EVERFI's diagnostic inventories provide comprehensive assessments of institutions' prevention efforts related to sexual assault and alcohol abuse. The inventories capture over 200 data points across four key areas: institutionalization, critical processes, policy, and programming. Insights from inventory data show relationships between advanced prevention status and higher funding, staffing levels, strategic planning, and senior leadership support. Completing the inventories helps institutions understand their prevention efforts, identify areas for growth, and integrate results into strategic planning to strengthen comprehensive prevention.
RHIS Curriculum: Standardizing Core Competencies and Training MaterialsMEASURE Evaluation
This document summarizes the development of a standardized Routine Health Information System (RHIS) curriculum. It describes the need to strengthen RHIS in low and middle-income countries. A consultative meeting in 2015 defined RHIS core competencies and developed a core RHIS course. This was then pilot tested in India in 2016. The finalized curriculum covers 10 modules on topics like data collection, management, analysis and use. Next steps include disseminating the curriculum through training workshops to strengthen RHIS globally.
HIV Risk and Service Use: Results of a Survey of Men in Port-au-Prince and St...MEASURE Evaluation
The document summarizes key findings from a survey of 500 male sexual partners of adolescent girls and young women in Port-au-Prince, Haiti and 300 male sexual partners in St. Marc, Haiti. The survey assessed HIV risk behaviors, testing, and relationships. Key results include: 1) Over 60% of men reported concurrent sexual partnerships. Concurrency was higher among those in age-discordant relationships (over 5 years older). 2) Condom use at last sex was around 75-80% but lower among those who purchased sex and those at higher risk. 3) Confidence in obtaining and using condoms correctly correlated with increased condom use.
This document provides an overview of integrating gender into monitoring and evaluation (M&E) of HIV programs. It begins with definitions of key gender-related terms like sex, gender, gender equality, and gender identity. It then discusses why gender is important to consider for HIV outcomes and programming, noting how gender inequality can increase HIV risk. The document reviews approaches to collecting gender-sensitive monitoring and evaluation data, including sex-disaggregated indicators and indicators that directly measure gender attitudes, norms, and inequalities. It emphasizes integrating gender into all aspects of M&E systems and processes to help improve programs and demonstrate their impact on gender equality and HIV outcomes.
Lessons Learned In Using the Most Significant Change Technique in EvaluationMEASURE Evaluation
This document summarizes lessons learned from using the Most Significant Change (MSC) technique in evaluations conducted in five countries. The MSC technique involves collecting stories from participants about significant changes resulting from an intervention, analyzing the stories to identify themes, and sharing the stories with stakeholders. The document discusses strengths and limitations of MSC, provides examples of its application in different programs and countries, and identifies lessons learned. Key lessons are that MSC generates rich qualitative data but requires careful facilitation and training, and follow-up interviews can further strengthen learning from the approach.
Lessons and Approaches to Support the Capacity Strengthening Priorities of Lo...MEASURE Evaluation
D4I works to generate strong evidence for program and policy decision making, enhance the use of data for global health programs and policies, and support institutional capacity strengthening. The presentation discusses several tools and approaches for strengthening local partners' organizational and evaluation capacities, including the Organizational Capacity Assessment Tool, assessments for policy, advocacy, financing, and governance capacities, and a framework and toolkit for evaluation capacity building. The presentation was produced with support from USAID to strengthen data use and local partner capacities.
Seven Steps to EnGendering Evaluations of Public Health ProgramsMEASURE Evaluation
Because international development increasingly focuses on gender, evaluators need a better understanding of how to measure and incorporate gender—including its economic, social, and health dimensions—in their evaluations. This interactive training, consisting of this presentation and a tool, will help participants learn to better evaluate programs with gender components. Access the tool at https://www.measureevaluation.org/resources/publications/tl-19-40
HCC recently conducted a Student Satisfaction survey of current HCC students as part of an overall strategic initiative to help HCC understand the perceptions and experiences of students.
HCC recently conducted a Value AnalysisTM survey of Houston area residents as part of an overall strategic initiative to help HCC assume a desirable position in the local educational marketplace.
RHIS Curriculum: Standardizing Core Competencies and Training MaterialsMEASURE Evaluation
This document summarizes the development of a standardized Routine Health Information System (RHIS) curriculum. It describes the need to strengthen RHIS in low and middle-income countries. A consultative meeting in 2015 defined RHIS core competencies and developed a core RHIS course. This was then pilot tested in India in 2016. The finalized curriculum covers 10 modules on topics like data collection, management, analysis and use. Next steps include disseminating the curriculum through training workshops to strengthen RHIS globally.
HIV Risk and Service Use: Results of a Survey of Men in Port-au-Prince and St...MEASURE Evaluation
The document summarizes key findings from a survey of 500 male sexual partners of adolescent girls and young women in Port-au-Prince, Haiti and 300 male sexual partners in St. Marc, Haiti. The survey assessed HIV risk behaviors, testing, and relationships. Key results include: 1) Over 60% of men reported concurrent sexual partnerships. Concurrency was higher among those in age-discordant relationships (over 5 years older). 2) Condom use at last sex was around 75-80% but lower among those who purchased sex and those at higher risk. 3) Confidence in obtaining and using condoms correctly correlated with increased condom use.
This document provides an overview of integrating gender into monitoring and evaluation (M&E) of HIV programs. It begins with definitions of key gender-related terms like sex, gender, gender equality, and gender identity. It then discusses why gender is important to consider for HIV outcomes and programming, noting how gender inequality can increase HIV risk. The document reviews approaches to collecting gender-sensitive monitoring and evaluation data, including sex-disaggregated indicators and indicators that directly measure gender attitudes, norms, and inequalities. It emphasizes integrating gender into all aspects of M&E systems and processes to help improve programs and demonstrate their impact on gender equality and HIV outcomes.
Lessons Learned In Using the Most Significant Change Technique in EvaluationMEASURE Evaluation
This document summarizes lessons learned from using the Most Significant Change (MSC) technique in evaluations conducted in five countries. The MSC technique involves collecting stories from participants about significant changes resulting from an intervention, analyzing the stories to identify themes, and sharing the stories with stakeholders. The document discusses strengths and limitations of MSC, provides examples of its application in different programs and countries, and identifies lessons learned. Key lessons are that MSC generates rich qualitative data but requires careful facilitation and training, and follow-up interviews can further strengthen learning from the approach.
Lessons and Approaches to Support the Capacity Strengthening Priorities of Lo...MEASURE Evaluation
D4I works to generate strong evidence for program and policy decision making, enhance the use of data for global health programs and policies, and support institutional capacity strengthening. The presentation discusses several tools and approaches for strengthening local partners' organizational and evaluation capacities, including the Organizational Capacity Assessment Tool, assessments for policy, advocacy, financing, and governance capacities, and a framework and toolkit for evaluation capacity building. The presentation was produced with support from USAID to strengthen data use and local partner capacities.
Seven Steps to EnGendering Evaluations of Public Health ProgramsMEASURE Evaluation
Because international development increasingly focuses on gender, evaluators need a better understanding of how to measure and incorporate gender—including its economic, social, and health dimensions—in their evaluations. This interactive training, consisting of this presentation and a tool, will help participants learn to better evaluate programs with gender components. Access the tool at https://www.measureevaluation.org/resources/publications/tl-19-40
HCC recently conducted a Student Satisfaction survey of current HCC students as part of an overall strategic initiative to help HCC understand the perceptions and experiences of students.
HCC recently conducted a Value AnalysisTM survey of Houston area residents as part of an overall strategic initiative to help HCC assume a desirable position in the local educational marketplace.
HCC commissioned a study to conduct research as part of an overall strategic initiative to help HCC assume a desirable position in the local educational marketplace. Two separate surveys were conducted, one for community members and the other for current HCC students. Data were collected using online surveys.
Graham Brown (Australian Research Centre in Sex, Health and Society) discusses the importance of maintaining a strong evidence base for health promotion.
Evaluating Impact of OVC Programs: Standardizing our methodsMEASURE Evaluation
Jen Chapman presents on the Orphans and Vulnerable Children Program Evaluation Tool Kit, which supports PEPFAR-funded programs and helps fulfill the aims presented in the USAID Evaluation Policy.
Assessing Current Practices in Academic Review, Promotion, and Tenure across ...Right to Research
This presentation by Carol Muñoz Nieves was part of OpenCon 2017's Next-Generation Initiatives Advancing Open panel.
The project “Assessing Current Practices in Review, Promotion and Tenure (RPT) Across the United States and Canada” departs from the belief that the adoption of open access and other open science principles among academics would be more widespread if ‘being open’ was explicitly rewarded in career progression of university professors. In the case of Canadian and American institutions of higher education, career progression generally takes the form of reviews of faculty’s work, promotions, and the achievement of tenure—a permanent, lifetime, position at an institution that cannot be terminated, except under crucial circumstances. The importance placed on the RPT process by all faculty suggests that changes in the policy documents and guidelines that inform these practices may provide the impetus for behavioral change, leading to broader interest and adoption of open access values. In the context of a broad and ongoing project, this presentation will focus in some of the results of the content analysis of 864 RPT guidelines and forms of 129 institutions across the US and Canada. These finding will hopefully provide baseline knowledge for thinking in actualized ways of effecting change towards a greater opening of research in North American universities.
Qualitative Methods Course: Moving from Afterthought to ForethoughtMEASURE Evaluation
This document provides an overview of an innovative qualitative methods course for rigorous evaluation. The course was developed by a curriculum advisory committee and piloted with 28 participants from 10 countries. It aims to enhance participants' abilities to conceptualize, design, and manage qualitative evaluation. The course covers major concepts, approaches to qualitative evaluation questions, methods, analysis, standards, and ethics. It uses varied teaching methods including discussions, presentations, and activities like developing a short evaluation protocol. Challenges included balancing theory and practice, integrating gender, and meeting participant needs. Pilot evaluations found the content and facilitation were strong but that timeline, hotel, and data analysis instruction could be improved.
The document discusses a webinar on measuring impact qualitatively held by Susan Pietrzyk and colleagues from MEASURE Evaluation and ICF International. It provides an overview of the webinar topics which included reflecting on evaluative efforts to understand and measure impact, the role of qualitative methods, and insights from a review of 32 USAID HIV/AIDS evaluation reports. The document outlines the objectives and approach of the webinar and document review, and shares insights and ideas for understanding and assessing impact qualitatively including considering impact as a subjective concept, specifically describing methods, and thinking about the relevance of experience and unit of analysis when evaluating impact.
How can community-based participatory research contribute to Program Scienceamusten
This document summarizes the development and evaluation of a community-based participatory research program called Pouvoir Partager/Pouvoirs Partagés (PP/PP) aimed at empowering women living with HIV to make thoughtful decisions about disclosing or not disclosing their HIV status. Over three cycles from 2002-2011, the program was developed with input from women living with HIV, implemented as a pilot, improved based on evaluation, scaled up provincially, and adapted for other cultural contexts. Evaluation found the program improved participants' ability to disclose their status proactively and their sense of control and self-efficacy around disclosure decisions.
This document summarizes research on the effectiveness of different practices used in youth mentoring programs. It presents a framework for evaluating evidence on program practices, which involves categorizing research studies based on their level of evidence and methodological rigor. The framework is then applied to analyze research on the effectiveness of pre-match training for mentors. While evidence is mixed, the framework can help mentoring programs make informed judgments about pre-match training and identify ways to strengthen the evidence base.
Using Case-based Methods for Evaluating Complexity in the Health SectorJSI
Anne LaFond presented as part of a panel at the 2015 Evaluation Conference on using case-based methods for evaluating complexity in the health sector, sharing insights from various JSI case studies.
This document outlines strategies for building community support for law enforcement efforts to address prescription drug abuse. It describes a conference that brings together law enforcement officials and community partners to discuss prevention strategies. These include assessing local needs and risks, engaging diverse stakeholders, developing strategic plans, implementing evidence-based programs and policies, and continuously evaluating outcomes to improve efforts. The goal is to establish sustainable partnerships and systems to address prescription drug issues through a public health approach.
Lessons learned in using process tracing for evaluationMEASURE Evaluation
Access the recording for this Data for Impact (D4I) webinar at https://www.data4impactproject.org/lessons-learned-in-using-process-tracing-for-evaluation/
1) The document describes a webinar presented by the National Collaborating Centre Methods and Tools (NCCMT) on the ROBINS-I tool for assessing risk of bias in non-randomized studies.
2) The webinar provided an overview of ROBINS-I, including its development process, contributors, key features such as the seven bias domains and signaling questions, and how it can be used to make risk of bias assessments.
3) Attendees of the webinar were given information on how to access the presentation and recording afterward on the NCCMT website.
This document summarizes the process of piloting the WILLOW intervention program for HIV-positive women in Ontario. It discusses how the Women's Health in Women's Hands organization selected the WILLOW program after reviewing several effective interventions. They then worked with the Ontario HIV Treatment Network to support training facilitators for the WILLOW program in Toronto. Some lessons learned from the process included that the intervention was too prescriptive, did not address all cultural issues relevant to the Canadian context, and underestimated the skill level required for facilitators. The next steps will be to pilot the intervention, evaluate it, adapt it as needed, and then scale it up more broadly.
Global Health Trials is a free online network that aims to support clinical trials in developing countries by sharing guidance, tools, resources and training. It has over 35,000 members from over 140 countries. The site provides discussion forums, guidance articles, e-learning courses and a professional membership scheme to help clinical research staff develop their skills and careers. The goal is to increase access to clinical research training in developing countries and address local issues through knowledge sharing across disease areas, roles and regions.
This document discusses high-stakes testing (HST), which uses test scores to make important educational decisions. It describes how the No Child Left Behind Act incorporated HST requirements from states into a federal accountability system. While NCLB and state HST programs have similarities, they also differ in aspects like how results are reported and what decisions are based on test scores. The use of HST remains controversial due to concerns about over-reliance on single test scores and questions about their validity and appropriate use.
This presentation discusses developing a multi-faceted approach to assisting dual-career couples through higher education recruitment. It emphasizes the importance of institutional commitment, clear policies and funding, and collaboration across departments and with outside employers. Developing these comprehensive support systems can help institutions recruit and retain top talent by addressing dual-career needs, while also advancing diversity, quality of life, and return on investment goals. Research shows dual-career hiring cannot be ignored if an institution wants success in competitive academic markets.
Ecosystems of prevention: building local practice networks [EUSPR 2016]Mentor
Mentor UK undertook a review of the drug education provision in secondary schools across Brighton and Hove in Sept 2015-Feb 2016 to support evidence-based delivery at a local level. The process not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community. The case study was presented at this year's EUSPR conference in Berlin, to demonstrate effective strategies to support local agents to implement evidence based practice and develop strong prevention systems.
Assessing the impact of a global health MOOC/OER Sally Parsley
Presentation to OER Global 18, Delft, 24th April 2018 presenting an update on work so far and plans for assessing the impact of a global health MOOC/OER.
The Process of Programming: Exploring Best Practices for Effective Prevention...Kyle Brown
This document discusses best practices for effective prevention programs. It begins by outlining some of the greatest challenges faced by prevention programs, including lack of resources and student engagement. The document then discusses EverFi's framework for comprehensive prevention, which incorporates programming, policy, critical processes, and institutionalization. It provides guidance on domains to consider for effective programming, such as targeted populations and theoretical underpinnings. Principles of effective prevention include varied teaching methods, sufficient dosage, being theory-driven, and outcome evaluation. The document concludes by discussing insights from the field on effectively implementing specific prevention strategies and supporting the student voice in program design and delivery.
The Four Questions You Must Ask to Transform Your Prevention Strategy from Go...Kyle Brown
The document discusses building a comprehensive prevention strategy from good to great by asking four questions. It outlines a framework for prevention that includes critical processes, leadership support, a culture of assessment, and intentionally building an approach. It emphasizes the importance of strategic planning, goal setting, using data and research to evaluate programs and make improvements. The key is developing a logic model to map activities, outputs, and outcomes to goals and mission in order to have the greatest impact.
HCC commissioned a study to conduct research as part of an overall strategic initiative to help HCC assume a desirable position in the local educational marketplace. Two separate surveys were conducted, one for community members and the other for current HCC students. Data were collected using online surveys.
Graham Brown (Australian Research Centre in Sex, Health and Society) discusses the importance of maintaining a strong evidence base for health promotion.
Evaluating Impact of OVC Programs: Standardizing our methodsMEASURE Evaluation
Jen Chapman presents on the Orphans and Vulnerable Children Program Evaluation Tool Kit, which supports PEPFAR-funded programs and helps fulfill the aims presented in the USAID Evaluation Policy.
Assessing Current Practices in Academic Review, Promotion, and Tenure across ...Right to Research
This presentation by Carol Muñoz Nieves was part of OpenCon 2017's Next-Generation Initiatives Advancing Open panel.
The project “Assessing Current Practices in Review, Promotion and Tenure (RPT) Across the United States and Canada” departs from the belief that the adoption of open access and other open science principles among academics would be more widespread if ‘being open’ was explicitly rewarded in career progression of university professors. In the case of Canadian and American institutions of higher education, career progression generally takes the form of reviews of faculty’s work, promotions, and the achievement of tenure—a permanent, lifetime, position at an institution that cannot be terminated, except under crucial circumstances. The importance placed on the RPT process by all faculty suggests that changes in the policy documents and guidelines that inform these practices may provide the impetus for behavioral change, leading to broader interest and adoption of open access values. In the context of a broad and ongoing project, this presentation will focus in some of the results of the content analysis of 864 RPT guidelines and forms of 129 institutions across the US and Canada. These finding will hopefully provide baseline knowledge for thinking in actualized ways of effecting change towards a greater opening of research in North American universities.
Qualitative Methods Course: Moving from Afterthought to ForethoughtMEASURE Evaluation
This document provides an overview of an innovative qualitative methods course for rigorous evaluation. The course was developed by a curriculum advisory committee and piloted with 28 participants from 10 countries. It aims to enhance participants' abilities to conceptualize, design, and manage qualitative evaluation. The course covers major concepts, approaches to qualitative evaluation questions, methods, analysis, standards, and ethics. It uses varied teaching methods including discussions, presentations, and activities like developing a short evaluation protocol. Challenges included balancing theory and practice, integrating gender, and meeting participant needs. Pilot evaluations found the content and facilitation were strong but that timeline, hotel, and data analysis instruction could be improved.
The document discusses a webinar on measuring impact qualitatively held by Susan Pietrzyk and colleagues from MEASURE Evaluation and ICF International. It provides an overview of the webinar topics which included reflecting on evaluative efforts to understand and measure impact, the role of qualitative methods, and insights from a review of 32 USAID HIV/AIDS evaluation reports. The document outlines the objectives and approach of the webinar and document review, and shares insights and ideas for understanding and assessing impact qualitatively including considering impact as a subjective concept, specifically describing methods, and thinking about the relevance of experience and unit of analysis when evaluating impact.
How can community-based participatory research contribute to Program Scienceamusten
This document summarizes the development and evaluation of a community-based participatory research program called Pouvoir Partager/Pouvoirs Partagés (PP/PP) aimed at empowering women living with HIV to make thoughtful decisions about disclosing or not disclosing their HIV status. Over three cycles from 2002-2011, the program was developed with input from women living with HIV, implemented as a pilot, improved based on evaluation, scaled up provincially, and adapted for other cultural contexts. Evaluation found the program improved participants' ability to disclose their status proactively and their sense of control and self-efficacy around disclosure decisions.
This document summarizes research on the effectiveness of different practices used in youth mentoring programs. It presents a framework for evaluating evidence on program practices, which involves categorizing research studies based on their level of evidence and methodological rigor. The framework is then applied to analyze research on the effectiveness of pre-match training for mentors. While evidence is mixed, the framework can help mentoring programs make informed judgments about pre-match training and identify ways to strengthen the evidence base.
Using Case-based Methods for Evaluating Complexity in the Health SectorJSI
Anne LaFond presented as part of a panel at the 2015 Evaluation Conference on using case-based methods for evaluating complexity in the health sector, sharing insights from various JSI case studies.
This document outlines strategies for building community support for law enforcement efforts to address prescription drug abuse. It describes a conference that brings together law enforcement officials and community partners to discuss prevention strategies. These include assessing local needs and risks, engaging diverse stakeholders, developing strategic plans, implementing evidence-based programs and policies, and continuously evaluating outcomes to improve efforts. The goal is to establish sustainable partnerships and systems to address prescription drug issues through a public health approach.
Lessons learned in using process tracing for evaluationMEASURE Evaluation
Access the recording for this Data for Impact (D4I) webinar at https://www.data4impactproject.org/lessons-learned-in-using-process-tracing-for-evaluation/
1) The document describes a webinar presented by the National Collaborating Centre Methods and Tools (NCCMT) on the ROBINS-I tool for assessing risk of bias in non-randomized studies.
2) The webinar provided an overview of ROBINS-I, including its development process, contributors, key features such as the seven bias domains and signaling questions, and how it can be used to make risk of bias assessments.
3) Attendees of the webinar were given information on how to access the presentation and recording afterward on the NCCMT website.
This document summarizes the process of piloting the WILLOW intervention program for HIV-positive women in Ontario. It discusses how the Women's Health in Women's Hands organization selected the WILLOW program after reviewing several effective interventions. They then worked with the Ontario HIV Treatment Network to support training facilitators for the WILLOW program in Toronto. Some lessons learned from the process included that the intervention was too prescriptive, did not address all cultural issues relevant to the Canadian context, and underestimated the skill level required for facilitators. The next steps will be to pilot the intervention, evaluate it, adapt it as needed, and then scale it up more broadly.
Global Health Trials is a free online network that aims to support clinical trials in developing countries by sharing guidance, tools, resources and training. It has over 35,000 members from over 140 countries. The site provides discussion forums, guidance articles, e-learning courses and a professional membership scheme to help clinical research staff develop their skills and careers. The goal is to increase access to clinical research training in developing countries and address local issues through knowledge sharing across disease areas, roles and regions.
This document discusses high-stakes testing (HST), which uses test scores to make important educational decisions. It describes how the No Child Left Behind Act incorporated HST requirements from states into a federal accountability system. While NCLB and state HST programs have similarities, they also differ in aspects like how results are reported and what decisions are based on test scores. The use of HST remains controversial due to concerns about over-reliance on single test scores and questions about their validity and appropriate use.
This presentation discusses developing a multi-faceted approach to assisting dual-career couples through higher education recruitment. It emphasizes the importance of institutional commitment, clear policies and funding, and collaboration across departments and with outside employers. Developing these comprehensive support systems can help institutions recruit and retain top talent by addressing dual-career needs, while also advancing diversity, quality of life, and return on investment goals. Research shows dual-career hiring cannot be ignored if an institution wants success in competitive academic markets.
Ecosystems of prevention: building local practice networks [EUSPR 2016]Mentor
Mentor UK undertook a review of the drug education provision in secondary schools across Brighton and Hove in Sept 2015-Feb 2016 to support evidence-based delivery at a local level. The process not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community. The case study was presented at this year's EUSPR conference in Berlin, to demonstrate effective strategies to support local agents to implement evidence based practice and develop strong prevention systems.
Assessing the impact of a global health MOOC/OER Sally Parsley
Presentation to OER Global 18, Delft, 24th April 2018 presenting an update on work so far and plans for assessing the impact of a global health MOOC/OER.
The Process of Programming: Exploring Best Practices for Effective Prevention...Kyle Brown
This document discusses best practices for effective prevention programs. It begins by outlining some of the greatest challenges faced by prevention programs, including lack of resources and student engagement. The document then discusses EverFi's framework for comprehensive prevention, which incorporates programming, policy, critical processes, and institutionalization. It provides guidance on domains to consider for effective programming, such as targeted populations and theoretical underpinnings. Principles of effective prevention include varied teaching methods, sufficient dosage, being theory-driven, and outcome evaluation. The document concludes by discussing insights from the field on effectively implementing specific prevention strategies and supporting the student voice in program design and delivery.
The Four Questions You Must Ask to Transform Your Prevention Strategy from Go...Kyle Brown
The document discusses building a comprehensive prevention strategy from good to great by asking four questions. It outlines a framework for prevention that includes critical processes, leadership support, a culture of assessment, and intentionally building an approach. It emphasizes the importance of strategic planning, goal setting, using data and research to evaluate programs and make improvements. The key is developing a logic model to map activities, outputs, and outcomes to goals and mission in order to have the greatest impact.
EVERFI: Beyond Freshman Year: Engaging Students in Ongoing Sexual Violence Pr...Michele Collu
The document discusses the importance of ongoing sexual violence prevention education beyond a single initial training. It notes that regulations require both primary prevention training for incoming students and employees, as well as annual ongoing education. An effective approach incorporates evolving research, demonstrates institutional commitment over multiple years, and uses data to target trainings. The EVERFI approach to ongoing education leverages active learning techniques, positive framing, and inclusive content centered around student empowerment. Course development involves subject matter experts, research collaboration, and student focus groups to ensure alignment with best practices.
How to Comply with the NCAA's New Sexual Assault Training PolicyMichele Collu
The webinar discussed how colleges can comply with the NCAA's new policy requiring annual sexual assault prevention training for student athletes and athletic staff. The policy aims to prevent sexual violence through comprehensive education programs informed by the NCAA toolkit. Challenges in developing aligned training, tracking participation, and meeting deadlines were addressed. EVERFI proposed an athletics-focused training platform to help schools meet mandates for ongoing education and annual reporting in an evidence-based and collaborative way.
Operational research (OR) is a process used to identify and solve health program problems through a continuous cycle of problem identification, strategy selection, strategy testing and evaluation, information dissemination, and utilization. The document discusses how OR has been used to optimize HIV interventions, understand cost-effectiveness, and improve care for vulnerable populations. Some example areas where OR has focused include prevention of mother-to-child transmission, increasing access to antiretroviral therapy, and integrating HIV/AIDS services with other health programs.
This document outlines learning objectives and topics to be covered at a NASPA conference on alcohol and other drug abuse. The learning objectives include describing campus-specific application of research to develop priorities, listing strategies for conducting data analysis on a limited budget, identifying data sources that support priority development, and discussing program goal development and data-driven decision making. The document then provides an introduction and overview of topics to be covered, including establishing AOD-related priorities using data sources, standards that support AOD work, and the importance of evaluation in understanding AOD efforts.
A Pulse of Predictive Analytics In Higher Education │ Civitas LearningCivitas Learning
Civitas Learning presents the findings of our survey conducted during the September 2014 Civitas Learning Summit, where more than 100 leaders representing 40 Pioneer Partner institutions gathered to share more on their work. The survey, distributed to all participants, resulted in 74 responses highlighting how this cross-section of higher education institutions are using advanced analytics to power student success initiatives.
SampleInstitutional Planning and AccoutabilityTodd Long
This document provides an overview of John Q. Public University's institutional planning and accountability efforts. It identifies key priorities such as student success, teaching and learning excellence, and institutional effectiveness. The university is committed to data-driven decision making, continuous improvement, and building a diverse and engaged community. It offers bachelor's degrees across 25 majors and is well-known for its graduate programs. The strategic plan focuses on areas like recruitment and retention, safety, visibility, and developing a vibrant student life.
Mentor’s Quality Assurance services provide guidance and tools to support local capacity building through developing and strengthening sustainable prevention networks at a local level. The alcohol and drug education review in Brighton and Hove not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community.
Evaluation and Assessment for Busy ProfessionalsSara Rothschild
As higher education prevention professionals, we know how important it is to evaluate and assess our prevention efforts, especially when it comes to our efforts to address alcohol and sexual assault. But, between juggling multiple roles and competing demands, too often this important effort ends up falling off our plates.
EVERFI Senior Director of Impact and Education, Holly Rider-Milkovich shares new strategies for evaluating and assessing your prevention efforts when you’re short on time, resources, or both!
Characteristics and Components of Effective Prevention Programming.pptxruthrasethora
This document discusses characteristics and components of effective prevention programming. It was presented by Kasey Evans of Eastern Illinois University. The workshop aims to educate others on choosing evidence-based prevention programs over less effective options. It outlines ten principles of effective prevention interventions, including being comprehensive, using varied teaching methods, providing sufficient dosage, being theory-driven, fostering positive relationships, having appropriate timing, being socio-culturally relevant, including outcome evaluation, using well-trained staff, and being developmentally appropriate. The document examines common prevention programs and asks whether a program being used meets criteria for effectiveness.
The document describes the development and implementation of a Clinical Advising Tool for Students and Advisors (CATSA) at MU to improve their clinical advising process. Baseline data found students were dissatisfied with career counseling resources and advisors felt they lacked adequate resources and structure. The team used quality improvement training to design an intervention, creating CATSA - a web-based tool aggregating validated advising resources and checklists. Implementation required dedicated staff and training advisors and students on CATSA. Outcomes showed improved student satisfaction with career services and increased CATSA usage among students and advisors.
Cochrane Health Promotion Antony Morgan Explor MeetSonia Groisman
This document discusses NICE's role in providing public health guidance in the UK and some issues related to evaluating evidence on health inequalities. It describes NICE's process for developing guidance, which involves scoping topics, reviewing evidence, and making recommendations. However, it notes some limitations, such as a lack of evidence on effective interventions to reduce health inequalities and conceptual gaps in understanding the causes of inequalities. It argues NICE needs to improve its methods for evaluating evidence on inequalities, including getting the right review questions, considering different types of evidence, and better conceptual frameworks for analyzing causes of inequalities.
Academic integrity: Shining a light on cheating and ghostwritingLearningandTeaching
This document discusses academic integrity and cheating in higher education. It provides findings from a survey that found 6% of students admitted to cheating and 27% provided another student with a completed assignment. Factors associated with cheating included being male, speaking a language other than English at home, and attending a Group of Eight institution. The document recommends supporting students, using less cheat-able assessments, and ensuring processes to detect, report, and penalize cheating. It also discusses essay mills, ghostwriting services, and Navitas' framework to promote academic integrity through principles of assessment design, student support, and institutional policies.
The document discusses professional standards that can be applied to support peer education programs. It identifies three key sources of standards: the Accreditation Association for Ambulatory Health Care, the Council for the Advancement of Standards, and the Standards of Practice for Health Promotion in Higher Education published by the American College Health Association. The document outlines each standard and provides examples of how peer education programs can apply the standards to strengthen programming, collaboration, cultural competence, theory-based practice, and evidence-based practice.
Development of a Compendium of Effective Structural Interventions for HIV Pre...CDC NPIN
This document discusses the development of a compendium of effective structural HIV prevention interventions. It describes the process of establishing expert criteria for inclusion, selecting 18 interventions, and preparing detailed entries on the rationale, implementation, evaluation and lessons of each. The interventions addressed policies/laws, resource provision, and social marketing. Key themes were emerging from community needs, evolving implementation, and the difficulty of evaluating complex structural interventions. The compendium aims to facilitate replication and adaptation of evidence-based structural approaches.
This document discusses bridging the gap between research and practice in health programs and policies. It notes there is often a divide between researchers and decision-makers due to differing perspectives and priorities. The document advocates placing research within the policy and program continuum to better align research with decision-making needs. This involves considering how research outcomes could inform advocacy, policy formulation, program design, monitoring or evaluation. It also stresses involving stakeholders throughout the research process to promote evidence-based decision-making.
The document describes the activities and outcomes of the Prevention Research Center of Michigan (PRC/MI) from 2005-2009. It discusses how the PRC/MI expanded partnerships and collaborations with community organizations, health departments, and academic institutions during this period. It also summarizes the center's core research agenda, training programs, and efforts in communications and evaluation during these years.
Standards to Improve the Quality of Care - Marie Kehoe O'Sullivan, HIQAIMS Marketing
Marie Kehoe O'Sullivan, HIQA, looks at Standards to Improve the Quality of Care to patients in Ireland. This presentation was made at the Socrates National Conference, The Convention Centre, Dublin
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Explore the often overlooked aspects of student mental health on campus and ways in which higher education institutions can best support those most impacted.
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Learn about the changing demographics and attitudes of college students, an overview of EVERFI’s Diversity, Equity & Inclusion for Students course, and expert guidance for building a campus community which is both diverse and inclusive.
Breakthrough Strategies in Prevention Education: The Intersection of Alcohol ...Maria Candelaria
Get an overview of the most current research exploring the nexus between alcohol use and sexual assault, and consideration of the impact on those who commit, experience, or witness harm. Our presenters will share practical approaches for strengthening your strategic prevention plan through spotlights on successful interventions.
Today’s college students arrive on campus with increasingly diverse backgrounds and experiences. That’s why EVERFI and University of California Santa Cruz teamed up to create Diversity, Equity & Inclusion for Students. Watch this free webinar to learn how to provide your students with tangible strategies for creating a respectful and welcoming campus environment.
Sexual Assault Prevention for Community Colleges WebinarMaria Candelaria
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Learn how marijuana, prescription drugs, and high-risk drinking pose significant prevention and policy challenges that must be balanced alongside strategies to engage growing abstainer and recovery communities.
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Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Assessing Your Alcohol Misuse and Sexual Assault Prevention Efforts Presentation
1. EVERFI’s Diagnostic
Inventories:
Using Data to
Power Prevention
Kimberley Timpf
Senior Director, Prevention Education
Holly Rider-Milkovich
Senior Director, Prevention Education
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3.
4. Leverage Research, Insights, and Education to Drive Change
Product development based in
research, driven by partners
Measure impact, assess
learner needs/strengths, and
identify opportunities for
improvement
Experts and consultants
support prevention
best practice and
change management
EVERFI offers a comprehensive
catalog of prevention and compliance
modules for students, faculty, and staff
Sexual Assault Prevention
Diversity, Equity & Inclusion
Harassment & Discrimination
Prescription Drug Abuse
Alcohol Abuse Prevention
Digital
Learning
Expertise
& Research
Data
Insights
EVERFI Partnership
5. Presenters
Holly Rider-Milkovich
Senior Director of Prevention Education at
EVERFI. Holly brings over two decades of
experience in campus and community sexual
assault prevention at the local, state, and
national level to her work at EVERFI.
Kimberley Timpf
Senior Director of Prevention Education at
EVERFI. Kimberley brings over two decades
of experience in campus alcohol and other
drug prevention at the local, state, and
national level to her work at EVERFI.
Closed captioning available at: http://bit.ly/EVERFIcaption
6. CRITICAL PROCESSES
POLICY
PROGRAMMING
A Framework for Prevention
The degree of system-wide buy-in, visible commitment, and
meaningful investment in effective prevention initiatives
The strategic, collaborative, and research informed translation of
resources (staff/budget) into effective polices and programs
The values and expectations of the institution and its community,
and the system of accountability to uphold and enforce them
The intentional development, multi-modal design, and targeted delivery of
prevention programs and messages that will maximize impact
INSTITUTIONALIZATION
8. EVERFI Research
NO
• Campus, college, sexual assault, sexual violence, violence
prevention, prevention, primary prevention, guidelines,
standards, recommendations, evidence, effective, theory,
research, education, community
• Publications focusing on elements of effective prevention
• Publications offering guidelines, suggestions, recommendations,
standards
S E A R C H
T E R M S
I N C L U S I O N
C R I T E R I A
A B O U T T H E
L I T E R AT U R E
• Not necessarily specific to higher education
• Not necessarily peer-reviewed
• Not necessarily linked to quantifiable outcomes
• Prevention versus response
9. EVERFI Research
Type
Articles from peer-reviewed journals
Publications and reports from national organizations
Publications and reports from state coalitions
27 PUBLICATIONS FINDINGS
• 26 theories and frameworks cited
• 315 recommendations pulled from literature
• Collapsed into 22 categories and 117 recommendations
Years
Range from 2004-2014
>50% from 2010-present
10. PROGRAMMING CRITICAL PROCESSES INSTITUTIONALIZATION
WHAT HOW
• Approach to
prevention
• Focus on the
positive
• Definitions and
statistics
• Sociocultural
contributors
• Risk and
protective factors
• Consent
• Skill-based
education
• Targeted and adaptive
• Community-wide
• Theory- and
evidence-based
• Sensitive
• Comprehensive,
multifaceted, and
engaging
• Modeling and
leadership
• Mandates and policies
• Access to information
• Recruitment, training, and
support of staff
• Partnerships and
collaboration
• Program planning
• Research and evaluation
• System-wide buy-in
• Infrastructure
• Staff and funding
A Comprehensive Model for Sexual Assault Prevention
13. Components of Institutionalization
INSTITUTIONALIZATION
INSIGHTS ARE BASED ON
THE
FOLLOWING DOMAINS:
• Total FTE: prevention staff
• Total budget for prevention
• Outward commitment from senior leaders
• Inclusion in institutional strategic plan
and mission/vision statement
• Task force or working group
- Members
- Frequency
- Involvement of senior leaders
- Level of activity
- Level of progress
14. Sexual Assault Diagnostic Insights
INSTITUTIONALIZATION
For advanced
institutions, nearly 50%
of college presidents
have spoken publicly
about sexual assault
three or more times in
the past year
PRESIDENTS’
LEADERSHIP
PREVENTION
FUNDING
MISSION
CRITICAL
SMALL BUT
MIGHTY
Campuses that excel
in Institutionalization
provide on average
nearly two and a half
times greater funding
than institutions overall
Over half of colleges
reported that student
health and safety
issues are included
in their institutional
strategic plans
Small institutions
spend significantly
more per student on
sexual assault
prevention
16. Components of Critical Processes
CRITICAL PROCESSES
INSIGHTS ARE BASED ON
THE
FOLLOWING DOMAINS:
• Programming mandates and participation tracking
• Role of students in designing and implementing
programs
• Key skills and qualifications for prevention staff
• Professional development for key stakeholders
• Utilization of key data sources for program
design/delivery
• Evaluation of prevention efforts
• Goal-setting and strategic planning
17. Sexual Assault Diagnostic Insights
CRITICAL PROCESSES
Those campuses that
have achieved
advanced status
report using logic
models over two
times more often than
campuses that have
not
POWER OF
LOGIC
SMART WINS EVALUATION
INVESTMENT
ASK “WHAT
WORKS?”
Nearly all advanced
institutions reported
having developed
specific and
measurable
prevention goals
versus fewer than a
third of all campuses
Over three quarters of
campuses that
advanced in Critical
Processes reported
receiving funding for
evaluation and
assessment
Nearly all campuses
are engaging in at
least one evaluation
effort of their
prevention
programming
18. Student Attitudes About
Formal Reporting Procedures
Source: EVERFI Climate Survey (2016)
Survivor’s Self-Reported Helpfulness
of Formal Reporting Procedures
29% 24%
helpful not helpful at
all
47%
a little helpful
76%
of survivors
reported they were treated very or
somewhat FAIRLY through their
institution’s formal reporting procedures
20. Components of Programming
PROGRAMMING INSIGHTS
ARE BASED ON THE
FOLLOWING DOMAINS:
• Targeted populations
• Number of program types
• Frequency of programming
• Theoretical underpinnings
• Trauma-informed design/delivery
• Mandatory participation
• Use of data to inform development
• Use (and training) of peer educators
21. LOGIC MODELS STRATEGIC PLANNING
MOST AND LEAST TARGETED SELECTIVE GROUPS
Source: EVERFI SADI, N = 93
First year students 97% LGBTQ Students 30%
Resident advisors 94% Prior victims of sexual assault 18%
Athletes 81% Racial/ethnic minority students 14%
Student leaders 71% Students with disabilities 12%
Greek life 60% Non-traditional students 11%
Who Are (and Aren’t) We Reaching?
22. Sexual Assault Diagnostic Insights
PROGRAMMING
Nearly two-thirds of all
campuses partner
with community-
based organizations
to deliver in-person
programming.
ENGAGED
COMMUNITY
90% of campuses are
delivering in-person
programming using
institutional staff
with prevention
expertise.
EXPERTISE
DELIVERS
Fewer than half of
all institutions reported
delivering education to
transfer students
MISSING THE
TRANSFER
80% of schools provide
professional supervision
to their peer educators;
Almost half of advanced
schools require over
forty hours of training
PEER
POWER
24. Research Literature Credible Organizations Key Informants
Hundreds of articles across
thousands of publications
and periodicals
Information from
leading organizations and
resource centers
Interviews with hundreds
of expert practitioners
and notable researchers
Creating a Standard of Best Practice
25. Four Key Areas for Effective AOD Prevention
CRITICAL PROCESSES POLICY PROGRAMSINSTITUTIONALIZATION
RESOURCE ALLOCATION
• Funding source,
consistency of funding, total
FTE devoted to prevention
ACCOUNTABILITY
• Active and engaged task
force, goals for improving
student health
BROAD SENIOR-LEVEL
SUPPORT
• Senior leadership publicly
speaking to the issue,
health and wellness part of
strategic plan/mission
statement
PROGRAMS
POLICY
CRITICAL PROCESSES
INSTITUTIONALIZATION
DATA RELIANCE
• Types of data collected,
use of data
PLANNING
• Specific goals, strategic
planning, sharing of
data
POLICY REVIEW
• Frequency of review
process, consistency
with state, local, and
Federal laws,
adherence to Federal
regulations (EDGAR
part 86) (Institute of Medicine, 1994)
WRITTEN
• Breadth and depth
ENFORCED
• Consistency, strictness,
communication
ADJUDICATION
• Adjudication: types of
sanctions, consistency of
process
UNIVERSAL
• Programs and strategies
directed at an entire
population; deters the onset
of risky behavior
SELECTIVE
• Programs and strategies
targeting sub-sets of the
population considered to be
at-risk
INDICATED
• Programs and strategies
targeting individuals with
early warning signs
26. The Diagnostic Inventory captures over 200 data points
to build a baseline measure of prevention efforts.
27. Alcohol
Diagnostic
Inventory Guiding
Questions
What are the primary components of your alcohol prevention programming?
Is your institution performing a lot of activities with limited reach, or is it
employing directed efforts that cover universal, selective, and indicated
programming?
Does your institution require that parties, functions and events across for all
community members be registered with the institution?
Does your institution possess statistics on the percentage of your students
who do not drink? Do you have sustainable efforts focused on supporting
these students?
Do you have specific, quantifiable goals for your alcohol prevention efforts?
Has your institution identified key indicators of student health? Does your
institution regularly measure and report these key indicators with those who
can influence change?
Do individuals or departments outside of Student Affairs play a role in
achieving your institution’s prevention objectives?
Is your institution compliant with the regulations outlined in EDGAR Part 86?
Does your institution have a comprehensive program to support students who
EMERGING DEVELOPING PROFICIENT ADVANCED
28. Translating Research to Practice
Sexual Assault Diagnostic Inventory
Comprehensive 100+ item assessment
Sample items:
Do the following populations receive
specific, targeted prevention programs?
Do you use a logic model to inform sexual
assault prevention programming?
How many times has your President or
Chancellor publicly communicated about
sexual assault in the past year?
Alcohol Diagnostic Inventory
Comprehensive 100+ item assessment
Sample items:
Does your campus train faculty/staff on
the identification and referral of students
with alcohol or other drug problems?
Does your campus allow event advertising
to include the availability of alcohol?
Does your campus provide alcohol-free
activities during tailgating hours?
EMERGING DEVELOPING PROFICIENT ADVANCED
34. Alcohol Diagnostic Insights
BUDGET AND STAFFING
3
4
All Institutions:
PREVENTION BUDGET
Advanced Institutions:
$38,131
$4.96/student
$17,788
$8.21/student
$36,971
$5.62/student
$55,590
$2.34/student
$63,300
$7.81/student
$16,355
$6.25/student
$73,975
$10.05/student
$112,500
$5.65/student
Average
Small
(<5K)
Medium
(5K-15K)
Large
(>15K)
2.9 FTE
1 FTE per
8,776 students
2.1 FTE
1 FTE per
4,214 students
2.8 FTE
1 FTE per
4,443 students
3.5 FTE
1 FTE per
13,815 students
4.9 FTE
1 FTE per
2,908 students
2.8 FTE
1 FTE per
1,829 students
5.0 FTE
1 FTE per
1,734 students
6.7 FTE
1 FTE per
5,553 students
Source: Alcohol Diagnostic Inventory (n=69)
All Institutions:
PREVENTION
STAFFING
Advanced Institutions:
35. Alcohol Diagnostic Insights
3
5
• Faculty/researchers
• Neighborhood residents
• Local treatment facilities
• Local law enforcement
• Government officials
• Local hospital staff
67-80%
HAVE WORKING
RELATIONSHIPS WITH:
MISSING FROM
THE TABLE
Sexual assault prevention coordinator
Student leaders
86%
have an established forum to
engage a variety of stakeholders in
alcohol prevention efforts
80%
include participation by
the president or their
designee.
Source: Alcohol Diagnostic Inventory (n=69)
ADVANCED ACCOUNTABILITY
36. Alcohol Diagnostic Insights
President or
Chancellor
Have spoken publicly to the alcohol
issue 4 or more times in the past year:
Vice President of Student
Affairs
Connecting Student Alcohol Use
to Mission-Critical Issues
Articulated specific
measurable goals for
improving student health
and wellness.
44% 15% 38% 62%
Articulated how student
alcohol
use impacts key
institutional priorities.
78% 50% 80% 80%
ALL
INSTITUTIONS
ADVANCED
INSTUTIONS
ALL
INSTITUTIONS
ADVANCED
INSTUTIONS
Source: Alcohol Diagnostic Inventory (n=69)
BUY-IN AT ADVANCED INSTITUTIONS
37. Alcohol Diagnostic Insights
3
7
POLICY
The message isn’t
what changes
behavior.
Enforcement
changes behavior.
- Bob Saltz,
Pacific Institute for
Research and Evaluation
EMERGING DEVELOPING PROFICIENT ADVANCED
DISTRIBUTION OF POLICY RATINGS
8% 8%
41%
37%
50%
33%
17%
4%
All Institutions Advanced /Proficient
in Institutionalization
38. Share plans to complete the
inventor(ies) with key stakeholders1
Identify and assign information-
gathering responsibilities2
3
4
5
Throw a Diagnostic Completion
Party! (or a meeting)
Share the results with Senior
Leaders on campus
Integrate DI results into your
strategic planning process
Diagnostic
Inventory
Tips for
Success
39. Find out how you measure up against best
practice and the nation’s leading institutions.
Complete the Campus Prevention Network’s
Sexual Assault Diagnostic Inventory (SADI)
and/or Alcohol Diagnostic Inventory (ADI).
ARE YOU A LEADING
PREVENTION
INSTITUTION? 2019
40. EVERFI’s Diagnostic
Inventories:
Using Data to
Power Prevention
Kimberley Timpf
Senior Director, Prevention Education
Holly Rider-Milkovich
Senior Director, Prevention Education
Closed captioning available at: http://bit.ly/EVERFIcaption