This document outlines WNEP's approach to inclusivity and working with diverse audiences. It shares how WNEP focuses on learners, staff skills, partnerships, and resources. The session objectives are to share WNEP's strategies for working with diverse audiences and help participants apply these strategies. It explores making connections with WNEP and identifying an approach to boost program success and diversity goals when working with all audiences.
This document summarizes a decade of capacity strengthening and communications efforts including: convening regional workshops; presenting at international conferences; disseminating research results; mentoring students; and collaborating on research. It discusses models of policy impact and reviews successes in communications and capacity building including influencing international dialogues and mainstreaming issues. Workshops on policy communications strengthened skills in research supervision, brief writing, and program design. Moving forward, it suggests developing strategic communication priorities and plans, long-term collaborations, and partnering with boundary organizations to strengthen capacity and policy impact.
This document discusses evaluation and providing feedback. It defines evaluation as assessing projects, programs, or policies to determine their relevance, efficiency, effectiveness, impact, and sustainability. Evaluations should be useful, credible, and timely to incorporate lessons learned. Feedback should be provided to both internal stakeholders like management and staff, and external stakeholders like governments and the public. The document also discusses tensions in evaluations between stakeholder involvement and evaluator independence, as well as delivering findings on time while ensuring sufficient evidence. It provides an example of evaluating the Paris Declaration, an international agreement to improve development effectiveness.
Delivering the gender platform’s outcomes: Communications and engagementILRI
This document outlines communication objectives and target audiences for delivering the goals of the Gender Platform. It discusses both internal and external communication objectives, which include knowledge sharing, organizational culture change, promoting evidence for investment in gender research, and positioning CGIAR as a thought leader. Target audiences include internal teams, donors, policymakers, and the general public. Past communication methods are reviewed and new approaches are proposed, such as campaign-based communication, engaging at high-level events, and open access to data. The goal is to effectively share knowledge generated by the Gender Platform.
This document outlines the strategic plan for DOC from 2013-2016. It identifies four pillars of activity to support DOC's mission: advocacy, communications, membership, and sustainability. Each pillar contains goals, desired outcomes, and specific actions. The plan aims to strengthen DOC's advocacy efforts, improve communications with members, build a more diverse membership base, and ensure the long-term financial sustainability of the organization. Ongoing activities are also listed under each pillar to continue advancing DOC's work over the three year period.
Communications and media foundations offers alternative route to specialized ...jasonw93
The Communications and Media Foundations program at Centennial College provides an alternative route for students who are not accepted into specialized media programs like Broadcasting, Film, Journalism, or Advertising. The one-year program gives students foundational skills in digital media production, communication, and applying media concepts to practical projects. Course topics include digital tools, multimedia, portfolio development, digital culture, and media writing. The intensive, two-semester format requires consistent class attendance and assignment completion to maximize learning.
This document summarizes the work of an energy conservation initiative in Outagamie County. An intern secured funding to serve as a farmers' market liaison in Wood County in order to improve communication between vendors and organizers. Energy audits were conducted on 31 dairy farms through a UW-Extension program, identifying over $200,000 in potential energy savings projects. Community outreach events and business audits identified additional energy saving opportunities. Surveys found that participants had implemented recommendations and planned further conservation actions.
Why Public Policy Education is Extension's Long-Standing Approach for Working...sondramilkie
This document discusses the public policy education approach that Extension has used for working with policymakers. It argues that public policy education, which aims to inform policymakers by objectively presenting research, is more effective than advocacy, which aims to persuade. The education approach is responsive to what policymakers say they need, is consistent with the role of research in decisions, and aligns with Extension's role as a public institution. Evidence shows that policymakers value objective information and prefer to make their own political judgments. The document provides strategies and examples for applying the public policy education approach in outreach.
This document summarizes a decade of capacity strengthening and communications efforts including: convening regional workshops; presenting at international conferences; disseminating research results; mentoring students; and collaborating on research. It discusses models of policy impact and reviews successes in communications and capacity building including influencing international dialogues and mainstreaming issues. Workshops on policy communications strengthened skills in research supervision, brief writing, and program design. Moving forward, it suggests developing strategic communication priorities and plans, long-term collaborations, and partnering with boundary organizations to strengthen capacity and policy impact.
This document discusses evaluation and providing feedback. It defines evaluation as assessing projects, programs, or policies to determine their relevance, efficiency, effectiveness, impact, and sustainability. Evaluations should be useful, credible, and timely to incorporate lessons learned. Feedback should be provided to both internal stakeholders like management and staff, and external stakeholders like governments and the public. The document also discusses tensions in evaluations between stakeholder involvement and evaluator independence, as well as delivering findings on time while ensuring sufficient evidence. It provides an example of evaluating the Paris Declaration, an international agreement to improve development effectiveness.
Delivering the gender platform’s outcomes: Communications and engagementILRI
This document outlines communication objectives and target audiences for delivering the goals of the Gender Platform. It discusses both internal and external communication objectives, which include knowledge sharing, organizational culture change, promoting evidence for investment in gender research, and positioning CGIAR as a thought leader. Target audiences include internal teams, donors, policymakers, and the general public. Past communication methods are reviewed and new approaches are proposed, such as campaign-based communication, engaging at high-level events, and open access to data. The goal is to effectively share knowledge generated by the Gender Platform.
This document outlines the strategic plan for DOC from 2013-2016. It identifies four pillars of activity to support DOC's mission: advocacy, communications, membership, and sustainability. Each pillar contains goals, desired outcomes, and specific actions. The plan aims to strengthen DOC's advocacy efforts, improve communications with members, build a more diverse membership base, and ensure the long-term financial sustainability of the organization. Ongoing activities are also listed under each pillar to continue advancing DOC's work over the three year period.
Communications and media foundations offers alternative route to specialized ...jasonw93
The Communications and Media Foundations program at Centennial College provides an alternative route for students who are not accepted into specialized media programs like Broadcasting, Film, Journalism, or Advertising. The one-year program gives students foundational skills in digital media production, communication, and applying media concepts to practical projects. Course topics include digital tools, multimedia, portfolio development, digital culture, and media writing. The intensive, two-semester format requires consistent class attendance and assignment completion to maximize learning.
This document summarizes the work of an energy conservation initiative in Outagamie County. An intern secured funding to serve as a farmers' market liaison in Wood County in order to improve communication between vendors and organizers. Energy audits were conducted on 31 dairy farms through a UW-Extension program, identifying over $200,000 in potential energy savings projects. Community outreach events and business audits identified additional energy saving opportunities. Surveys found that participants had implemented recommendations and planned further conservation actions.
Why Public Policy Education is Extension's Long-Standing Approach for Working...sondramilkie
This document discusses the public policy education approach that Extension has used for working with policymakers. It argues that public policy education, which aims to inform policymakers by objectively presenting research, is more effective than advocacy, which aims to persuade. The education approach is responsive to what policymakers say they need, is consistent with the role of research in decisions, and aligns with Extension's role as a public institution. Evidence shows that policymakers value objective information and prefer to make their own political judgments. The document provides strategies and examples for applying the public policy education approach in outreach.
Warwick is a highly successful, family-run South African winery established over 30 years ago. It has built a super-premium brand through quality products and strategic marketing and sales. Quality is the top priority across all price points. Marketing focuses on the family history and stories behind the wines. Sales are growing annually through targeted strategies for each brand and an emphasis on high-end positioning. Warwick is committed to continued quality improvements, marketing investments, and sales growth in 2021.
Extension's International Opportunities: Becoming a World Class Educatorsondramilkie
This document summarizes opportunities for Extension educators to gain international experience and become world class educators. It discusses the benefits of professional development through short-term volunteer assignments abroad which allow one to gain global competencies. Various international partners and programs are mentioned that can facilitate international opportunities. Personal anecdotes from experiences in Nicaragua are shared to illustrate the professional and personal growth that can come from working in new environments overseas.
Building Political Effectiveness: Youth Government Education and Youth Engage...sondramilkie
This document outlines the Future Leaders Active in Government (FLAG) youth leadership program in Columbia County. The program introduces high school juniors to various aspects of county government through activities like conceptual mapping exercises, virtual tours of the county, job shadowing various departments, presentations to the county board, and capstone projects with local officials. The goal is to educate youth about government and give them opportunities to engage with and influence public leaders and policy.
Markham Public Library's innovation journey - how replacing Dewey with customer-centered classification provided a platform for broader library transformation influencing branch design, service models, and the customer experience. A presentation at the 2014 Public Library Association Conference
This document summarizes trends in farmland, cropland, and harvested cropland acres for Wisconsin and several other Midwestern states between 1987-2007 based on USDA Census data. Some key findings include:
- Wisconsin lost the largest percentage of farmland, cropland, and was the only state to lose harvested cropland acres over this period.
- Cropland is being lost at a faster rate than total farmland, indicating good cropland is being converted to other uses like development.
- Harvested cropland increased in the other states, showing more intensive use of remaining cropland in Wisconsin and elsewhere.
Putting New 2008 Farm Bill Programs to Work for Producerssondramilkie
This document discusses several USDA farm bill programs that can help producers, including the Conservation Stewardship Program (CSP), Environmental Quality Incentives Program (EQIP) Organic Initiative, Sustainable Agriculture Research and Education (SARE), Value Added Producer Grants, and the Wisconsin Buy Local Buy Wisconsin Program. CSP rewards farmers for existing conservation practices and new practices through 5-year contracts. EQIP now has funding specifically for organic farmers. SARE provides grants for sustainable agriculture research and education projects. Value Added Producer Grants provide funding for business plans, feasibility studies, and working capital for value-added agricultural products.
Communicating Value: UWEX Partners with County Drug Courtsondramilkie
The document summarizes a partnership between UWEX and county drug courts in Chippewa and St. Croix counties. It discusses how UWEX provided one-on-one financial counseling and coaching to participants in the drug court programs as an alternative to prison. The outcomes showed that participants were better able to manage finances, set goals, access resources, and reduce debts or housing costs. The partnership provided benefits like direct cost savings for the counties and helped participants succeed in drug court.
It’s All About Me! My Responsibility in Building Strong Relationshipssondramilkie
This document discusses building strong working relationships through effective communication and mutual understanding. It outlines five characteristics of effective relationships: respect, shared experiences, trust, reciprocity, and mutual enjoyment. These characteristics develop over time through open communication, acknowledging each other's needs, and reframing weaknesses. The presentation provides strategies for assessing relationships and creating boundaries to strengthen them.
The Learning Process of Reaching Out and Programming to Hispanic Audiencessondramilkie
This document summarizes a CYFAR (Children, Youth and Families At Risk) grant project aimed at providing educational programs for low-income Hispanic families in Waushara County, Wisconsin. It describes the demographics showing an increasing Hispanic population in the target communities. Family interviews revealed needs like English classes, academic support for children, and reliable employment. The project addresses these needs through family programs, adult ESL classes, youth after-school programs, and community celebrations of Mexican culture. Staff found that building trust and addressing basic needs were important first steps.
Dynamic Data: Communicating Survey Results in Ways that Reach Diverse Audiencessondramilkie
The Southwest Youth Survey (SWYS) was created to gain information about teens' needs in local communities. It began in 1989 surveying 1,440 students across 6 schools in 1 county. Over time, it expanded to survey over 5,700 students across 19 schools in 3 counties by 1997. The survey addresses key issues like problems faced by teens, their prevalence, and possible solutions. Results are shared through a website, newsletters for parents, presentations to organizations, and a full report. Challenges include collaborating across counties, maintaining confidentiality, analyzing results, and keeping audiences engaged with sometimes "stale" data.
Connecting the Dots: Program Sustainability, Relationships and Building Capac...sondramilkie
This document summarizes a program focused on promoting healthy living among at-risk youth. It describes how a $50,000 Walmart grant was used across several counties in Wisconsin to develop youth leadership and expand programming around nutrition, physical fitness, and safety. Over 1,300 youth were engaged in afterschool programs where they learned about exercise, calories, and making healthy food choices. Teen leaders helped teach these concepts to younger students and families. The grant allowed counties to hire teen teachers and implement new programs at schools and community centers. Participants discussed how to continue incorporating healthy living into regular 4-H programming through youth leadership.
Teaching Financial Literacy: Engagement of Multigenerational Learnerssondramilkie
This document discusses reaching multiple generations with financial education. It identifies six generations - Depression/GI, Silent, Baby Boomers, Gen X, Millennials, and Generation Z. Each generation has distinct core values shaped by formative life events. Financial needs and tasks differ across life stages. Teaching methods should consider generational preferences to effectively deliver financial education to all ages. The goal is to enhance understanding of generational differences and promote intergenerational communication skills.
Systems thinking focuses on feedback loops to understand interconnections and dynamics. An open-loop view reacts to problems, while a systems view asks what causes problems and how past actions contributed. Applied systems thinking involves 6 steps: 1) describing a challenge, 2) naming key elements, 3) sketching trends, 4) making the system visible, 5) finding leverage points for change, and 6) sharing, testing and improving understanding. The document provides examples of feedback loops and applying the 6 steps to improving air quality.
This document discusses various aspects of wine marketing such as packaging type and color, symbolism, provenance, and evaluating what customers value in local wines. It also questions whether promoting local wines or looking to Africa are good strategies.
This document provides an overview of social networking tools for communicating and problem-solving. It introduces common social media platforms like blogs, podcasts, YouTube, Twitter, and Facebook and discusses their advantages and disadvantages. The key objectives are to provide background on social media usage, examples of how these tools have worked for organizations, and help readers choose appropriate tools for their audience and goals. It cautions that security and privacy should be considered when using any third-party social media sites.
Changing Lives through Service Learningsondramilkie
This document discusses service learning and provides examples from 4-H programs in Rock and Richland Counties. It defines service learning as a teaching method that integrates meaningful community service with instruction and reflection. The document outlines elements of high-quality service learning programs, including youth voice, meaningful service, and reflection. It then describes a 2006 service trip by 31 Wisconsin 4-H members to Louisiana and Mississippi to complete construction and landscaping projects, and evaluates the long-term impact on participants through surveys and reflection activities.
Taking the Terror out of Writing for Publicationsondramilkie
This document discusses writing for professional publication. It provides an overview of key elements such as purpose, audience, authors, and content. It also shares the results of a survey conducted with Extension professionals regarding their knowledge and needs around writing for publication. The survey found that respondents were least knowledgeable about citation styles and publishing practices but interested in topics like choosing publication topics and establishing writing timelines. The document proposes a professional development series to address these needs.
This document discusses an exhibition about witch's hats. It contains multiple sections that provide details about different aspects of witch's hats, including their history and styles. The document examines witch's hats and their portrayal in various contexts.
Bridging The Cultural Gap Slide Presentationbcamson
1) The document describes a workshop aimed at improving knowledge sharing across cultures.
2) The workshop teaches participants tools and strategies to better understand other cultures and make use of knowledge across cultures.
3) Participants will learn how their own cultural identity impacts collaboration and how to inquire about others' cultural identities.
This document outlines Harvard Graduate School of Education's diversity recruitment program. It discusses how the program has evolved over time from a one-day open house format with limited engagement to a two-day integrated student experience with increased community involvement and travel support. The goals of the program are to create meaningful engagement opportunities for prospective and current students, faculty, and staff around issues of access, equity and inclusion and to address institutional perceptions of multiculturalism. Success is measured both quantitatively through application and enrollment metrics and qualitatively through feedback from participants. The discussion seeks to share best practices for effective multicultural recruitment events across institutions.
Warwick is a highly successful, family-run South African winery established over 30 years ago. It has built a super-premium brand through quality products and strategic marketing and sales. Quality is the top priority across all price points. Marketing focuses on the family history and stories behind the wines. Sales are growing annually through targeted strategies for each brand and an emphasis on high-end positioning. Warwick is committed to continued quality improvements, marketing investments, and sales growth in 2021.
Extension's International Opportunities: Becoming a World Class Educatorsondramilkie
This document summarizes opportunities for Extension educators to gain international experience and become world class educators. It discusses the benefits of professional development through short-term volunteer assignments abroad which allow one to gain global competencies. Various international partners and programs are mentioned that can facilitate international opportunities. Personal anecdotes from experiences in Nicaragua are shared to illustrate the professional and personal growth that can come from working in new environments overseas.
Building Political Effectiveness: Youth Government Education and Youth Engage...sondramilkie
This document outlines the Future Leaders Active in Government (FLAG) youth leadership program in Columbia County. The program introduces high school juniors to various aspects of county government through activities like conceptual mapping exercises, virtual tours of the county, job shadowing various departments, presentations to the county board, and capstone projects with local officials. The goal is to educate youth about government and give them opportunities to engage with and influence public leaders and policy.
Markham Public Library's innovation journey - how replacing Dewey with customer-centered classification provided a platform for broader library transformation influencing branch design, service models, and the customer experience. A presentation at the 2014 Public Library Association Conference
This document summarizes trends in farmland, cropland, and harvested cropland acres for Wisconsin and several other Midwestern states between 1987-2007 based on USDA Census data. Some key findings include:
- Wisconsin lost the largest percentage of farmland, cropland, and was the only state to lose harvested cropland acres over this period.
- Cropland is being lost at a faster rate than total farmland, indicating good cropland is being converted to other uses like development.
- Harvested cropland increased in the other states, showing more intensive use of remaining cropland in Wisconsin and elsewhere.
Putting New 2008 Farm Bill Programs to Work for Producerssondramilkie
This document discusses several USDA farm bill programs that can help producers, including the Conservation Stewardship Program (CSP), Environmental Quality Incentives Program (EQIP) Organic Initiative, Sustainable Agriculture Research and Education (SARE), Value Added Producer Grants, and the Wisconsin Buy Local Buy Wisconsin Program. CSP rewards farmers for existing conservation practices and new practices through 5-year contracts. EQIP now has funding specifically for organic farmers. SARE provides grants for sustainable agriculture research and education projects. Value Added Producer Grants provide funding for business plans, feasibility studies, and working capital for value-added agricultural products.
Communicating Value: UWEX Partners with County Drug Courtsondramilkie
The document summarizes a partnership between UWEX and county drug courts in Chippewa and St. Croix counties. It discusses how UWEX provided one-on-one financial counseling and coaching to participants in the drug court programs as an alternative to prison. The outcomes showed that participants were better able to manage finances, set goals, access resources, and reduce debts or housing costs. The partnership provided benefits like direct cost savings for the counties and helped participants succeed in drug court.
It’s All About Me! My Responsibility in Building Strong Relationshipssondramilkie
This document discusses building strong working relationships through effective communication and mutual understanding. It outlines five characteristics of effective relationships: respect, shared experiences, trust, reciprocity, and mutual enjoyment. These characteristics develop over time through open communication, acknowledging each other's needs, and reframing weaknesses. The presentation provides strategies for assessing relationships and creating boundaries to strengthen them.
The Learning Process of Reaching Out and Programming to Hispanic Audiencessondramilkie
This document summarizes a CYFAR (Children, Youth and Families At Risk) grant project aimed at providing educational programs for low-income Hispanic families in Waushara County, Wisconsin. It describes the demographics showing an increasing Hispanic population in the target communities. Family interviews revealed needs like English classes, academic support for children, and reliable employment. The project addresses these needs through family programs, adult ESL classes, youth after-school programs, and community celebrations of Mexican culture. Staff found that building trust and addressing basic needs were important first steps.
Dynamic Data: Communicating Survey Results in Ways that Reach Diverse Audiencessondramilkie
The Southwest Youth Survey (SWYS) was created to gain information about teens' needs in local communities. It began in 1989 surveying 1,440 students across 6 schools in 1 county. Over time, it expanded to survey over 5,700 students across 19 schools in 3 counties by 1997. The survey addresses key issues like problems faced by teens, their prevalence, and possible solutions. Results are shared through a website, newsletters for parents, presentations to organizations, and a full report. Challenges include collaborating across counties, maintaining confidentiality, analyzing results, and keeping audiences engaged with sometimes "stale" data.
Connecting the Dots: Program Sustainability, Relationships and Building Capac...sondramilkie
This document summarizes a program focused on promoting healthy living among at-risk youth. It describes how a $50,000 Walmart grant was used across several counties in Wisconsin to develop youth leadership and expand programming around nutrition, physical fitness, and safety. Over 1,300 youth were engaged in afterschool programs where they learned about exercise, calories, and making healthy food choices. Teen leaders helped teach these concepts to younger students and families. The grant allowed counties to hire teen teachers and implement new programs at schools and community centers. Participants discussed how to continue incorporating healthy living into regular 4-H programming through youth leadership.
Teaching Financial Literacy: Engagement of Multigenerational Learnerssondramilkie
This document discusses reaching multiple generations with financial education. It identifies six generations - Depression/GI, Silent, Baby Boomers, Gen X, Millennials, and Generation Z. Each generation has distinct core values shaped by formative life events. Financial needs and tasks differ across life stages. Teaching methods should consider generational preferences to effectively deliver financial education to all ages. The goal is to enhance understanding of generational differences and promote intergenerational communication skills.
Systems thinking focuses on feedback loops to understand interconnections and dynamics. An open-loop view reacts to problems, while a systems view asks what causes problems and how past actions contributed. Applied systems thinking involves 6 steps: 1) describing a challenge, 2) naming key elements, 3) sketching trends, 4) making the system visible, 5) finding leverage points for change, and 6) sharing, testing and improving understanding. The document provides examples of feedback loops and applying the 6 steps to improving air quality.
This document discusses various aspects of wine marketing such as packaging type and color, symbolism, provenance, and evaluating what customers value in local wines. It also questions whether promoting local wines or looking to Africa are good strategies.
This document provides an overview of social networking tools for communicating and problem-solving. It introduces common social media platforms like blogs, podcasts, YouTube, Twitter, and Facebook and discusses their advantages and disadvantages. The key objectives are to provide background on social media usage, examples of how these tools have worked for organizations, and help readers choose appropriate tools for their audience and goals. It cautions that security and privacy should be considered when using any third-party social media sites.
Changing Lives through Service Learningsondramilkie
This document discusses service learning and provides examples from 4-H programs in Rock and Richland Counties. It defines service learning as a teaching method that integrates meaningful community service with instruction and reflection. The document outlines elements of high-quality service learning programs, including youth voice, meaningful service, and reflection. It then describes a 2006 service trip by 31 Wisconsin 4-H members to Louisiana and Mississippi to complete construction and landscaping projects, and evaluates the long-term impact on participants through surveys and reflection activities.
Taking the Terror out of Writing for Publicationsondramilkie
This document discusses writing for professional publication. It provides an overview of key elements such as purpose, audience, authors, and content. It also shares the results of a survey conducted with Extension professionals regarding their knowledge and needs around writing for publication. The survey found that respondents were least knowledgeable about citation styles and publishing practices but interested in topics like choosing publication topics and establishing writing timelines. The document proposes a professional development series to address these needs.
This document discusses an exhibition about witch's hats. It contains multiple sections that provide details about different aspects of witch's hats, including their history and styles. The document examines witch's hats and their portrayal in various contexts.
Bridging The Cultural Gap Slide Presentationbcamson
1) The document describes a workshop aimed at improving knowledge sharing across cultures.
2) The workshop teaches participants tools and strategies to better understand other cultures and make use of knowledge across cultures.
3) Participants will learn how their own cultural identity impacts collaboration and how to inquire about others' cultural identities.
This document outlines Harvard Graduate School of Education's diversity recruitment program. It discusses how the program has evolved over time from a one-day open house format with limited engagement to a two-day integrated student experience with increased community involvement and travel support. The goals of the program are to create meaningful engagement opportunities for prospective and current students, faculty, and staff around issues of access, equity and inclusion and to address institutional perceptions of multiculturalism. Success is measured both quantitatively through application and enrollment metrics and qualitatively through feedback from participants. The discussion seeks to share best practices for effective multicultural recruitment events across institutions.
OpenEd18 running effective surveys with studentsKaitlyn Vitez
This document provides guidance on running effective surveys with students to assess open educational resources (OER) programs. It recommends forming a taskforce including librarians, faculty, administrators, and students. The taskforce should brainstorm questions about how students are affected by costs, current marketing strategies, and gaps in narratives. Surveys should gather both qualitative feedback and quantitative data. Marketing should use both passive and active outreach through student groups and faculty. Clear goals and regular communication are needed when implementing the survey. Findings should be strategically shared with news outlets, allies, and incorporated into ongoing outreach and storytelling.
As a DNP-prepared nurse, you will likely encounter many different me.docxwraythallchan
As a DNP-prepared nurse, you will likely encounter many different methods of disseminating the findings and implications of an evidence-based project. Each method has unique benefits. As discussed in this course, oral presentations can be an effective medium for delivering the findings of DNP projects.
For this Discussion, consider what makes an oral presentation effective. How might presentation approaches vary for an academic presentation versus a practice-based presentation?
To prepare:
Review various forms of disseminating the findings of an evidence-based project, as well as strategies for delivering effective presentations in this week’s Learning Resources.
If applicable, reflect on your experiences practicing with colleagues in a small group and presenting in other professional or academic situations. Conduct additional research as necessary to enhance your awareness of what makes a presentation most effective.
Consider how the needs or dispositions of the intended audience may inform your presentation
PLEASE ANSWER TO THE QUESTIONS
Share two or more insights related to presentation approaches and explain how this information may be used to promote the delivery of an effective DNP Project presentation. Be sure to note any considerations related to the intended audience that are important.
.
This document outlines IDEA's third year of a long-term learning programme funded by Trócaire for members. The programme will focus on exploring the link between advocacy and development education through a one week visit involving group learning with 12-15 participants. Participants will build their skills in development education and advocacy. The programme will enable participants to articulate their understanding of advocacy and development education, understand theory and practice of popular education, and empower learners to engage in advocacy and development education. The programme will include workshops and discussions led by experts from Latin America, Spain, and the Philippines on topics including popular education, advocacy, and reflective practice.
Strategies to Scaffold Rigor and Create Relevance for ELLs-TESOL 2014Laura Lukens
The document summarizes an upcoming workshop on instructional strategies for English language learners. It provides an agenda for the workshop which will introduce new strategy materials aligned to English language proficiency levels, assessments, and research-based principles. The workshop will provide hands-on experience with strategies inventory and glossary to scaffold rigorous instruction for ELLs.
This document provides guidance on building value for free or low-cost services through effective outreach strategies. It emphasizes that outreach is everyone's responsibility and discusses how to properly train staff to communicate the mission and benefits of the service using language tailored for different audiences. Tracking progress and celebrating successes are also presented as important ways to motivate staff and recognize strong outreach efforts.
The New Port Richey Public Library has created a diversity policy plan to promote equal opportunity and a diverse workforce, collection, and programming. The plan's goals are to advocate for managing diversity through training and policies, recruit a diverse staff, reflect the diverse community served, ensure accountability through data collection, and form partnerships to support diversity efforts. Objectives and actions are outlined under each goal around topics like outreach, hiring, materials, and programming in multiple languages and formats.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
This document outlines a communications plan for the Institute for Democratic Education in America (IDEA). It includes an analysis of IDEA's current communications channels and key messages. The plan proposes strategies to establish IDEA as an online hub for discussion on democratic education, strengthen awareness of its mission, and share success stories from the field. Specific tactics involve refreshing the website, overhauling social media, conducting audience research, and building relationships with policymakers. Goals, objectives, timelines and an evaluation process are provided to guide implementation of the strategies over three years.
How can Enactus support your University's Strategic Plan? Securing Senior Sup...Gary Wood
This document discusses how an Enactus team can align their activities with a university's strategic plan to gain support. It explains that a strategic plan outlines a university's priorities in areas like teaching, employability, research, internationalization, and community engagement. Showing how an Enactus team helps deliver on these priorities demonstrates the team's value. The document provides examples of how the University of Sheffield's Enactus team aligned with the university's strategic themes of education, research impact, partnerships, local and global engagement, and public responsibility. This alignment enabled recognition, funding, office space, and inclusion in the strategic plan for the Enactus team.
This document discusses developing international social work programs through university-community partnerships. It outlines goals of developing field practicum sites focused on geriatric care and recruiting more geriatric specialist social work students. Key components include competency-driven field education integrated across programs, an expanded field instructor role, and focused recruitment. The document discusses identifying decision-makers and allies from agencies and considering various roles for involvement. It also addresses challenges, best practices, and ideas for sustaining international social work curriculum infusion efforts.
This seminar provides a practical introduction to cultural competence and the relationship between culture and business. It is broad in approach and examples are given from many areas in the world in order to show the range of different values, attitudes and approaches to everyday business activities. Participants consider how their own cultural background influences the way they work and think about the world, before looking at other cultures. Various awareness-raising activities are used to:
Define and understand “culture“ and its implications for business success
Consider participants’ own values and how these affect business attitudes and behaviour Distinguish between cultures that participants encounter and how they are perceived
Examine different approaches to management, decision-making and communication
Consider how to communicate effectively and minimise misunderstanding
Outcome
Participants will be able to maximise their effectiveness in building
relationships and communicating with clients and colleagues in a range
of different business situations.
Promoting Inclusivity through Universal Design for Learning, Karen Buckley, DCU.Karen Buckley
National Forum Seminar Series presentation by Karen Buckley, Academic Developer, DCU.
Wednesday 6th November, University of Limerick
Promoting Inclusivity through Universal Design for Learning
What It Takes to Talk: AAC Assessment, Goals and ImplementationVicki Clarke
This session discusses how we assess, set goals and implement AAC. We are discussing 3 tools to assess your student's skills, The Communication Matrix, the DAGG-2 and the Classroom Communication Goals Grid.
This document provides information about a workshop on communicating effectively with culturally and linguistically diverse (CALD) clients. The workshop will take place on July 30, 2015 from 9:00 am to 12:00 pm. It will cover communicating with CALD communities in the morning and the use of interpreters and cross-cultural communication after a morning tea break. Attendees will learn about understanding different CALD groups, communicating cross-culturally, and assessing risk in communication approaches. The workshop will include facilitated discussions, presentations, and exercises to provide practical tools and strategies for working with CALD clients.
Several trainers have been employed by CC's Cosmetology College to conduct "train-the-trainer" diversity training classes for the purpose of building confidence, knowledge, and the skills of those charged with conducting high-impact, relevant, and involved diversity education and training.
The problem is the lack of understanding trainers have regarding workplace diversity and the ability to create an inclusive culture and classroom environment that leads to understanding and implementation of workplace diversity.
This document outlines an NGO's plans to create an international teacher exchange program between the US and Latin America. The program aims to improve education in underdeveloped Latin American communities by providing training to their teachers and experience to American teachers. It would offer scholarships for 10-20 Latin American teachers to study in the US, and support 10-20 American teachers to work in Latin America for 1 academic year. The program would provide pedagogy training, cultural exchange, and monitoring and evaluation of its impacts.
This document discusses managing community partnerships for service learning programs. It provides guidance on identifying lead community partners, writing position descriptions, matching students to placements, orienting students and partners, and supporting students throughout their service. It emphasizes developing long-term, reciprocal partnerships and using a developmental model where students take on increased responsibility over multiple years. It also covers managing summer service placements, including application materials and ensuring placements align with students' interests and skill levels. The goal is to create high-quality service experiences that benefit both students and community partners.
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Innovative responses to working with diverse and emerging audiences wnep approach
1. INNOVATIVE REPONSES
TO WORKING WITH
DIVERSE & EMERGING
AUDIENCES: WNEP’S
APPROACH TO
INCLUSIVITY
Teresa Curtis & Shelley King-Curry, WNEP Specialists
2010 Cooperative Extension Statewide Conference
October 20, 2010
2. Sharing
How are you making movement towards
increasing diversity in your:
Educational programming?
Program participants?
Program partnerships?
3. Session Objectives
Share WNEP’s approaches to effectively
working with diverse audiences
Assist participants in applying WNEP
strategies in reaching non-traditional learners
Expose the WNEP resources available in your
county
4. Learner Objectives
Explore possible connections with WNEP at
county and state levels
Discover a strategy to meet your program area
diversity goals
Identify an approach to boost your program’s
success in working with all audiences
14. Think about your programs…
What is one area where I can be more effective
in working with diverse learners?
Staff & Volunteers
Competencies & Skills
Partnerships
Resources
Introductions - 2 min
SKC first
Name
Both work on behalf of supporting WNEP colleagues as program specialists
(SKC) – focus is staff professional development and new staff orientation; advisor to two state districts for programming
(TKC) - focus is coaching and supporting staff working with diverse and emerging audiences with WNEP
TKC - Doing this presentation together because of the continuous need to prepare our staff to work with a diversity of learners and this has connected what we do (our work) to one another. Today is about recognizing the expertise that we provide which benefits WNEP towards helping other programs…
Although this session is geared to those not working with WNEP, we hope that our WNEP staff will help us discover ways that WNEP can be helpful in working with all audiences.
Have identify by a show of hands:
How many of you are WNEP
How many are other FL, 4H, CNRD, AG – any others
TKC –
Share in pairs - Anchor: 10 min
How are you making movement towards increasing diversity in your
Educational programming? (content, resources, issues)
Program participants? (learners)
Program partnerships?
2-3 minutes per person
Few minutes for a few groups to share out
Any one else like to tell us what their doing in their programs? With their participants or when working with partnerships?
Thank you for that – we appreciate your sharing.
SKC What we are going to do as facilitators in this session
Resources – curriculum, staff, etc
SKC This is what they’ll learn and do!
Add – 5 min per slide
TKC
All five components are very interconnected – staff & volunteers, competencies & skills, partnerships, and resources - `
…….our learners being at the center. Effective programming with any group of learners is enhanced if each of these components have been considered and adapted to meet their needs.
Federal funding guidelines have dictated WNEP work with low income audiences. Within our audience there is a great deal of diversity, this is also a non-traditional and underserved audience for cooperative extension..
Within this nontraditional audience, it has grown to be one reflective of just about all diversities.
Yes, we have ethnic and racial diversity :
Include approximate breakdown of diversity of WNEP learners for FY 10 (using federal categories for race/ethnicity) – as determined by educators, not self-reported
American Indian/Alaskan Native – 2%
Asian/Asian-American – 1%
Black/African-American – 20%
Hispanic/Latino – 8%
White - 72%,
Also religious and spiritual dimensions of diversity, socioeconomic status backgrounds – our recent economic crisis has changed the resources of some of our middle class, immigrants or refugees – some of our learners, such as our Hmong came in the early 80’s and now have grandchildren – with very different needs, some moved here in 2004, non-English speaking, significantly urban, multigenerational, and with high risk of health disparities, and predominately female and having various familial groupings. ( grandparents raising grandchildren, versus working with male headed families, or traditional families) – this is the centerpiece of our model. In the traditional sense, we had didn’t have the staff, resources, skills and partnerships to work with the audiences until the nutrition education programs in extension developed and evolved them. If we were going to be successful, given our mandate, we had to learn how to provide culturally responsive programming.
Going to talk about the various components of our model for the remainder of our time.
Without sharing in pairs – 1 min to think 3 to share out
Ask the question and have participants write this down or just make a mental note?
Add – 5 min per slide
SHELLEY
Use of the paraprofessional model in EFNEP, one of two programs comprising WNEP, EFNEP (Expanded Food and Nutrition Education Program) began in 1968 and in the late 1980’s in SNAP-Ed (Supplemental Nutrition Assistance Program Nutrition Education) formerly Food Stamp Nutrition Education Program:
Paraprofessional model:
Hiring nonprofessionals as educators from the communities that they will serve because of their life experiences, cultural, social and economic backgrounds and their ability to relate to clients:
Race/ethnicity
Income
Education
Many have been intimately involved with same difficult challenges as learners – can understand the complexities of the changes that need to be made. When we’re talking about eating fruits and vegetables, they may have a better understand of what those challenges may be. Because they aren’t coming in as experts, but as peers, there is more trust.
Why this model worked
Training was provided to provide content knowledge and skills (new staff and ongoing to support new research and skills needed – internally developed and designed)
provided access to the communities (these individuals lived where they worked and are not seen as outsiders)
ability to build relationships and trust with learners (peers not seen as the experts, representative of the audience per ethnicity, socioeconomic, language, Older staff were seen as “other mother”
professional mentoring was provided to paraprofessionals by professional staff and specialists, help guide and provide support in personal and professional development (help create value for them in the organization)
and resources
Employing those from communities we serve build bridges and connections – trust and value for extension in the community. Sign of respect that you care enough to hire people that are from my culture that understand our needs.
Even though now we hire both professionals and paraprofessionals as program educations, we hire people representative of the community (bi-lingual, similar ethnicity and cultures of those we serve) everyone attends the trainings and receive mentors. We provide culturally specific resources to support their work which Teresa will discuss in more details.
Do you have any questions about the paraprofessional models?
Without sharing in pairs – 1 min to think 3 to share out
Add – 5 min per slide
TKC
As the specialist for Emerging Audiences, my position is less than 2 yrs old. This position evolved as a result of the state diversifying in areas that have been traditionally homogenous. There was a need to identify our new potential audiences and ways staff could provide effective outreach through coaching and engagement. My expertise is to provide support, provide guidance on adapting resources, developing appropriate community connections, and increasing cultural awareness and understanding. And being the go to person with questions.
In supporting colleagues, I address the core competencies around working with diverse audiences. Our core competencies around diversity are embedded within our overall duties and responsibilities – there is attention and detail to working with diverse audiences in our list of competencies. We are in a process of reviewing these competencies and strengthening them to support more effective outreach – especially in those communities that are having the greatest change in diversity at this time.
Core competencies - with in those competencies there are specific skills that address working with diversity
provide a few examples – building rapport, planning teaching events –and goes through the various teaching events that diversity needs to be addressed.
I support staff through -
- Professional development
New staff training – talk about my CC piece, which is really an overview of culture, the process of becoming culturally competent, developing cultural awareness and knowledge – demographics, communication styles, world view, food, adapting lessons. In addition to that, we have segments on engaging learners of all abilities and working with individuals and families in poverty. These segments are facilitated by other specialists all coordinated by SKC. In addition, we have provided specific trainings on working with various cultural groups at district meetings (i.e. immersion experiences). We do this as a team with our county coordinators to help us determine needs and objectives.
MAP - Some educators are becoming MAP trainers. (my plug ;))
Workgroups – each has its own flavor, talk about each….
Make sure to talk about the three different latino groups, as well as Hmong workgroup, Tribal Nutrition educators group
Building confidence that their work is a priority, sharing in each other’s successes
Networking
Skill building (as internal expertise) & mentoring
Resource development and adaptation
Coaching –
Interpersonal/ one-on-one support to staff – Coordinator with a diverse staff, how to work across cultures, to resolve conflict, build understanding
Working with non-traditional partners, how to approach and engage
What are your questions?
Without sharing in pairs – 1 min to think 3 to share out
Add – 5 min
Shelley & TKC
Shelley – historical perspective………..In WNEP our partnership have also been nontraditional. We reach our learners best in their communities and homes. We need partners who also work with these audiences to connect us and for recruiting our staff. Other programs and agencies such as WIC, HeadStart, Area Office on Aging, public schools, Faith Based organizations, Health Departments, etc have been critical and long standing partners, and not traditionally partners for cooperative extension. Our partnerships provide more than just access to learners, they provide support through inkind resources we use for matching dollars and helping us strategize on how to best meet needs in communities. WNEP colleagues participate on coalitions and task forces in most communities building relationships. Building these partnership can be challenging for most of our staff especially those who are paraprofessionals as well as those who are professional.
TC - Cannot have the same approach with all learners, can’t have same approach with all partners
WNEP staff are primarily female – but some communities are patriarchal and they may need to be approached different
European model is to come in as experts with authority & other cultures and agencies are more focused on the relationships
Need to focus on their goals and needs versus what we can do for them. May have different ideas about how partnerships work – i.e. build a relationship and the work comes out of versus the relationships come out of the work
Develop an equality in the partnership, negotiate what program will look like – determine how needs can be met within guidelines
Finding a partner, a guide, which can be your partner agency, to help you develop competency and skills within that community
Referrals for participants – how to create a safe and trusting learning environment
Network of other possible partner agencies
Appropriateness of resources
Add: 5 min per slide
TKC
You can’t use the same tool for every job
This is an area that has been a challenge – initially resources had to be developed for audiences of limited income that para-professionals could use. Continues to be a challenge bc as our audience diversifies we need to consider language, graphics, connotations/context, terminology for all the audiences we serve.
Sometimes it is as simple as a being aware of references and perceptions. For example, we are trying to serve more men, but when we refer to “parents” many Dads think your referring to moms. Need to specifically address the men.
Other items to consider – varying levels of literacy, proficiency with English, as well as variations within generations. Adaptation is consistent – need to adapt as we go. Adapting is making sure that every aspect – language, graphics, context, terminology, activities reflect the lives and experiences of the audiences we serve.
Adapting versus translating
Sisters in health – Spanish speaking audiences – originally created for Hispanic & Latinos, WNEP created a small work group to adapt small portions to WI audience
Hmong adaptation of ESBA – Building Healthy Families – i.e language no word for exercise, need to use something like breaking a sweat
W.O.L.F curriculum – Work Out Low Fat – youth diabetes prevention for NA Youth
WNEP is institutionalizing Learner centered education, where we are engaging learners through a dialogue approach, this allows an educator to tailor their personal approach and adapt the lessons to the audience.
Staff are receiving ongoing training and support in this method of teaching
Adapting resources to support dialogue approach
Key message with facilitated dialogue – learners are engaged as being a part of their learning so that they can more actively participate in their learning by sharing what they already know with us and each other. This helps learerns to see our appreciation and value of them – and shows respect to all cultures. This is not the expert model.
SKC - Apply 15 min: Break into groups according to area most challenging – count off in 4’s
1 – staff and volunteers
2 – competencies and skills
3 – partnerships
4 - resources
Think about this from the perspective of your program - What is something I can do to be more effective in either staffing, competeinceis, partnerships, resources
Shelley and I will walk around and see if you have any questions
Choose a reporter and a scribe – give flipchart and markers to each
Synthesis – (what we’re hoping we’ll hear) Let the community be the expert – it may be uncomfortable this that’s what we have to do to have an impactful relationship
Share back and report out
Away – 10 min: Squares, Triangles, and Arrows - one set per 12 people. If more than 12 people do two sets
Post on the walls or lay on the floor TWO SETS of big cut outs of a square, triangle and arrow pointing upward
Divide the two groups into three
Ask one group to stand under the SQARE and share with each other what they had heard that squared with them
Ask another group to stand under the TRIANGLE and tell each other what they were now viewing from a different angle
For the group under the ARROW, ask them to reveal one change they plan to make or one action they plan to take after this session.
After a couple of minutes, move the groups to the next sign until they have visited each one
******Closing Activity – Put Geometric – square, triangle arrow? See gotta have heart
Include a memorable quote about working with diverse audiences?