Nicole Bowman Bio Page

Dr. Nicole Bowman

“Wiciwen Niw Kenewak”

Nicole R. Bowman-Farrell, Ph.D. (Mohican/Munsee)

President and Founder, Bowman Performance Consulting, LLC

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Nicole’s IRB (CITI) Certification

Nicole’s Resume (PDF)

Professional Biography (PDF)

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.

In her May 2015 dissertation, Dr. Bowman created and completed a first of its kind national study that used a multi-jurisdictional or tri-lateral approach to studying tribal and public education policy via the lenses of tribal, local, state, and public government educational agencies. She documented the multiple internal structures and steps of how tribal government policy is developed and what influences tribal and public education policy where American Indian students attend public K-12 schools. This study provides a new framework to operationalize how tribal and non-tribal governments can collaborate to strengthen policies, systems, and policy activities that can support educational success and improved outcomes for American Indian students.

Dr. Bowman is a national leader in Indigenous evaluation and has served the American Evaluation Association (AEA) through blogs, webinars, full day pre-conference workshops at the annual international AEA conference, conducting internal environmental audits, providing peer reviewed journal support as an editorial board member for AEA’s New Directions in Evaluation Journal and through other diversity, governance, and evaluation activities of AEA in elected or employed leadership. She contributed to the book Continuing the Journey to Reposition Culture & Cultural Context in Evaluation Theory & Practice (Information Age Publishing, 2015) regarding multi-jurisdictional Indigenous evaluation, and continues to build capacities with tribal and non-tribal partners for strengthening human, cultural, and intellectual property protections, culturally responsive evaluation, and tribal/non-tribal government partnerships.

As BPC’s president and founder (2001) Dr. Bowman is BPC’s primary point of contact. She may be contacted at info@bpcwi.com or 715-526-9240

Custom Training and Consulting Upon Request

Bowman Performance Consulting  271 River Pine Drive, Shawano, WI  54166  ♦  Phone:  715-526-9240  ♦  Fax:  715-526-6028

Indigenous Evaluation 101 Webinar Tomorrow!

webinar imageIndigenous Evaluation 101:  Designing Evaluations that Are Culturally Responsive & Scientifically Rigorous Three Part Webinar

  • Part 1-Evaluation 101 and Importance for Tribal Planning & Infrastructure

Monday June 20th, 2016 | 1:00 pm -2:00 pm CDT |

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Register Here

  • Part 2-Evaluation Designs for Tribal Communities

Tuesday June 21st, 2016 | 1:00 pm -2:00 pm CDT |

Webinar website

Register Here

  • Part 3-Protecting Tribal Data, Knowledge & Other Types of Property

Wednesday June 22nd, 2016 | 1:00 pm -2:00 pm CDT |

Webinar website

Register Here

Training Description:

Do you want to show the impact your project /programming is having?  Is meeting the technical evaluation reporting requirements while still including of culture within evaluation a challenge?  If so, this three-part webinar series is for you! Addressing scientific “rigor” of evaluation for “evidence-based” reports and including culturally-responsive evaluation IS possible!  This NEW three-part evaluation series training will give you the foundation that you need to become more comfortable with project or program evaluation.  Session 1 will give an overview of evaluation basics, commonly used evaluation designs by funders, and describes the important role of data collection and evaluation to the Tribal planning process and measuring long-term strategic impacts.  Session 2 expands on basic evaluation designs and offers innovative Indigenous and culturally and contextually responsive evaluation designs that can be used in Indigenous communities on the Reservation, in urban areas, or in rural contexts.  Session 3 concludes by discussion of evaluation ethics, protections, and strategies for keeping data, intellectual and cultural property with the Tribal Government or organization as they keep in control of their information and build research/evaluation partnerships with non-Tribal agencies and funding sources.  Many resources and concrete examples will be provided to deepen the meaning and applicability of each workshop’s content.

Training Objectives:

  • Part 1-Evaluation 101 and Importance for Tribal Planning & Infrastructure

Monday June 20th, 2016 | 1:00 pm -2:00 pm CDT | 1.5 hours

Evaluation 101 and Importance for Tribal Planning & Infrastructure

General overview on evaluation terms and commonly used evaluation designs by funding agencies (non-Tribal) is covered.  Connecting the important of data collection and evaluation to the tribal planning and measuring long term strategic impacts is also included.

  • Part 2-Evaluation Designs for Tribal Communities

Tuesday June 21st, 2016 | 1:00 pm -2:00 pm CDT | 1.5 hours

Culturally Responsive Indigenous Evaluation Designs

Information and tips to develop culturally responsive evaluation designs that can be used for Indigenous populations in the Reservation, rural, or urban context will be shared.  CR Indigenous evaluation expands on basic evaluation designs used by non-Tribal funding agencies and gives participants strategies that will meet the community’s cultural requirements as well as the funder’s technical or scientific requirements.

  • Part 3-Protecting Tribal Data, Knowledge & Other Types of Property

Wednesday June 22nd, 2016 | 1:00 pm -2:00 pm CDT | 1.5 hours

Protecting Tribal Data, Knowledge, & Intellectual or Cultural Property

Identify and document best practices to help organizations protect their Tribal data, knowledge, intellectual and/or cultural property. Then learn how to obtain positive change and leverage resources with said data. Information on how to assist Tribal Governments or organizations in maintaining control of their information by learning about; Indigenous evaluation ethics, protections, strategies for keeping data, addressing intellectual and cultural property rights.  Strategies for finding and building research/evaluation partnerships with non-Tribal agencies and funding sources will also be shared.

Objectives (overall):

  1. Participants will understand basic evaluations, designs, and purposes.
  2. Participants will understand the role of data collection and evaluation on Tribal planning and measuring long term strategic impacts.
  3. Participants will understand what an Indigenous and culturally responsive evaluation design is and how to use culture within a larger basic evaluation design to meet community and funder’s needs for evaluation.
  4. Participants will be aware and have examples and resources for Tribal protection of data, including: cultural and intellectual property protections, sample Tribal IRB policies, and example data sharing agreements so Tribal participants can effectively negotiate with non-Tribal research or evaluation partners and non-Tribal funding agencies.

Did you Buy it Yet? Order Dr. Bowman’s Book Today!

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

Check Out Nicky Bowman’s Panel at WIEA on Indigenous Resiliency Stories tomorrow!

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Tomorrow at WIEA, Nicole Bowman along with panelists Geraldine Sanapaw, Monique Tyndall, Adrienne Thunder, and Nicole Fish will present “We Are NOT an Asterisk! Indigenous Resiliency Stories: Evidence-Based Strategies/Supports for Success in Higher Ed”.

Panelists will share their stories of resiliency and success in navigating, persisting, and graduating from academia. Blending family, cultural, and western strategies these panelists will provide what worked best for them and lessons learned. Audience discussion will help participants consider how these strategies and supports can be applied to their context(s). Panelists represent graduating from online graduate programs, public universities, private universities, and partial residency programs.

The panel starts at 11:15am in the Koshkonong room at the WIEA conference. See you there!

Don’t Miss Nicole Bowman & Monique Tyndall’s Presentation at WIEA on Culturally Responsive Indigenous Evaluation Practices!

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BPC’s very own Nicole Bowman and Monique Tyndall are presenting a session titled “Self-Determined Evaluation Pedagogy: Strategies & Modeling Culturally Responsive Indigenous Evaluation Practices” tomorrow at 10:00am CST at the Wisconsin Indian Education Association conference in Madison, WI. You don’t want to miss this session!

Indigenous Ed Policy Development with Tribal Governments, A Visual

Schedule a Time to Meet with Nicole Bowman After NIEA and TEDNA

Nicole Bowman was chosen to be a presenter at both TEDNA and The National Indian Education Association’s 46th Annual Convention and Trade Show which will take place October 14–17 in Portland, Oregon. The  annual Convention & Trade Show brings together members from across the United States to share ideas, collaborate, and create partnerships which lead to improved academic success within Native communities. NIEA Convention will provide more than 2,000 educators, leaders, and advocates with the tools and resources needed to fulfill this year’s theme, “Building Education Nations through Traditional Foundations.”

Some of the exciting opportunities that are included:

  • Over 100 workshops focused on the professional development of the teachers who work with Native students. Workshops include information on effective teaching models and resources to help Native students succeed in all academic subjects.
  • More than 125 vendors from across the nation showcase arts, crafts, new technologies, career opportunities, and education programs at the Trade Show. Resources are available for students, educators, and advocates.
  • Some of the nation’s leading colleges and universities will participate in NIEA’s 2nd Annual College Showcase! Students will have the opportunity to meet with admissions officers and will attend workshops focused on the admissions process.

If you are unable to attend be sure to meet with Nicole to benefit from all of the instruction that is offered.

You can find more information here.

Mark Your Calendar! Nicole Bowman Selected to Present a Full-Day Workshop at AEA Conference!

Our very own Nicole Bowman has partnered with longtime colleague and friend, Fiona Cram, to present a full-day workshop on Utilizing Indigenous Knowledge, Frameworks, & Case Studies to Inform & Transform Evaluation Practice at this year’s American Evaluation Association conference in Chicago, IL. This workshop will be November 10th, 2015 from 9am-4pm and will focus on the culturally responsive evaluation of services and programs provided for and/or designed by Indigenous peoples. The workshop is structured to answer three key questions in Indigenous Evaluation (IE): 1. Who should undertake IE? 2. What do evaluators need to understand about Indigenous contexts? How IE should be done?

By Participating In this Workshop, you will be able to:
1. Identify the principles and values of Indigenous evaluation (IE).
2. Explain the complexities of Indigenous circumstances and contexts along with the need for IE for Indigenous services and programmes.
3. Describe the applications and limitations of IE within Indigenous communities and organizations.
4. Apply culturally responsive strategies to the selection and mixing of methods for IE.
5. Prepare a protocol for culturally responsive Indigenous evaluation through case studies and real world applications of IE.

Registration information will be available soon!

Bowman’s Background and Family: How She got her PhD

Business owner, Nicole R. Bowman Farrell, tells the story of how she got her PhD. She commuted from Shawano to Madison (3 hours, one way). Dr. Bowman fondly remembers her first study with Dr. Kelly at Turtle School. Dr. Bowman discusses education policy, tribal governments, and the lack of Native Americans used in research, data, and studies.

Watch Bowman’s PhD Oral Defense!

Please like this video and subscribe to the channel. We will be adding additional clips from Nicky’s oral defense. Stay tuned!

In this clip, Nicole R. Bowman Farrell of Bowman Performance Consulting introduces herself at her PhD oral defense at the University of Wisconsin Madison. She starts with a traditional greeting in her native language. Nicky thanks the Creator, her elders, and those present before beginning her defense.

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