowman was just named the keynote discussant at EERS and Dr. Stafford Hood is the keynoter.

The Eastern Evaluation Research Society will hold its 39th annual conference Sunday, May 1st through Tuesday, May 3rd at the Seaview Resort and Spa in Galloway, NJ.

Register now for the best rates at
http://cts.vresp.com/c/?EasternEvaluationRes/8dd7555d82/536747a440/81fb258e46

This year’s theme is Improving Outcomes, Building Knowledge:
Finding What Works. The keynote speaker will be John Gargani, President, Gargani + Company and current AEA President.

Pre-conference workshops will be led by:

1. Mustafa Karakus, Westat, Concepts in Economic Evaluations:
Cost-Benefit and Cost-Effectiveness Analyses and 2. Tom Archibald, Virginia Tech, Evaluative Thinking: Principles and Practices to Enhance Evaluation Capacity and Quality.

A Sunday evening interactive and networking session will be led by Kirk Knestis of Hezel Associates.

According to EERS president Cheryl Ackerman, “This year’s EERS program, with an increased number of skill building sessions, outstanding keynote and plenary speakers, relevant presentations, and an intimate setting with many networking opportunities, will be a professional development opportunity not to be missed for every level of evaluator!”

Early bird rates continue through March 31st. For more information, go to the EERS website.

http://cts.vresp.com/c/?EasternEvaluationRes/8dd7555d82/536747a440/bb3d586dc3

Who Does the Best with Indian Kids in School? Dr. Nicky Answers

Dr. Nicole Bowman answers the question which school does it best? She answers that Gresham School District does the best with Indian kids. Dr. Nicky also highlights the numbers in Green Bay School District, mentioning the opportunity she sees.

Be sure to watch the playlist Bowman PhD Oral Defense for more about her study.

DISSERTATION ABSTRACT Indigenous Educational Policy Development with Tribal Governments: A Case Study available on her website:  http://bpcwi.com/dissertation-abstract-indigenous-educational-policy-development-with-tribal-governments-a-case-study/

About Dr. Nicky

Dr. Nicole Bowman holds a Ph.D. from the University of Wisconsin-Madison in Educational Leadership & Policy Analysis (2015). She also earned a M.Ed. from Lesley University in Curriculum & Instruction (1996) and a B.A. from St. Norbert College in Elementary Education (1993). She has nearly 20 years of experience providing programming and completing research, evaluation, and technical assistance services within tribal and public contexts (rural, urban, and reservation) where scientific rigor and cultural responsiveness are the foundation to the services provided.

Video: Why are There Differences in Tribal Policies and Activities?

Though geography may play a part, Dr. Nicky addresses why there are differences in Tribal policy activities.

The more formal policies between the tribe and the public school, the more policy activities take place. There are more collaborative activities, even informal activities. More social and cultural activities and better feelings and relationships.

“The Tension is What Interests Me”

Dr. Nicole Bowman answers questions on the extent of the tension in establishing a new paradigm when factoring both Western ideas and critical race theory/traditional ideas. Do we start over? Do we discard Western ideas or draw strategically from them?

Dr. Nicky answers that there is nothing good or bad, everything teaches us. She stresses making connections to understand what works best. Dr. Nicky is trying to find colleagues who want to explore the tension because the tension is what interests her.

Dr. Nicole Bowman of Shawano, Wisconsin received her doctorate from the University of Wisconsin-Madison School of Education’s Department of Educational Leadership and Policy Analysis on May 15, 2015. Dr. Bowman’s passion for education and her determination to make public education more responsive to the needs of Native American students is apparent from her work as owner and founder of Bowman Performance Consulting (www.bpcwi.com).  As a community member of the Stockbridge-Munsee Band of Mohican Indians, she plans to use her degree to educate public policy makers regarding multi-jurisdictional partnerships and systemic strengthening of Tribal and public educational agencies efforts to empower and improve educational outcomes for Native American students attending public schools.

As her news interview with the University of Wisconsin-Madison School of Education explains, Bowman will be only the fourth person who self-identifies as Native American to earn a Ph.D. from the Department of Educational Leadership and Policy Analysis over the past decade. Bowman is quick to point out that having a Ph.D. won’t change who she is or the work that she does as an applied social justice researcher and evaluator. “But I do think it will make a lot of people more comfortable when they work with me because in the context of academic studies, a Ph.D. matters,” she adds. “Receiving my Ph.D. from the Department of Educational Leadership and Policy Analysis will allow me to be able to jump into the big pond of educational policy debate — and be taken seriously.” *School of Education’s blog can be found here: http://education.wisc.edu/soe/news-events/news/2015/05/08/bowman-s-drive-to-ph-d–fueled-by-desire-to-improve-education-for-indigenous-students

About Dr. Nicole Bowman

Dr. Bowman is the president and founder of Bowman Performance Consulting (BPC), a technical assistance, scientific research and evaluation company. BPC provides education-related services to clients in the public, private, non-profit and Tribal sectors. Dr. Bowman’s academic work is through the American Evaluation Association (AEA), where she serves as international co-chair of the Indigenous Peoples group. She also provides conference workshops, webinars and advisory group work to the elected and employed leadership of AEA. Bowman has also done academic and policy presentation work through the National Congress of American Indians, US Small Business Administration, the National Indian Education Association, and the Center for Culturally Responsive Evaluation and Assessment at the University of IL-Urbana, IMPAQ International, and the American Institutes for Research.

A Thanksgiving Post from Dr. Nicky

dr nicky dr dodge francisGovernment from a “multicultural perspective” must also include “Tribal” governments.  Please be aware there are 567 in the lower 48 states not to mention others around the world.  All 567 Tribal governments have legal sovereignty and status EQUAL to the Federal government (no other racial minority or other group has this legal distinction).

Someday I believe Tribal Governments will be an accepted, valued, and regular partner that will be interwoven into these government conversations.  Until then I’ll smile, share resources, and be respectful to those interested and willing to listen.

That being said, and as the Thanksgiving holiday approaches, it seems particularly appropriate to share this beginners resource for Tribal Governments

http://www.ncai.org/about-tribes.  It is well written by one of the leading national agencies in the country:  National Congress of American Indians.

On a very related governance note, did you know the founding fathers of the USA fashioned their federal government model after observing traditional Indigenous Tribal governments first?  Iroquois Tribal governance was a big influence as were other Tribes in the eastern part of the USA: (http://teachinghistory.org/history-content/ask-a-historian/24099).

Thanksgiving seems to be the perfect time to say “thanks” and for “giving” back to my government and evaluation colleagues.  It is my hope that these resources bring an awareness which eventually will turn to inclusion and valuing of Turtle Island’s FIRST governments which now number 567. For more info:  http://www.bia.gov/FAQs/

Anushiik & In the Spirit of Community,

Nicky

Buy Dr. Nicky’s Book!

Nicole Bowman coauthored a chapter in the NEW BOOK Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice.  Visit BPC’s YouTube channel for previews of the publication and interviews with the authors.

Visit InfoAge Publishing to buy your copy now!

new book pic

“Racial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE) should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches.

The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign.

CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.

CONTENTS
Introduction: This Is Where We Continue to Stand, Stafford Hood, Rodney Hopson, and Henry Frierson. SECTION I: CRE THEORETICAL AND HISTORICAL LEGACIES AND EXTENSIONS. Culturally Responsive Theory-Driven Evaluation, Katrina L. Bledsoe and Stewart I. Donaldson. A Systems Approach to Culturally Responsive Evaluation Practice: Culturally Responsive Uses of the Systems Evaluation Protocol (SEP), Wanda D. Casillas and William M. Trochim. Cultural Views of Validity: A Conversation, Joan LaFrance, Karen E. Kirkhart, and Richard Nichols. An Analysis of Love My Children: Rose Butler Browne’s Contributions to Culturally Responsive Evaluation, Pamela Frazier-Anderson and Tamara Bertrand Jones. SECTION II: EVALUATORS’ JOURNEYS OF INTROSPECTION AND SELF-EXPLORATION. Culture and Evaluation: From a Transcultural Belvedere, Jennifer C. Greene. Culturally Responsive Evaluation as a Resource for Helpful-Help, Hazel Symonette. Peeling Open the Kiwi: Reterritorializing (Pākehā/White) Evaluation in Aotearoa New Zealand, Rae Torrie, Mathea Roorda, Robin Peace, Mark Dalgety, and Robyn Bailey. Beginning a Conversation About Spirituality in Māori and Pasifika Evaluation, Vivienne Kennedy, Fiona Cram, Kirimatao Paipa, Kataraina Pipi, Maria Baker, Laurie Porima, Pale Sauni and Clark Tuagalu. Cultural Reactivity vs. Cultural Responsiveness: Addressing Macro Issues Starting With Micro Changes in Evaluation, Dominica McBride. SECTION III: APPLICATIONS OF CRE IN GLOBAL AND INDIGENOUS SCHOOL CONTEXTS. Culture Changes, Irish Evaluation and Assessment Traditions Stay the Same? Exploring Peer- and Self-Assessment as a Means of Empowering Ethnic Minority Students, Joe O’Hara, Gerry McNamara, Kathy Harrison. Implementing Culturally Sensitive Assessment Tools for the Inclusion Of Roma Children in Mainstream Schools,S. Mitakidou, E. Tressou, and P. Karagianni. Evaluating Alch’i’ni Ba/For the Children: The Troubled Cultural Work of an Indigenous Teacher Education Project, Carolyne J. White and Guy Senese. SECTION IV: CLAIMING NEW TERRITORIES OF CRE: CULTURALLY SPECIFIC METHODS, APPROACHES, AND ECOLOGIES. A Transformative Framework for Culturally Responsive Evaluation, Donna M. Mertens and Heather Zimmerman. Being Culturally Responsive Through Kaupapa Māori Evaluation, Fiona Cram, Vivienne Kennedy, Kirimatao Paipa, Kataraina Pipi, and Nan Wehipeihana. Culturally Responsive Methods for Family Centered Evaluation, Kirimatao Paipa, Fiona Cram, Vivienne Kennedy, and Kataraina Pipi. Culturally Responsive Indigenous Evaluation: A Practical Approach for Evaluating Indigenous Projects in Tribal Reservation Contexts, Nicole R. Bowman, Carolee Dodge Francis, and Monique Tyndall. Partnering with Pacific Communities to Ground Evaluation in Local Culture and Context: Promises and Challenges, Joan LaFrance, Sharon Nelson-Barber, Elizabeth D. Rechebei, and Janet Gordon.Epilogue: Toward the Next Generation and New Possibilities of Culturally Responsive Evaluation, Stafford Hood, Rodney Hopson, and Henry Frierson.”

http://www.infoagepub.com/products/Continuing-the-Journey-to-Reposition-Culture-and-Cultural-Context-in-Evaluation-Theory-and-Practice