NEW: Fund Raising Training & Technical Assistance Services: INTERACTIVE & CUSTOMIZED


1.23.15 Dept – Program Mgmt Grant Training Flyer

Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice

I am so excited to present my new book to you!!

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.

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.”

Working Together!

We are happy to help out!

“AIR partners with Bowman Performance Consulting (BPC) and WestEd to operate the Midwest Comprehensive Center. BPC is a professional consulting and scientific research and evaluation company based in Shawano, Wisconsin. BPC brings deep expertise in American Indian education issues to the Midwest Comprehensive Center team. WestEd is a nonprofit research, development, and service agency based in San Francisco, California. WestEd serves as the external evaluator for the Midwest Comprehensive Center.”

About AIR:

“The Midwest Comprehensive Center at American Institutes for Research (AIR) was launched in October 2012 under a five-year grant from the U.S. Department of Education. The Midwest Comprehensive Center provides technical assistance to the state education agencies (SEAs) of Illinois, Iowa, Minnesota, and Wisconsin with a focus on building the capacity of the SEA to support districts and schools to ensure that all students graduate high school ready for college or a career. Technical assistance is tailored to each state’s individual needs while also being aligned to the priorities of the U.S. Department of Education.”

Grant Writing Training



Book Order Form

This is the long a waited book order form for Nicole’s book!!

Picture1 Picture2

PDF of book order form

Marty’s Resume

Martin Reinhardt, Ph.D.

Current Professional Activities:

Martin Reinhardt serves as an assistant professor of Native American Studies for Northern Michigan University, and as a co-owner and education division director for First Nations, LLC.

Educational Background:

Pennsylvania State University, Ph.D.,

State College, PA 2004

Educational Leadership

American Indian Leadership Fellow

Central Michigan University, M.A.,

Mt. Pleasant, MI 1998


King Chavez Parks Fellow

Lake Superior State University, B.S.,

Sault Ste. Marie, MI 1994


Native American Studies – Minor

Archaeological Field School

Lansing Community College, AA,

Lansing, MI 1992

Liberal Arts

Native American Leadership Program


Northern Michigan University:

Assistant Professor, Native American Studies (2010-present)

Director, Center for Native American Studies (2001-2005)

Adjunct Instructor, Native American Studies (2001-2009)

First Nations, LLC (Formerly Reinhardt & Associates):

Co-Owner/Education Division Director (2006 – Present)


Mid-State Technical College:

Sociology Instructor (2009-2010)

University of Wisconsin Superior:

Distance Learning Advisor/Native Outreach Worker (2008-2009)

Colorado State University:

Research Associate IV, Interwest Equity Assistance Center (2006 – 2008)

AI-DADS Co-PI, Interwest Equity Assistance Center/Center for Applied Studies in American Ethnicity (2007-2008)

Adjunct Instructor, Teacher Education (2006-2008)

Educational Options, Inc.:

Vice President for Diversity and Research (2005)

National Indian School Board Association

External Support, Nah Tah Wahsh PSA/Hannahville Indian School (2001-2005)

Site Visit Team Member, St. Francis Indian School (2003)

Michigan Rural Systemic Initiative (A National Science Foundation Sponsored Project)

Regional Coordinator/Co-PI (2000-2003)

Lake Superior State University:

Program Coordinator, Seventh Generation Stewardship Program (2000) 

U.S., Department of the Interior Bureau of Indian Affairs, Michigan Agency & Lake Superior State University, Office of the Provost:

Intern (1999)

Central Michigan University:

Director of Native American Programs (1996 – 1998)

Ojibwe History & Traditions Workshop Director (1998)

Native American Concepts in Science and Technology Workshop Director (1998)


Recent Publications:

Reinhardt, Martin. (in process). “Spirit food: A multi-dimensional overview of the Decolonizing Diet Project”. Invited chapter for text called Indigenous Universalities and Peculiarities of Innovation.

Reinhardt, M. Perry Evenstad, J, and Faircloth, S. (2012). “She has Great Spirit: Insights into the relationships between American Indian fathers and daughters”. International Journal for Qualitative Studies in Education. 25:7, 913-931.

Reinhardt, M. (2011). “Zaagidiwin (Love)”. In Voice on the Water: Great Lakes Native American Now (p. 212-214). Marquette, MI: Northern Michigan University.

Reinhardt, M, and Tippeconnic, J. (2010). “The Treaty Basis of American Indian Education”. Indigenous Policy Journal. Vol. XXI, No. 3.

Reinhardt, M. (2007). “Trust doctrine”. In D. L. Fixico (Ed.), Treaties with American Indians: An encyclopedia of rights, conflicts, and sovereignty. Santa Barbara, CA: ABC-CLIO.

Maday, Tracy and Reinhardt, Martin. (2005, 2006). Native American Studies. On-line courses available from Educational Options, Inc. or the Northern Michigan University Center for Native American Studies

Reinhardt, Martin and Maday, Tracy. (2006). Interdisciplinary Teacher’s Manual for American Indian Inclusion. Available from Educational Options, Inc. or the Northern Michigan University Center for Native American Studies

Expert Reader for: Schonberg, Marcia. (2003) Michigan Native Peoples. Chicago: Heinemann Library.

Mentoring Young Entrepreneurs

Mentoring Young Entrepreneurs

Nicole Bowman explains why an important goal is to begin mentoring young entrepreneurs.

Custom Training and Consulting Upon Request Bowman Performance Consulting

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

Making Logic Models More Systemic

Resources for non-linear logic models.


Beverly A. Parsons – website


Custom Training and Consulting Upon Request Bowman Performance Consulting

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


Nicole Bowman Resume

Download her complete resume: 3.18.14 Nicole Bowman Resume


Custom Training and Consulting Upon Request Bowman Performance Consulting

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

Grant Writing Part III: Evaluation and Data Collection to Secure Funding

Starts April 10th

5-7 pm Shawano Community Middle School Room 103

140129 - flyer - corrected phone no copy

Grant Writing Part III:  Evaluation and Data Collection to Secure Funding

Wrap up this grant writing series with Evaluation 101, the essential fourth part of the Comprehensive Grant Writing Cycle. Understand the importance of evaluation and data collection for securing and sustaining funding, programming, and evidence based practices. Leave with an overview of key evaluation terms and strategies. Learn to document evidence and “tell your story” to funding agencies in order to keep funding streams coming in to sustain projects and programs for long-term success! Participants will learn how to develop a basic evaluation design that includes outcomes, performance measures, and data collection instruments which are both effective and easy to use. The class will provide evaluation examples, hands-on experiences, and resources (lists/templates) for collecting evaluation data throughout the implementation of the newly funded program.

To register for the SCE Grant Writing classes call Shawano Community Education (715) 526-2192 ext. 3102 or register online!

View Larger Map


Starts March 6th

5-7 pm Shawano Community Middle School Room 103

1050 South Union Street,
Shawano, WI 54166

Custom Training and Consulting Upon Request Bowman Performance Consulting

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