Search Results for: implementation

11th Annual Confernce on the Science of Dissemination and Implementation in Health

December 3-5, 2018

Washington D.C.

New Education for Sustainability Benchmarks Developed to Guide Adoption, Implementation

The Journal of Sustainability Education is seeking exemplars of education for sustainability (EfS) as defined by the Individual and Social Learning benchmarks released on Earth Day 2017. They are inviting curriculum plans, assessment instruments, performance indicators, quality criteria, and exemplary student work in order to create an open source database for the field.


For the benchmarks:

Choice Neighborhoods Implementation Grants due Feb. 9, 2015

Subject to appropriations, HUD Individual grant awards up to a maximum of $30MM. NOFA & application package at CFDA # 14.889

Additional information: and at

NOFA includes 2 bonus points for applicants working with entities designated as having Preferred Sustainability Status.

The ANA 2015 Grant Application for Museums, Libraries, & Cultural Organizations: Planning & Implementation Grants Due January 15, 2015

The National Endowment for the Humanities grants provide support for museums, libraries, historic places, and other organizations that produce public programs in the humanities. Planning Grants support the early stages of project development; and Implementation Grants support final scholarly research and consultation, design development, production, and installation of a project for presentation to the public. ELIGIBILITY: U.S. nonprofit organizations, state and local governmental agencies, and federally recognized Indian tribal governments. Planning Grants: $40,000 to $75,000 over a period of 1 year; Implementation Grants: Maximum of $1,000,000 over a period of up to 3 years. Link to RFP:


Need Help with your ANA Grant Application? Sign up to attend ANA Pre-application Training or find resources online.  

Find a training near you at:

Resources online:



AEA Newsletter: September 2018

Message from the President 

Behind the Scenes at Evaluation 2018, Plus Other Ways to Get Involved with AEA

From Leslie Goodyear, AEA President 
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With Fall officially upon us, we’re in high gear getting everything ready for the annual conference, Evaluation 2018, in Cleveland, Ohio. It’s going to be a great gathering of evaluators from around the U.S. and the world, with plenty of time to share and learn from each other. We’re about a month out from the conference itself, and that means everyone who’s involved in conference planning is crossing items off their to-do lists, answering members’ questions, double-checking registration, confirming speakers, ordering supplies, finalizing rosters and getting excited for Cleveland. Phew! 

So much goes into making a great AEA conference. I want to highlight a couple “behind the scenes” activities we have been engaged in, and that we hope will help make a great conference. 

  • There will be trick-or-treating at the Wednesday evening Meet the Authors reception – wear a costume if you’re inspired!
  • This year we’re offering child care for conference participants who wish to bring their families. There’s more information about that here on the conference website.
  • Don’t forget to take a look at the Presidential Strand track of the searchable program. This year, rather than inviting sessions to the strand, we prioritized a more democratic process for choosing these featured sessions. This included nominations from the Topical Interest Groups (TIGs) that were part of their proposal review process. In total, they recommended 35 sessions to the Program Committee. The Program chairs, Aimee White and Katrina Bledsoe, developed rigorous review criteria that were shared with the TIGs (to inform their recommendations) and then used by the Program Committee in their reviews. The Committee conducted two rounds of review and held two conference calls to discuss and finalize the slate of sessions. The Presidential Strand represents interesting takes on the conference theme, as well as high quality presentations and interactive sessions. Thanks to the Program Committee members for their hard work and thoughtful review of the proposals.
  • Along with the plenaries, the Presidential Strand is also a part of the Virtual Conference, which is a great opportunity for AEA members who can’t come to the conference to engage with the theme and exciting content. More information can be found here.
  • Plenary sessions taking place Wednesday, Oct. 31 through Friday, Nov. 2 will have Q&A breakout sessions afterward as part of the Presidential Strand so attendees can engage with presenters. The closing session, Saturday, Nov. 3, is not to be missed – young people from around the world will share ways in which they have been using evaluation to find their voice and influence programs and policies.
  • If you joined us for the August Town Hall, you heard from the Local Arrangements Working Group, who shared ideas for exploring Cleveland when you need a break from presenting and networking. They’ve secured some great discounts for local events and museums – learn more on the Evaluation 2018 website

We know that not all members can make it to the annual conference, but there are still so many ways to get involved and share what’s happening in your evaluation world! For example, to move forward on next steps for the updated Guiding Principles and the newly approved Evaluator Competencies, we’re putting together working groups that will think about how to disseminate these important documents, develop trainings and workshops, and ensure that AEA members are aware of their importance. We’ll still have a few more virtual Town Halls this year. In fact, we’re already planning one for November that will focus on learnings and vision from the editors of the American Journal of Evaluation. And as I’ve mentioned many times this year, there’s the Issues and Ideas Portal on the AEA website – login and check it out! It’s a space where you can share those brilliant ideas and concerns you have for the evaluation field and the association. We track what’s submitted so that we can see what’s trending and what’s urgent. 

I’ve been making my way through the conference program and I’m so excited about the sessions, posters, ignite talks, workshops, receptions and more. It will be hard to choose what to attend, but it’s also an amazing opportunity to exchange ideas with colleagues and friends from around the world. I hope to see you there. Hello, Cleveland!

The Face of AEA

Meet Ciara C. Knight 

Ciara Knight.JPG

The Face of AEA spotlights our members and their backstories – why they joined the profession, what drives them and memorable lessons they’ve learned along the way. Know someone who should be featured? Email the AEA editor, Kristin Fields, at

Affiliation: Claremont Graduate University & Ersoylu Consulting
Claremont Graduate University – Ph.D. Evaluation and Applied Research Methods, (In Progress)
Claremont Graduate University – M.A. Psychology
California State University, San Bernardino – M.S. Industrial/Organizational Psychology 
San Francisco State University – B.A. Psychology
Years in the Evaluation Field: 
10 years
Joined AEA: 

Why do you belong to AEA?

AEA provides an opportunity to connect with other professionals, share my research and learn more about the current research and state of the field. Being a member also enables me to welcome those that are new to evaluation and provide mentorship.

What is the most memorable or meaningful evaluation you have been a part of? 

An evaluation project that will always be memorable for me was my work with a community-based participatory partnership. I designed and facilitated a qualitative evaluation intervention focused on repairing the relationship between two culturally different partners (i.e., a Tongan community organization and a local university). They were partnered on a cancer navigation intervention aimed at improving the cancer screening rates among Tongan women in Southern California. Working collaboratively with the partners on the evaluation resulted in the strengthening of individual empowerment and community-academic relationship. 

This experience provided me with an understanding of how to design and conduct a culturally sensitive evaluation. It also culminated in my first peer-reviewed article, and being a first-time author, in the fall 2015 issue of Progress in Community Health Partnerships: Research, Education, and Action. Our article is entitled, “Enhancing community-based participatory research partnerships through appreciative inquiry.”

What advice would you give to those new to the field?

I would recommend that they begin with leveraging the dearth of opportunities that AEA provides them to make connections with others in the field.  This includes participating in discussion boards, training opportunities, conferences and topical interest groups (TIGs). Engaging with one or more of these opportunities will help them build quality relationships with other professionals and access resources beyond AEA. 

Additionally, everything an evaluator does is an opportunity to create a positive impact upon programs, communities, individuals, etc. To ensure this, it is crucial that they conduct themselves with integrity and adhere to AEA’s Guiding Principles for Evaluators, and AEA’s Statement on Cultural Competence in Evaluation. I also recommend they strive to be situationally aware in their work by being attentive to their own bias and responsive to a variety of contextual dynamics. This can include culture and political situations in programs.  Ultimately, connecting with other professionals and being in engaged with AEA’s resources are invaluable. 

Coming to the Conference?

Protect People and the Planet by Offsetting Your Travel 

From Ewa Sobczynska, Environmental Topical Interest Group (TIG)

Are you planning to come to Evaluation 2018 in Cleveland, Ohio? If so, consider offsetting the carbon emissions associated with your conference travel. In case you didn’t know, close to 95 percent of AEA’s carbon footprint is due to travel — air travel, in particular — associated with our annual conference, according to AEA’s 2015 Green Audit.  

Why participate in voluntary carbon offsetting?

Carbon offsetting offers an opportunity for direct consumer action on the carbon emissions you simply cannot delete from your daily life. It is a practical solution to counter your personal carbon emissions and give you an opportunity to invest in the growth of renewable energy.

In addition, investing in carbon offset projects creates an alternative source of financing for greenhouse gas emissions mitigation projects and is an incubator for future carbon market innovation. AEA encourages its members and all conference participants to take this action, along with any other actions you might be taking to fight climate change and to encourage long-term environmental sustainability. By engaging in more sustainable lifestyle habits, or more efficient ways to live (such as increased recycling, driving a hybrid car, eating less meat or choosing more sustainably produced food, etc.), the sum total of our collective actions makes a difference.

What can you do?

Continuing the efforts started in 2015 by the AEA’s Environmental Sustainability Working Group, we encourage you to make a voluntary contribution through Native Energy, or a similar organization, to a project that will reduce or capture carbon, thus offsetting the carbon resulting from your travel. Calculate the emissions associated with your trip here and make a contribution. Important! If you choose Native Energy, please enter “AEA” as your “Company” so we can track our impact.

Cleveland Local Affiliate Working Group Update

Countdown to Cleveland and Evaluation 2018!

From Lana Rucks, AEA Cleveland Local Affiliate Working Group Chair

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The Cleveland LAWG committee and Ohio Program Evaluators’ Group (OPEG) is looking forward to welcoming you to Cleveland in the near future at Evaluation 2018! While at the conference, make sure to visit our table to ask questions and meet the team. 

If you have not already done so, download the local resource guide. This guide has a host of information about the region and can be a key resource as you plan your stay. If you missed the AEA Town Hall meeting with members from the LAWG, watch it here for a quick introduction to a region that we all love! 

We are continuing the “Evaluation Without Borders” program piloted by the Washington D.C. evaluators at last year’s conference.  As context, Evaluation Without Borders is a volunteer consulting event that allows for evaluation professionals to share their knowledge and expertise with community-based non-profit organizations. We thank those individuals who have already signed-up and encourage others to participate. To learn more, contact Seema Mahato at

If you have more questions about where to go or what to do in Cleveland, contact Clara Pelfrey at If you are with a Topical Interest Group (TIG) or a large group looking for a meeting location, reach out to Jan Noga at

If there is any other way that the we can support your visit to Cleveland, do not hesitate to reach out to me, Lana Rucks, at Remember: Cleveland Rocks!

Blending Data and Storytelling

A Q&A with Evaluation 2018 Plenary Speaker Brooke Haycock


At this year’s Evaluation 2018, plenary sessions will feature in-depth conversations around what it means to speak truth to power, the theme of this year’s conference. On Thursday, Nov. 1, Brooke Haycock will present “American Grit.” During this hour-long session, Brooke will give a unique performance that weaves quantitative data with narrative storytelling, drawn from more than 300 interviews with youth, educators and leaders from higher education, business and industry.

We spoke with Brooke to understand why speaking truth to power is more important than ever, what inspired her to develop this presentation, what she hopes people take away from the experience and more.  

The theme of Evaluation 2018 is “Speaking Truth to Power.” In your opinion, why, in today’s culture, is it important for evaluators to take this theme to heart?

At a time when there is an all-out assault on facts and truth, I think the work of evaluators is more critical than ever before. One of my favorite Gloria Steinem quotes reads (pardon the crassness): “The truth will set you free, but first it will piss you off.” Truth and data, the very ore evaluators excavate, have the power to educate and empower, to disrupt faulty narratives and expose injustices, and to amplify the perspectives and experiences of those who too often go unheard in assessments of agency and programmatic quality. As ambassadors of truth, evaluators have a critical role to play in speaking truth—no matter how uncomfortable—to real power.

What inspired you to create this type of presentation? What is it about the format that engages people?  

I’ve spent the past 17 years, up until very recently, as an artist embedded in a data-driven education advocacy organization called The Education Trust. There, I witnessed time and time again, the power of honest quantitative data with audiences of education practitioners and policymakers. I also witnessed the pushback, often driven by deficit assumptions about the capacity of all students to achieve and the capacity of schools and educators to serve all students well. Sometimes, the numbers alone are not enough to convince the skeptics. You need to share the stories behind those numbers. A playwright-actor by training with a background in student organizing, I set out to create a body of theatrical work aligned with our data work, based entirely on interviews with students, families and educators. Among the most recent products of that work, American Grit seeks to marry the qualitative with the quantitative to explore the gaps in real college and career readiness through the stories of two cousins. A departure from traditional modes of presentation, at least in my field of education, it is my hope that theater and storytelling—rooted in data—can engage both hearts and minds and can amplify the stories and voices of students in ways that compel adults to act.

How have you seen the landscape of education shift, whether positive or negative? What can evaluators do to help move American education forward in a positive manner?   

As accountability shifts from the federal government to the states and localities, and we see the rollback of many of the federal protections for students—particularly those historically underserved by our institutions—evaluators play an evermore critical role in identifying the gaps and elevating the bright spots in policy and practice at every level.

What are some takeaways you hope attendees get out of your presentation?  

I am humbled to be invited to share my work with experienced evaluators at this conference and think I have more lessons to learn from them than they from me. What I hope to contribute is a reminder of the power in marrying quantitative and qualitative data and the importance of amplifying the experiences, voices and perspectives of those served by the agencies and programs they evaluate—those who have most at stake in how effective and responsive those institutions and efforts are.

Challenging Notions of Inclusion and Equality

A Q&A with Evaluation 2018 Plenary Speakers Aurora Martin and Miguel Willis

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At Evaluation 2018, plenary speakers Aurora Martin and Miguel Willis will present their session, “Equity in Action: Innovative Strategies to Build Culturally Responsive Evaluation Capacity Among Access to Justice Interventions.” We spoke with them about why the theme of this year’s conference is important to evaluators, their perspective on what can be learned from the next generation and lessons they hope to impart during their session.

Why, in today’s culture, is it important for evaluators to take the theme of Evaluation 2018, Speaking Truth to Power, to heart?

Miguel Willis.jpg

Now more than ever, speaking truth to power has a sense of urgency in the digital context. Here, new tools of communication for community engagement and empowerment are challenged by the efforts of those intent on disinformation; where identities are defined by data beyond our individual control; and where equitable and meaningful economic opportunity and political participation are driven by innovation and division. Evaluation in this complicated context raises the need to both pause and keep pace with the rapidity of such dynamic developments. There is so much at stake, that pausing for the design of the ethical parameters and right set of questions is necessary. Yet there is so much to catch up with that real-time evaluation methods must also be determined to integrate into programs and prototypes, from design to deployment and from policy to practice. 

Your talk focuses on engaging the next generation to create social change – what trends or habits have you seen among younger generations that the evaluation community should pay attention to?

It is hard to not generalize, especially with the many differences between regions and the broad urban-rural divide. But, at a basic level, younger generations are born into a startup culture and one that is so digital that the method of learning and processing relationships and information is different. There are opportunities to create meaningful learning communities with digital tools and remote connections, which are valuable when addressing issues of distance or isolation. At the same time, the challenges of being born into such a fast-paced time with tools that allow for more public scrutiny and manipulation can make it hard to define what are successful outcomes. The next generation is going to be defined by an integrated way of life that pushes the boundaries of categorization for better or worse. Customer Relations Management systems are an example of the algorithm of integrated and predictive profiles. As a community practitioner, it seems that evaluation as a methodology can be of great assistance because it provides a powerful framework and tools to make bite-sized sense of a tremendous amount of information that is more readily available. 

With change comes disruption, and some discomfort, too. What is your advice to those who might be hesitant to engage with change?

It is OK to be cautious, but to engage; in fact, it is probably best to cautiously engage as a self-awareness and reflection exercise.   

What are some takeaways you hope attendees get from your presentation?  

We hope this presentation challenges notions of inclusion and equity, and also of how we evaluate success – when it starts and ends, and from whose vantage points – given that our attempt to develop programs were intentionally ambitious about creating a set of tipping point programs, with goals of inclusion, equity, diversity, and community building.  We have certainly had our proof of concept discussions at different stages of the programs we have developed, but we are committed to creating a pathway of continuous improvement and opportunity for underrepresented next-gen innovators, whatever the sector they enter and lead. 

CREA Brings Professional Development Workshops Focused on Culturally Responsive Evaluation to Evaluation 2018

From Zachary Grays, AEA Headquarters

The American Evaluation Association (AEA) is pleased to announce the continued partnership with the Center for Culturally Responsive Evaluation and Assessment (CREA) to offer a unique thread of professional development training options as part of the pre- and post-conference offerings during Evaluation 2018 (Oct. 29 – Nov. 3) in Cleveland, Ohio. CREA was established in 2011 in the College of Education at the University of Illinois at Urbana-Champaign, with Stafford Hood, Ph.D., Sheila M. Miller Professor, serving as its founding director.

CREA is a culturally diverse and interdisciplinary global community of researchers and practitioners in the areas of evaluation and assessment. CREA’s primary focus is to address the growing need for policy-relevant efforts that take seriously the influences of cultural norms, practices, and expectations in the design, implementation, and evaluation of social and educational interventions. To learn more about CREA, click here.

What can attendees expect from this AEA-CREA partnership? Take a look at the courses being offered this year:

Full Day Session:

Half Day Sessions:

Save the date! The Fifth International CREA Conference

March 27-29, 2019

Pre-Conference Workshops: March 26, 2019

Theme: Intersectionality as Critical Inquiry, Method and Practice: Moving Beyond Nominal Categories and False Dichotomies in Culturally Responsive Evaluation and Assessment

AEA Membership Votes Were Overwhelmingly Positive 

The 2018 Updated Guiding Principles Are Officially Ratified

From Natalie DeHart, AEA Headquarters

We are excited to announce that in July 2018, the AEA membership voted to ratify the newly updated Guiding Principles. The vote was overwhelmingly positive in favor of the newly updated Guiding Principles. A huge thank you to the entire Task Force, named below, for all of their hard work over the past two years.

  • Beverly Parsons, Chair
  • Lisa Aponte-Soto
  • Lori Bakken
  • Eric Barela
  • Leslie Goodyear
  • Tom Kelly
  • Mike Morris
  • Kathy Tibbets
  • Valerie William

The 2017-2018 Guiding Principles Task Force (GPTF) has been working hard over the past two years, collecting member input, wordsmithing and updating the language, as per their charge to:

  • Adapt the Principles to ongoing developments in the field
  • Ensure the Principles support appropriate, effective, and ethical evaluator decision-making

While the original Principles were written in 1994, it is the policy of AEA to review the Guiding Principles every five years to make sure they remain current as the field of evaluation develops over time. During the course of their work, the GPTF gathered valuable member input along the way, including:

  • Two sessions at Evaluation 2016 (membership advising establishment of GPTF) and Evaluation 2017 (opening listening post)
  • Focus groups at Summer Institute 2017
  • Open member survey from September/October 2017
  • Consulted Topical Interest Group (TIG) and Local Affiliate leaders, who then chose how to engage their members in this work
  • Engaged volunteers to review the draft version of the proposed revisions 

Next Steps:

Session at Evaluation 2018: Join the GPTF for their session on Friday, November 2, from 8 a.m. – 9 a.m. to discuss next steps for implementing the Guiding Principles into your work as an evaluator. Here is some information about the specifics of the session:

This session (#2854) will briefly present the AEA board-commissioned revision process over the past two years, including the criteria used to update the principles. Special attention will be given to the principle formerly titled General and Public Welfare and now titled Common Good and Equity. The session will engage evaluators in a discussion of the principles and how they are used in their practice and also strategize how the revised principles can be disseminated and understood across the evaluation community.

Brochures: Newly printed brochures will be available at Evaluation 2018 for all attendees. If you are not attending the conference and would like a new brochure, you may request one to be sent to you from the AEA office starting in November.

Guiding Principles Working Group: Be on the lookout for a call for volunteers for the Guiding Principles Working Group. If you would like to participate, please contact Natalie DeHart, AEA Staff, at or call 202-367-1166.

Call for Articles from Topical Interest Groups (TIGs)

Submit an Article or Update for an Upcoming AEA Newsletter 

Do you lead or participate in one of AEA’s Topical Interest Groups (TIGs)? We want to hear from you and spotlight your work. Send an email to the AEA editor, Kristin Fields ( to share news, updates and articles for consideration in an upcoming AEA newsletter.

Potent Presentations Initiative

Fear of Public Speaking: Just Let It Be?

From Sheila B. Robinson, Potent Presentations Initiative Coordinator 

Sheila Robinson-RS 2.png

I’ve seen tons of advice on overcoming public speaking fear — everything from relaxation exercises, to power poses, deep breathing and “just love your audience and you won’t be nervous.” Really? I had stage fright because I loved my audiences. I wanted so much to provide value for them and be worth their precious time and attention. While these strategies are sound and may provide relief for some, they didn’t work for me.  

Last month, I shared my secret — I just did it. I just put myself in positions where I’d have to speak, and over time I became more comfortable. But I also learned something else. I once asked a psychologist for advice on stage fright. Not for public speaking – I figured I’d just continue gaining experience to overcome that fear. I asked because I was about to do something unusual — perform a piano recital. I had learned a special piece for my mother, one of her favorites, but I hadn’t performed since my teens. It wasn’t so much about anxiety, but what my nerves did to my hands. I asked the psychologist what I could do to ensure my hands wouldn’t shake. 

“How can I get rid of nerves at the performance?” His answer blew me away. “You can’t.” He told me the anxiety would be there, and the best way to deal with it is to simply let it be there. If I tried to fight it, control it, or attack it, it would just grow stronger and would steal my attention from the performance. After all, anxiety is fueled by adrenaline, and what happens when we ready ourselves to fight something? More adrenaline! 

Once I understood this, I tried his suggestion of self-talk. Before getting on a stage I would acknowledge my rapid heartbeat and shaky hands instead of tensing up trying to fight them off. I learned to say to myself, “Here’s some anxiety. A little stage fright. It’s OK. It’s not going to be a problem. I’ll just let it be there.” 

Calming self-talk doesn’t produce adrenaline. And guess what? Adrenaline has a pretty short half-life, and if my body wasn’t continuing to produce it, I felt calmer faster. And the performance? Nailed it. Years later, I stumbled across this quote which hangs in my office and is attributed to Samuel Pamer, a 113-year-old asked about the secret of his longevity. He said, “When it rains, I let it.”  

Here’s another perspective that may help: People don’t perceive you being as nervous as you think they do. Check out The Illusion of Transparency and Public Speaking Fear on Six Minutes, a great blog on public speaking and presentations skills. 

p2i Needs Your Help!


Have you successfully used p2i tools or p2i principles in your presentations?
Do you have “before” and “after” slide examples you would be willing to share?
Do you have ideas for, or are you interested in writing a blog article on Potent Presentations?
Do you have an interest in sharing your tips for Potent Presentations through a brief video or webinar?

Please contact me at and let’s talk! I’m happy to help, offer guidance, or collaborate on any of these. 

AEA Town Hall Recordings Now Available

Access Past Meetings Online 

From the AEA Board of Directors

Did you miss the AEA Town Hall meetings? You can now access them on AEA’s website here. Be sure to watch the most recent conversation featuring Jean King and AEA Board member Susan Tucker discussing AEA’s Evaluator Competencies.

AEA Professional Development Corner 

On-Demand Resources Available, Plus Live eStudies Through October

From the AEA Education Team 

The Digital Knowledge Hub is an online platform featuring professional development opportunities for evaluators, by evaluators. View past eStudies, like this one: 

eStudy 091: Designing Useful Surveys

Surveys for program evaluation, performance measurement, or needs assessment can provide excellent information for evaluators. However, designing effective surveys requires an eye for both unbiased question design and the best methods for data administration. Michelle Kobayashi shares guidelines and methods for survey development that will increase response rates and create reliable and valid questionnaires.

Save the date for these upcoming live eStudy courses.

eStudy 094: Engaging the Whole System in Evidence Gathering, Advocacy and Action | October 23, 25, November 6, 8, 12-1:30 p.m. EDT

Presented by Kanti Gopal Kovvali, Author, Organizational Unlearning Specialist, Visiting Faculty TISS and NMIMS

The eStudy will expose participants to a radically different evaluation process that is rapid, transformational and sustainable. The eStudy will help participants to change their paradigms about evaluation, introduce new methodologies and tools and transfrom their orientation from doing good research to facilitating transformational research.

eStudy 095: Using the Cultural Consensus Method to Evaluate Program Impacts | November 27, 29, 12-1:30 p.m. EDT

Presented by Peggy Ochandarena, Chief of Party- Enhancing Palestinian Justice Program, Chemonics International Inc; Co-Director, Global Impact Collaboratory and Roseanne Schuster, Assistant Research Scientist, School of Human Evolution and Social Change, Arizona State University; Director of MEL, Global Impact Collaboratory.

Culture is the shared beliefs of a particular group of people, and strongly shapes what is socially acceptable and thus shapes action. Understanding the culture of an intervention’s beneficiaries is critically important in designing interventions for effectiveness. In this webinar, leaders of the Global Impact Collaboratory, a partnership between Arizona State University and Chemonics International, give learners hands-on interaction with the theory, instrument design, and analysis for the CCM, with demonstration of its use in international development projects and application to a case study.

Check out these Coffee Breaks planned for October.

Cost-Inclusive Evaluation: Language Power Understands | Tuesday, Oct. 2, 2018, 2-2:20 p.m. ET
Presented by Brian Yates 

Including costs in evaluations changes how program providers, participants, policy-makers, and funders perceive programs. That can be good. When we report how well programs implement plans, we evaluate  fidelity. When we report changes in outcomes targeted by programs such as behaviors, thoughts, feelings of individuals or communities, we valuate effectiveness. If we report the value of resources consumed by programs, we evaluate costs. Assessing the value of resources generated by programs evaluates benefits. Measuring costs of programs relative to benefits evaluates cost-benefit. Considering costs of programs relative to effectiveness evaluates cost-effectiveness. Comparing cost-benefit or cost-effectiveness of competing programs can be exciting, difficult, and helpful in getting the attention of the powerful. Including costs in evaluations can help evaluations get used.

¡Feliz Ano Año Nuevo! – Culturally and Linguistically Appropriate Support in Community Engaged Work | Tuesday, Oct. 9, 2018, 2-2:20 p.m. ET
Presented by Grisel M. Robles-Schrader & Josefina Serrato  

The Spanish language is made up of many different dialects. To provide appropriate Spanish translation and interpretation for a CE service, our team assesses several factors including translation and interpretation needs of the project; team capacity; staff translation/interpretation experiences; and willingness of the research teams to accept coaching and collaborate. Presenters will share “effective practices” and lessons learned based on their experiences ensuring the availability of translation and interpretation of CE services to effectively engage Spanish-speaking communities.

Creating Great Focus Groups | Thursday, Oct. 11, 2018, 2-2:20 p.m. ET 
Presented by Rhonda Williams, Ph.D.

This webinar will present ideas for preparing, organizing and structuring focus groups to create sessions that are beneficial to both the evaluator and the participants. The handling of focus group logistics helps to create a welcoming environment, where participants are more likely to provide information needed for evaluations. Additional attention should be given to the development of questions that will allow the needed data to surface in focus group conversations. Focus groups are an efficient way to gain information from stakeholders; they provide more personal vehicle to obtain important feedback. You will learn some extra tips to make these sessions great.Released: September 27, 2018 01:02 PM | Updated: September 28, 2018 02:51 PMKeywords:Website Newsletter

Advocating for Our Ancestors

Forest County Potawatomi Hotel & Casino, Milwaukee Wis, USA

November 13-15, 2018

Call for Proposals

2018 Fourth Annual Repatriation Conference

Advocating for Our Ancestors

Forest County Potawatomi Hotel & Casino, Milwaukee, WI/USA

November 13-15, 2018

Call for Session Proposals

The Association on American Indian Affairs invites proposals for sessions that emphasize the theme of the conference Advocating for Our Ancestors. The key need for the Conference will be providing hands-on practical knowledge and understanding to better advocate for repatriation of our ancestors, burial items and sacred and cultural patrimony.

The first day of the Conference (November 13) will be dedicated to issues of domestic repatriation from federal agencies and museums as defined by the Native American Graves Protection and Repatriation Act (NAGPRA), and how to implement NAGPRA at the Tribal level.  The second day (November 14) will involve domestic repatriation advocacy for items held by private individuals or entities and items that are not covered by NAGPRA. The third day (November 15) will be devoted to current issues of international repatriation, progress made and tools for advocacy.

Topics that may be a part of the Fourth Annual Repatriation Conference include:

  • Developing Practical Tools to Implement NAGPRA
  • Improving Negotiation Strategies for the Return of Cultural Items from Private Hands
  • Learning Approaches for Successful International Repatriation
  • Exploring Tribal Custom and Culture to Develop Tribal Laws and Processes for Repatriation
  • Interactive Work Sessions to Explore Technology and Databases
  • Toolkits and Precedents from Other Successful Repatriations

All sessions should strive to interact with the audience and help the audience develop skills, strategies and toolkits for successful implementation of repatriation programs. Lecture-type sessions will be limited to luncheon key-note speakers. All sessions should be active and engaging.

A typical session will be 1.5 hours and allow for a 20-minute question and answer period or open discussion. However, shorter or longer sessions may also be proposed.

Submission of Proposals

Proposals for sessions should include at least the following information:

  • The title of the session;
  • The name, affiliation, mailing address, and email address(es) of the facilitator and session participants;
  • A description of the topic of the Session (not to exceed 100 words);
  • How the session will provide skills, strategies and toolkits for the audience;
  • A list of A/V equipment needed (e.g. projector, microphones, etc.); and
  • Request for funding (limited funding is available).

Session proposals must be submitted by August 3, 2018, 5:00pm Eastern by email to, with the subject line reading “Session Proposal.”

If you are chosen for a session, you will be notified by August 24.  You will then be required to provide final presentations, bios, power points or other handouts  by October 1, 2018 for inclusion in conference materials.

All panel presenters will be required to pay registration of $150. Some scholarships may be available. Requests for funding are due on August 3, when session proposals are submitted.

Workforce Funding Opportunity

Workforce funding opportunity from the Walmart Foundation that might interest you. The deadline is Dec 22.

Program Description

This is an opportunity to apply for a one year grant from $50,000 up to $250,000.  It will only be awarded to programs or efforts already proven successful with evaluation reports that can support their effectivity. Note that these grants wish to address healing (including trauma-informed methodologies), inequities experienced by vulnerable populations, and the implementation of measurably improved life outcomes for traditionally underserved populations.  The purpose is to support programs that practice inclusive ways to expand pathways to career opportunities for diverse communities.

*Find out more!

Vice President of Research and Evaluation role at IFF


The Vice President for Research and Evaluation will be responsible for the following:

Grow research consulting business

  • Innovate in response to marketplace: develop research consulting products that inform and guide social impact investments into social service sectors and comprehensive community development.
  • Prepare and manage annual budget for research department. Manage projects and staff time to meet established utilization rate and financial sustainability goals.
  • Develop client outreach strategy to maintain pipeline of contracted and grant supported research projects. Grow research network through meetings, presentations and marketing. Coordinate with regional staff, EDs and SVPs/VPs in selling research products.
  • Coordinate with Resource Development Department to identify funders and raise philanthropic dollars for research projects.
  • Evaluate internal tools for potential commercialization and work to bring those tools to market.

Oversee research team and portfolio

  • Maintain IFF research brand: ensure all studies and research products maintain IFF’s high standard of rigor, integrity and intellectual independence, while being pragmatic and actionable with practical recommendations based in best practice.
  • Develop project proposals and budgets. Negotiate contracts. Manage grants and funder relationships. Collaborate in funder report preparation, as necessary.
  • Support, inspire and guide staff in the implementation of research projects.

Nurture data culture at IFF

  • Supervise cross-departmental data management and data analysis team. Ensure high levels of data integrity, accessibility and integration.
  • Collaborate with IFF staff on the development of internal dashboards to track financial and non-financial data to drive and continuously reassess IFF transformative strategies.
  • Connect IFF data and external data to provide strategic insight into markets, sectors and impact.

Design and oversee program evaluation and impact measurement strategy

  • Design metrics to measure IFF social impact in consultation with the Executive Management Team.
  • Design methodologies, policies and procedures to capture lessons learned, build institutional knowledge and inform broader initiative. Work with other lines of business to implement.
  • Collaborate with other departments to design and implement program evaluation of major IFF initiatives.

Strengthen IFF’s position as a thought leader in key markets and sectors

  • Prepare and deliver public presentations to disseminate research findings for research projects.
  • Produce white papers to communicate insights gleaned from IFF initiatives for internal audience.
  • Identify opportunities to showcase insights relevant to external audience, and facilitate dissemination or publication of publish findings.
  • Collaborate with Corporate Communications and Public Affairs (CCPA) to develop public communication plans for research studies, public-facing tools and relevant lessons learned.

*View the complete listing here.

STEM Innovation Summit 2017

The Einstein Project invites administrators, educators and other STEM education stakeholders to participate in this opportunity to promote excellence in K-12 STEM initiatives.  We are hosting this free STEM Innovation Summit on Thursday, November 16, 8 AM to 3 PM at the UW-Green Bay Weidner Center.  Join us to hear featured guest speakers from The Smithsonian Science Center, the Wisconsin Department of Public Instruction, as well as panel discussions with experts in the field of Makerspaces and curriculum implementation of Next Generation Science Standards (NGSS). Learn how updates to Wisconsin’s science standards will impact your STEM curriculum and professional development needs. Hear about the successes and challenges from district leaders already making changes to meet the rigor envisioned in the Next Generation Science Standards. District team participation is encouraged to help you to develop a shared vision for the future and chart a course to remain on the cutting edge in STEM education.


8 AM – Registration
9 AM –  STEM Talks
10 AM – Makers Mindset
11 AM – Lunch
12:15 PM  –  WI Standards Panel
1:30 PM – Smithsonian Interview
3 PM – Talk Tank Reception


Registration can be found at

Associate Dean and Director Native American Cultural Center position at Stanford

*Please do not contact BPC about this position. See contact info and details below or visit the listing online.
Associate Dean and Director, Native American Cultural Center  76223


If you are ready to work for an organization that nurtures diversity, respect within the American Indian, Alaska Native, Native Hawaiian and Indigenous Pacific Islander students at both the undergraduate and graduate levels, we invite you to explore this opportunity and apply online for the position of Associate Dean and Director of the Native American Cultural Center, a unit of the Division of Student Affairs.
The Native American Cultural Center is proud to be part of Student Affairs, which advances student development and learning; fosters community engagement; promotes diversity, inclusion and respect; and empowers students to thrive.
The Associate Dean and Director of the Native American Cultural Center (NACC) is the chief administrator for NACC at Stanford.  The Director provides strategy, vision and direction regarding issues and objectives impacting NACC as part of the student services/affairs organization.  Primary responsibilities include strategic planning and assessment and conceptualizing and implementing policies, professional services, resources and programs that address identified concerns and needs of the community.  The Associate Dean and Director must also be attuned to the dynamics between the individual, the institution, and the home environment of students.
Liaise with senior management and cross functional areas and schools to implement this vision and strategy. The Associate Dean and Director of the NACC is the primary conduit between and among university offices and departments with particular attention to the American Indian, Alaska Native, Native Hawaiian and Indigenous Pacific Islander community, both undergraduate and graduate. Manage the work of other employees, including managers.
  • Manage the work of managers and other employees, processes, and projects, to implement the strategic goals of the unit, department, or school. Make hiring decisions, provide coaching and mentoring, and manage performance and staffing levels.
    • Supervise the Center’s two professional and, in conjunction with the Associate Directors, the student staff
    • Responsible for hiring, training, goal setting, performance management/reviews, compensation planning, and terminations.
  • Crisis prevention and intervention: conduct counseling, intervention and referral when necessary to assist students in resolving personal/academic problems and crises; collaborate with other university offices, such as Counseling and Psychological Services (CAPS) and Residence Deans when necessary; develop appropriate outreach, education and programming to proactively address unique mental health and wellness issues affecting Native students.
  • Identify, clarify, and resolve complex issues with university­wide scope and impact and substantial significance which may span multiple areas, using advanced technical and professional knowledge requiring broad discretion and judgment.
    • Participate in the development and implementation of university policies to ensure student success, e.g. mental health, well-being, academic success, retention and graduation.
    • Serve on University committees such as the mental health task force subcommittee and other division committees.
  • Provide strategic direction for and manage the Center, including forecasting, planning, and managing program budgets. 
    • Develop, implement and manage long-range budget and strategic plans;
  • Develop, analyze, measure effectiveness and oversee programs and tools for delivery of student services or programs.
    • Provide individual advising to students on issues that include academics, career paths, internships, conflict resolution and personal matters.
    • Conceptualize, develop and implement quality student programs designed to promote student’s educational, social, cultural and leadership goals.
    • Advise and train students and student organizations in event planning, organizational development and conflict resolution.
  • Review exceptions to university, program or unit policies and procedures, settle grievances. 
  • Manage the direction of internal administrative policy development for programs and operations. May serve as senior advisor to dean on programmatic and policy development.
  • Interpret, implement and ensure compliance with university, academic and administrative policies within Student Affairs and NACC. Recommend new internal policies, guidelines and procedures. Direct process improvement.
  • Lead university­ or school­wide initiatives and campaigns; develop long range planning and policy development.
  • Represent department programs and initiatives at senior level meetings, conferences, and to both internal and external constituents. 
    • Participate in Vice Provost for Student Affairs divisional meetings and development activities and complete special projects as assigned.
  • Evaluate and recommend the technological needs and effectiveness for delivery of student programs and services
  • Identify, manage relationships, and negotiate with external and internal partners.
    • Collaborate with other community centers, programs and departments to develop and implement multicultural student leadership training.
    • Collaborate with other offices to impact the quality of undergraduate and graduate student life, including CAPS, Graduate Life Office, Vice Provost for Undergraduate Education, Vice Provost for Graduate Education, Diversity & First Generation, Admissions, Stanford Alumni Association, schools & academic departments.
    • Maintain communication and collaborations with faculty, staff, alumni and other programs.  Involve them in center programming; assist in making connections with students.
Note: Not all unique aspects of the job are covered by this job description


Education & Experience:
Bachelor’s degree and eight years of relevant experience, or combination of education and relevant experience. Experience in higher education setting preferred.
Education & Experience:
  • User knowledge of Microsoft Office Suite.
  • Advanced communication skills to clearly and effectively communicate information to internal and external audiences, client groups, and all levels of management.
  • Strong analytical skills to review and analyze complex financial information. Strong leadership and strategic management skills.
  • Demonstrated experience managing people.
  • Understanding of underlying technological needs and requirements. Demonstrated ability to work collaboratively.
  • Frequently sit, perform desk­based computer tasks.
  • Occasionally stand, walk, twist, use fine manipulation, grasp, use a telephone, write by hand, sort and file paperwork, lift, carry, push, and pull objects that weigh up to 10 pounds.
* ­ Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job
  • Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
  • Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned. Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide,
About NACC:
The mission of the Native American Cultural Center (NACC) is to create an environment of support for the American Indian, Alaska Native, Native Hawaiian, and Pacific Island undergraduate and graduate student population at Stanford, guided by the principle that students succeed where there is support for that success.  
NACC’s educational mission complements and enhances students’ learning and thriving at Stanford, based on active collaboration with academic and Student Affairs partners, alumni, and the tribal community beyond.  NACC strives to foster adaptive learning and community based learning models and experiences. 
Leadership development, counseling, advising, mentoring, academic support, intellectual and cultural programming, professional guidance, and service to campus and community are all venues to promote a sense of belonging or community, student wellness, retention, graduation, and preparation for global citizenship.  
NACC is a resource center and clearinghouse for Native issues, opportunities and programs to the campus community, potential students, families, scholars, tribal leaders, and other visitors. NACC staff are institutional border crossers who facilitate dialogues and strategic partnerships among multiple stakeholders.
NACC is committed to meeting student needs and challenges through innovative programs, resource development and campus partnerships.  It offers a range of services for both undergraduate and graduate students and has a solid reputation for nurturing student, faculty and staff initiatives.  
Programs and services of Native American Cultural Center are aligned with the Aims of a Stanford Education and provide students with various opportunities to own knowledge, hone skills and competencies, cultivate personal and social responsibility and participate in adaptive learning.
Experience a culture of excellence
Stanford University, located in the heart of California’s Silicon Valley, is one of the world’s leading teaching and research universities. Since its opening in 1891, Stanford has been dedicated to finding solutions to big challenges and to preparing students for leadership in a complex world. 
Supporting that mission is a staff of more than 10,000, which is rooted in a culture of excellence and values innovation, collaboration, and life-long learning. To foster the talents and aspirations of our staff, Stanford offers career development programs, competitive pay that reflects market trends and benefits that increase financial stability and promote healthy, fulfilling lives. An award-winning employer, Stanford offers an exceptional setting for professionals looking to advance their careers. 
Stanford is an equal opportunity employer and all qualified applicants will receive consideration without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other characteristic protected by law.
Finalist candidate must successfully pass a pre-employment background check.


: Student Services


: Vice Provost for Student Affairs


: Full-time

Grade: K
Job Code: 7507

Apply Online!