Browsing by Subject "Program Evaluation"
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Item 2003-2004 Fall Training Evaluation For Graduate Assistants(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Robinson, Jennifer LeeThe Literacy/Reading program for Graduate Assistants teaching developmental reading students at a large, state university currently provides one week of teacher training prior to the beginning of the Fall Semester. The small group of graduate assistants in this program (including the program coordinator) are primary instructors and teach one or two sections of developmental reading, test taking, time management, and learning strategies. The main purpose for evaluating the training program was to determine the effectiveness of the training. Data was collected through a Likert survey, which included some qualitative questions, and person-to-person interviews. The results of the Likert survey are that the high quality of the training sessions, the presenters, and the strategies that were presented helped graduate assistants to better do their jobs. The results of the qualitative questions and person-to-person interviews also conclude that the fall training was very helpful and should definitely be continued. However, the results of the qualitative portion of the study also yielded additional, unexpected insights into the perceptions of graduate assistants who feel they are marginalized graduate students, teaching marginalized college courses (Reading and Study Strategies), and serving a marginalized population of students—developmental university students.Item Building Trusting Relationships. Evaluating a School-Based Community Health Worker Program to Reduce Chronic Absenteeism(2023-10-12) Garcia, Silvia; Roelecke, Kate; Grim, Jim; Mohlman, Rachel; Peterkin, AllysonIn 2021, MCCOY and the Daniel Webster School 46 (DWS) were awarded two grants1 to implement a Community Health Worker intervention at DWS to increase student engagement as a protective factor to prevent juvenile delinquency and improve youth outcomes. The project took a holistic approach to engage families and students who were chronically absent throughout the school year. Relying on multiple evidence-based and promising practices in youth violence and juvenile delinquency prevention, a certified Community Health Worker partnered with the school social workers and teachers to encourage consistent student attendance using coaching, referrals, goal setting, and family engagement activities to facilitate learning and address family needs. The evaluation, conducted one year after implementation, yielded the following results: The CHW at DWS has proved valuable for students, teachers, and families in several ways. The CHW provides services and builds trusting relationships with families, eventually influencing how families engage with the schools and their students' education. The CHW also connects directly with students, providing emotional support and encouragement, hence supporting the teachers’ work. Being part of the community where parents came from and previously volunteering in the school made the difference in becoming the bridge between the school, the families, and the community. Regarding absenteeism, several improvements in reducing the number of absent days were observed in students receiving support for themselves and their families. Some of the students reduced their absent days to less than half. More importantly, three chronically absent students became “improved attendees” after the first year. The short time the CHW has been in the school (10 months) has brought small but significant changes in students’ behavior.Item Eficacia del programa de control y prevención deenfermedades crónicas "Pasos Adelante" en una comunidad enla frontera de EE. UU. y México, 2005-2008(Centers for Disease Control and Prevention, 2012) Staten, Lisa K.; Cutshaw, Christina A.; Davidson, Christopher; Reinschmidt, Kerstin; Stewart, Rosie; Roe, Denise J.Introducción "Pasos Adelante" es un programa de intervención sobre hábitos saludables facilitado por trabajadores de salud comunitaria o"promotores de salud" destinado a prevenir y controlar enfermedades crónicas en mexicoamericanos. Los estudios iniciales de"Pasos Adelante" mostraron mejoras significativas en la alimentación y la actividad física autorreportadas por los participantes.Este estudio evaluó si los habitantes de una comunidad en la frontera estadounidense que participaron en el programa mostraronmejorías en determinados valores fisiológicos y si los cambios se mantuvieron en el seguimiento a los 3 meses. Métodos El programa se llevó a cabo en sesiones de 12 semanas de enero del 2005 a mayo del 2008 e incluyó grupos de caminata y clases denutrición y actividad física. Se realizaron cuestionarios, mediciones antropométricas y pruebas de laboratorio al inicio delprograma (n = 305), al final (n = 254) y en el seguimiento a los 3 meses (n = 221). Resultados Al compararse los datos iniciales de referencia con los del final del programa, los participantes mostraron reducciones en su índicede masa corporal (P= .04), circunferencia de cintura y cadera (P< .001), presión arterial diastólica y sistólica (P< .001) y colesterol total (P= .008). Ningún valor empeoró significativamente entre la conclusión del programa y el seguimiento, aexcepción de la presión arterial sistólica. Los niveles de glucosa mejoraron entre la finalización y el seguimiento del programa (P=.01). Conclusión Estos resultados sustentan los hallazgos iniciales referidos a la mejoría autorreportada por los participantes en relación conpatrones de alimentación y actividad física al mostrar cambios en medidas objetivas. Este programa basado en la evidenciademuestra el potencial de los programas de control y prevención de enfermedades crónicas llevados a cabo por promotores desalud para mejorar la salud física abordando la prevención primaria y secundaria en organizaciones y comunidades hispanas.Item Evaluating A Diversity Program: Describing The Impact Of Gender Communication Training In A Large Multicultural Work Environment(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Suessine, Mary; Cseh, MariaThe purpose of this evaluation study was to assess the impact of a gender communication program on employee learning, understanding, and application of its concepts in a large, multicultural Midwest utility company. The program was initially implemented by the organization when supervisors raised the need for better communication between genders in their departments. A mixed quantitative and qualitative research design was used to glean information related to the participants’ knowledge, understanding, and application of the program content. Content analysis and descriptive statistics of company documents, observation, and survey data led to the following major findings: (a) significant positive communication changes in and outside of the workplace, (b) a general consensus that respect for the opposite gender culture holds an important value, (c) increased awareness of program content as pertinent to situations in participants’ lives, (d) a high degree of motivation to use what was learned, and (e) the need for additional training, session follow-ups, and refresher learning aides. Based upon the findings, several recommendations were made that address pre and post program support for the participants.Item EVALUATING CHANGES IN TRAINING MANAGER’S ROLE PERCEPTIONS: A CASE STUDY OF TRHE NUCLEAR POWER INDUSTRY(2005-10-14T19:07:02Z) Hawley, Joshua D.; Barnard, Joni KOrganizations are increasingly recognizing the importance of moving from training to performance improvement in Human Resource Development (HRD). Business organizations need to dramatically alter the roles of training managers to ensure that they move towards a performance improvement process, and to ensure that potential solutions are linked to organizational and individual performance problems. As part of a program for nuclear power managers at a major university, we evaluated the changes in the perceptions of twenty-one training managers from around the United States. The evaluation data lead us to conclusions regarding the changing role of training managers from strictly training to that of performance consultant and the challenges manger’s face as they try to build partnering relationships.Item Evaluating Testing Strategies for Identifying Youths With HIV Infection and Linking Youths to Biomedical and Other Prevention Services(American Medical Association, 2017-06-01) Miller, Robin Lin; Boyer, Cherrie B.; Chiaramonte, Danielle; Lindeman, Peter; Chutuape, Kate; Cooper-Walker, Bendu; Kapogiannis, Bill G.; Wilson, Craig M.; Fortenberry, J. Dennis; Pediatrics, School of MedicineImportance: Most human immunodeficiency virus (HIV)-infected youths are unaware of their serostatus (approximately 60%) and therefore not linked to HIV medical or prevention services. The need to identify promising and scalable approaches to promote uptake of HIV testing among youths at risk is critical. Objective: To evaluate a multisite HIV testing program designed to encourage localized HIV testing programs focused on self-identified sexual minority males and to link youths to appropriate prevention services after receipt of their test results. Design, Setting, and Participants: Testing strategies were evaluated using an observational design during a 9-month period (June 1, 2015, through February 28, 2016). Testing strategies were implemented by 12 adolescent medicine HIV primary care programs and included targeted testing, universal testing, or a combination. Data were collected from local youth at high risk of HIV infection and, specifically, sexual minority males of color. Main Outcomes and Measures: Proportion of sexual minority males and sexual minority males of color tested, proportion of previously undiagnosed HIV-positive youths identified, and rates of linkage to prevention services. Results: A total of 3301 youths underwent HIV testing. Overall, 35 (3.6%) of those who underwent universal testing in primary care clinical settings, such as emergency departments and community health centers, were sexual minority males (35 [3.6%] were males of color) compared with 236 (46.7%) (201 [39.8%] were males of color) who were tested through targeted testing and 693 (37.8%) (503 [27.4%] were males of color) through combination efforts. Identification of new HIV-positive cases varied by strategy: 1 (0.1%) via universal testing, 39 (2.1%) through combination testing, and 16 (3.2%) through targeted testing. However, when targeted tests were separated from universal testing results for sites using a combined strategy, the rate of newly identified HIV-positive cases identified through universal testing decreased to 1 (0.1%). Rates of new HIV-positive cases identified through targeted testing increased to 49 (6.3%). Youths who tested through targeted testing (416 [85.1%]) were more likely to link successfully to local HIV prevention services, including preexposure prophylaxis, compared with those who underwent universal testing (328 [34.1%]). Conclusions and Relevance: The findings suggest that community-based targeted approaches to HIV testing are more effective than universal screening for reaching young sexual minority males (especially males of color), identifying previously undiagnosed HIV-positive youths, and linking HIV-negative youths to relevant prevention services. Targeted, community-based HIV testing strategies hold promise as a scalable and effective means to identify high-risk youths who are unaware of their HIV status.Item A HUMANISTIC APPROACH TO ADULT EDUCATION: LEARNING FROM THE INSIDE OUT(2005-11-21T18:47:57Z) Cooks, Alyce; Hackney, Darwyn; Jackson, Sanetta George; Stevens, Claude; Zumwalt, DaveWe approach the adult educator/adult learner relationship from an affective perspective, noting the role of diversity, as we establish parameters for this paper. One of us has stated that a dear friend and adult educator told her many times that more is “caught than taught” (referring to informal and incidental learning that takes place on a daily basis and in most situations). We believe the truth of that axiom is applicable to all interactions between adult educators and adult students. It is essentially, and in the final analysis, a human relationship. We will examine diversity as it relates to teacher-learner interaction specifically in four areas that impact this humanistic educational process: (1) adult educator/adult student interpersonal relationships as they apply to the instructional process; (2) the effect of spirituality on the adult educator/adult student relationship; (3) interaction between the adult educator and adult student in a counseling setting, and finally; (4) the effectiveness of adult educators in evaluating programs for a diverse adult student population.Item INVESTIGATING THE EXPERIENCES OF ONLINE LEARNING: AN EVALUATION(2005-11-21T18:24:24Z) Cooper, Mary K; Bielema, CherylWith the push to on-line courses by many universities, online degrees are becoming more prevalent. The University of Missouri is no exception. In 2002 an online course development committee was formed to address online learning within the college of education. In summer of 2001, three courses in the adult education master’s program were offered in a web-based environment, with a substantial evaluation built onto the process. The preliminary findings are presented here.Item An Online Resident-as-Teacher Curriculum Improves First-Year Residents’ Self-Confidence Teaching in the Clinical Learning Environment(Springer, 2023-07-05) Kochhar, Komal; Cico, Stephen J; Whitaker, Nash P; Pettit, Katie E; Brokaw, James J; Nabhan, Zeina MWe implemented an online Resident-as-Teacher curriculum for all incoming residents (PGY1s) to provide them with a basic foundation for effective teaching in the clinical learning environment. The curriculum consisted of 5 asynchronous modules delivered via the web from 2017-2021. Prior to starting the course, the PGY1s completed a self-assessment of their teaching ability (pre-test) and then again 7-8 months after completing the course (post-test). Analysis of the paired data from 421 PGY1s showed a statistically significant improvement in the self-ratings of their teaching from pre-test to post-test (p < 0.001). Our findings suggest that an online Resident-as-Teacher curriculum can produce lasting benefits in new residents’ self-confidence as educators.Item Perceptions of IUPUI Faculty and Staff Regarding the Center for Service and Learning Faculty/Staff Development Programs(IUPUI ScholarWorks, 2019-08-06) Makki Alamdari, Sara; Hahn, Thomas; Price, Mary F.; Studer, MorganThe purpose of this evaluation was to understand perceptions of IUPUI faculty and staff regarding the influence of the Center for Service and Learning’s (CSL) programs and resources on respondents. Specifically, the evaluation was intended to deepen CSL’s understanding of respondents’ experiences as community-engaged professionals at IUPUI. Additionally, the evaluation sought to gather input on new ideas to strengthen CSL services and programming going forward. IUPUI faculty and staff who have participated in CSL workshops, trainings, and/or requested information from CSL were emailed during the fall of 2018 and asked to participate in the Qualtrics survey. The survey was anonymous. This report shares overall findings from the survey and provides general recommendations.