Running head: JOURNAL CRITIQUE 1
Journal Critique - Assessing School Effectiveness
JOURNAL CRITIQUE
2
Summary of the article
The program being evaluated by the authors was a Collegiate Learning Assessment
(CLA) program. This article was based on the criticism regarding the students taking the
Collegiate Learning Assessment (CLA) program which is used in the measurement of the value
added in the learning institutions through carrying out a test on the capability of the freshmen
and seniors to the logical thinking and clear writing. The methods used by the Collegiate
Learning Assessment to help in the determination of the value added were outlined. Authors of
this article provided some of the criticism being provided by individuals especially when it
comes to the computation of the value added. The responses to the concerns raised were also
provided.
According to this article, CLA program currently involves the use of the linear regression
model and in this case, the school is considered to be the unit of assessment whereas the school
means SAT score is the sole explanatory variable. Authors of this article responded to the
criticism by indicating that students who are participating in the CLA program tend to be
identical to their fellow student based on the measurements which were observed by the authors.
Also, the senior participants are similar to the participating freshmen and immediately when
there is a control for SAT scores, CLA tasks performance is unrelated to the aspects of the task,
student academic major, the demographics of the learners, and student' features like size. The
disapprovals of the CLA procedure are not being reinforced by data. In addition, the problems
which are created by the confounding, as well as the selection bias, are affecting different
categories of research programs. CLA is lucky due to its ability to address the challenges faced.
Margaret Bragg
10250000006100258
you must cite your article throughout the paper
Margaret Bragg
10250000006100258
use specific language, give names and citations
Margaret Bragg
10250000006100258
again, use specific language, name every thing, give the title and/or authors with an APA citation
JOURNAL CRITIQUE
3
Evaluation goals
The goal of Collegiate Learning Assessment (CLA) program which was under
examination by the authors of the article is to offer colleges as well as universities with some
information concerning how the level of improvement which has been between the freshmen and
the senior years. The information is also on whether there is more or reduced enhancement as
compared to the expectation with regard to the progress being made by the students in other
learning institutions. The information being provided is aimed at supplementing as opposed to
the replacement on the mechanism through which schools are assessing the outcome of
education. Since CLA outcome meant for the internal use, CLA program is no.
You will be asked or may volunteer to participate in developing standardized tests for nursing. Standardized tests are commonly used in nursing education but have faced scrutiny regarding their validity and appropriateness. Two common standardized tests used in nursing are the ATI and NCLEX exams.
Running head: ACADEMIC PROGRAM 4
ACADEMIC PROGRAM
Name
Institution
Academic Program
An effective recommendation for an academic program should have the following characteristics:
· Should consider the age of the learners
· Should consider the education requirements of the learners
· Should be geared towards improving the quality of education
· Should be realistic and have a time frame within which to achieve.
· Should go hand in hand with the way the world is moving
An example of such a recommendation is introducing a policy to ensure all students do a science subject to enhance innovation since the world is technology-based. This recommendation is effective since it goes hand in hand with the way the world is moving and is considering the education requirements of the learners. I will use the module resources to make my recommendation effective when implemented, will involve all people when making decisions regarding the improvement of the academic program.
The review of the undergraduate project is effective, and it is well organized. The review focuses on specific objectives that need to be met, and the writer is keen to note the objectives down and to make sure that the review achieves these objectives. It is also essential that the review was done after the report was conducted, and there was the involvement of all the members of the faculty. This is important as it helps the institution to develop a greater insight and to capture as much as possible opinions that will be used in the improvement of the program. This is great.
The document on the California state university is essential. This is because it brings out the report on the review in an authentic manner, and this is important for effective program improvement in the university. The review is essential as it helps to understand what can be done and what is necessary. The involvement of many of the people in the university is good as it helps even to bring out even a better review and improvement program.
References
Redman,C.L, Withycombe, L & Wiek,A. (2011) Key competencies in sustainability: A reference framework for academic program development.6(2).203-218.
Julia Discussion:
Hi everyone.
I chose to evaluate the English Program at Southern Illinois University, Edwardsville for this discussion. Some of the characteristics of an effective program review will include whether or not student learning is assessed, how it is being assessed, any challenges to assessment from faculty or students, what is working well with the process, what did not work well, and recommendations for improvement. The assessment from this particular University was interesting because it seemed to be infused with a lot of personality from the assessors.
The assessment was conducted during 2009 and it also happened to be taking place while the department was introducing a new curriculum. The faculty were introducing this curriculum ...
1) The document defines formative assessment as assessment carried out during instruction to improve teaching and learning. It provides feedback to teachers and students.
2) In contrast, benchmark and interim assessments serve as formative program evaluation tools rather than true formative assessment. They identify broad areas of weakness for groups of students or entire classes, but do not provide specific feedback to improve individual student learning.
3) True formative assessment involves teacher questioning and interaction with students during instruction to provide targeted feedback, while benchmark assessments only identify very general areas of weakness without guidance on how to improve.
Johnston, pattie enhancing validity of critical tasksWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Collecting Information Please respond to the followingUsi.docxmary772
"Collecting Information" Please respond to the following:
Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.
"Evaluation Designs" Please respond to the following:
Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.
THIS IS THE PROGRAM EVALUATION
Program Evaluation Approach for Education
Student`s Name
Instructor
Institutional Affiliation
Course
Date
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description
and Rationale
the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the
Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy?
The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progres.
This document provides guidance for states and districts on developing and selecting assessments of student growth to be used in teacher evaluation systems. It outlines a validity framework consisting of 5 propositions that comprise the argument for justifying the use of student assessments to measure teacher effectiveness. Each proposition includes design and psychometric claims that must be substantiated with evidence. The document discusses the claims and potential evidence sources for each proposition, with a focus on Proposition 1 regarding learning standards. It emphasizes the importance of clear, realistic standards that reflect learning progressions and using expert reviews to evaluate design claims about standards.
This document discusses tools for assessing cognitive outcomes of service-learning programs. It begins by explaining the importance of assessing service-learning and then provides a review of available assessment tools. The tools are organized into three categories: research scales, written essays/protocols, and interviews/qualitative approaches. Several tools are described in detail, including the Cognitive Learning Scale, Problem-Solving Analysis Protocol, and Problem-Solving Interview Protocol. The conclusion emphasizes that systematic assessment can improve service-learning programs and better demonstrate their impact on student learning.
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...Sheila Sinclair
This study evaluated the effectiveness of a rubric for assessing competency-based course design and student success in an undergraduate program. The rubric was used to evaluate 12 new competency-based courses in the program. The results showed a correlation between high-scoring courses on the rubric and higher student assessment scores, suggesting the rubric is effective in evaluating course quality and predicting student success. The study recommends focusing on active student learning, increased mentor support and feedback, and opportunities to practice skills to improve course design.
You will be asked or may volunteer to participate in developing standardized tests for nursing. Standardized tests are commonly used in nursing education but have faced scrutiny regarding their validity and appropriateness. Two common standardized tests used in nursing are the ATI and NCLEX exams.
Running head: ACADEMIC PROGRAM 4
ACADEMIC PROGRAM
Name
Institution
Academic Program
An effective recommendation for an academic program should have the following characteristics:
· Should consider the age of the learners
· Should consider the education requirements of the learners
· Should be geared towards improving the quality of education
· Should be realistic and have a time frame within which to achieve.
· Should go hand in hand with the way the world is moving
An example of such a recommendation is introducing a policy to ensure all students do a science subject to enhance innovation since the world is technology-based. This recommendation is effective since it goes hand in hand with the way the world is moving and is considering the education requirements of the learners. I will use the module resources to make my recommendation effective when implemented, will involve all people when making decisions regarding the improvement of the academic program.
The review of the undergraduate project is effective, and it is well organized. The review focuses on specific objectives that need to be met, and the writer is keen to note the objectives down and to make sure that the review achieves these objectives. It is also essential that the review was done after the report was conducted, and there was the involvement of all the members of the faculty. This is important as it helps the institution to develop a greater insight and to capture as much as possible opinions that will be used in the improvement of the program. This is great.
The document on the California state university is essential. This is because it brings out the report on the review in an authentic manner, and this is important for effective program improvement in the university. The review is essential as it helps to understand what can be done and what is necessary. The involvement of many of the people in the university is good as it helps even to bring out even a better review and improvement program.
References
Redman,C.L, Withycombe, L & Wiek,A. (2011) Key competencies in sustainability: A reference framework for academic program development.6(2).203-218.
Julia Discussion:
Hi everyone.
I chose to evaluate the English Program at Southern Illinois University, Edwardsville for this discussion. Some of the characteristics of an effective program review will include whether or not student learning is assessed, how it is being assessed, any challenges to assessment from faculty or students, what is working well with the process, what did not work well, and recommendations for improvement. The assessment from this particular University was interesting because it seemed to be infused with a lot of personality from the assessors.
The assessment was conducted during 2009 and it also happened to be taking place while the department was introducing a new curriculum. The faculty were introducing this curriculum ...
1) The document defines formative assessment as assessment carried out during instruction to improve teaching and learning. It provides feedback to teachers and students.
2) In contrast, benchmark and interim assessments serve as formative program evaluation tools rather than true formative assessment. They identify broad areas of weakness for groups of students or entire classes, but do not provide specific feedback to improve individual student learning.
3) True formative assessment involves teacher questioning and interaction with students during instruction to provide targeted feedback, while benchmark assessments only identify very general areas of weakness without guidance on how to improve.
Johnston, pattie enhancing validity of critical tasksWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Collecting Information Please respond to the followingUsi.docxmary772
"Collecting Information" Please respond to the following:
Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.
"Evaluation Designs" Please respond to the following:
Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.
THIS IS THE PROGRAM EVALUATION
Program Evaluation Approach for Education
Student`s Name
Instructor
Institutional Affiliation
Course
Date
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description
and Rationale
the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the
Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy?
The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progres.
This document provides guidance for states and districts on developing and selecting assessments of student growth to be used in teacher evaluation systems. It outlines a validity framework consisting of 5 propositions that comprise the argument for justifying the use of student assessments to measure teacher effectiveness. Each proposition includes design and psychometric claims that must be substantiated with evidence. The document discusses the claims and potential evidence sources for each proposition, with a focus on Proposition 1 regarding learning standards. It emphasizes the importance of clear, realistic standards that reflect learning progressions and using expert reviews to evaluate design claims about standards.
This document discusses tools for assessing cognitive outcomes of service-learning programs. It begins by explaining the importance of assessing service-learning and then provides a review of available assessment tools. The tools are organized into three categories: research scales, written essays/protocols, and interviews/qualitative approaches. Several tools are described in detail, including the Cognitive Learning Scale, Problem-Solving Analysis Protocol, and Problem-Solving Interview Protocol. The conclusion emphasizes that systematic assessment can improve service-learning programs and better demonstrate their impact on student learning.
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...Sheila Sinclair
This study evaluated the effectiveness of a rubric for assessing competency-based course design and student success in an undergraduate program. The rubric was used to evaluate 12 new competency-based courses in the program. The results showed a correlation between high-scoring courses on the rubric and higher student assessment scores, suggesting the rubric is effective in evaluating course quality and predicting student success. The study recommends focusing on active student learning, increased mentor support and feedback, and opportunities to practice skills to improve course design.
Assessment Of Business Programs A Review Of Two ModelsAshley Carter
This document summarizes and compares two assessment models used at a small business school - one for the undergraduate program and one for the graduate MBA program.
The undergraduate program assessment relies on a centralized assessment committee and more coordinated learning activities across the four majors. The graduate MBA program assessment relies on individual faculty coordinating and assessing each learning outcome, with results compiled at the program level.
The graduate program uses faculty rubrics to assess assignments, co-teaches courses with writing faculty, and uses an externally validated simulation to assess integration. The undergraduate program uses a committee to longitudinally track students and conduct cross-sectional analysis of learning outcomes.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, and instability of results. Multiple years of data are recommended to account for these issues.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on issues educators need to know about using tests for high-stakes evaluation in Connecticut. He discussed Connecticut's evaluation requirements, including that 45% must be based on student growth, 40% on teacher practice, and the remaining 15% on other factors. He also outlined issues with using growth and value-added measures, such as measurement error, lack of random assignment, and instability of results. The presentation recommended using multiple measures and years of data for evaluation and understanding the limitations of these types of measures.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, unfairness to teachers, and instability of results. Multiple years of data are recommended to account for these issues.
The document describes a program evaluation plan for the Program Evaluation Time-Out program in Hampton, Virginia. The plan will use a comprehensive program evaluation model and outline an evaluation framework. It will provide a timeline for critical evaluation tasks and explain how evaluation will support the program's sustainability. The evaluation results will be shared with stakeholders and the community. Strategies to create a culture of ongoing evaluation within the program will also be discussed.
This document discusses interpreting test scores and grading. It covers the functions of grading such as enhancing student learning, informing parents of progress, and uses for administrative purposes. There are two main types of grading: absolute, which is based on defined standards, and relative, which compares a student's performance to others in the group. Absolute grading has disadvantages like difficulty setting standards while relative grading can lead to inconsistent interpretations as group ability varies. The document also addresses assigning letter grades based on percentiles and the importance of record keeping for grading.
Applying Peer-Review For Programming AssignmentsStephen Faucher
The document describes a peer-review system called MyPeerReview that was developed by the authors for conducting peer review of programming assignments. Key points:
- MyPeerReview is a Drupal module that allows students to anonymously upload assignments, receive peer reviews using customized review forms, and view statistics on reviews.
- The system was tested on a web programming course where students found the peer feedback useful.
- The document discusses related work on peer-review systems and the requirements for an effective system to conduct peer review of code, such as supporting multiple file uploads and review deadlines.
This document summarizes a journal article about improving assessment and creating a culture of assessment in higher education. It discusses how accrediting agencies have required assessment for over 20 years but a culture of assessment has not fully developed on most campuses. The article describes how one business school used a change management approach based on Kotter's 8 steps to create buy-in for assessment among faculty. This included establishing urgency, forming an assessment committee, developing a shared vision of ideal graduate outcomes, and communicating the vision to gain faculty support for the process.
Ed Reform Lecture - University of ArkansasJohn Cronin
This document discusses issues related to using standardized test scores in teacher evaluations and for dismissal purposes. It notes that using tests as the main evidence for dismissal will likely lead to expensive legal battles by experts. Evaluation systems could also face legal challenges if they have disparate impacts. Additionally, measurement issues make attributing student growth or lack of growth to a single teacher imprecise. Alternative approaches are proposed that give more weight to classroom observations and use test data to validate rather than determine ratings.
Assessing Graduate Student Learning In Four Competencies Use Of A Common Ass...Christina Bauer
This summary provides an overview of the University of Maryland University College's (UMUC) process for assessing graduate student learning outcomes.
The UMUC Graduate School currently uses a "3-3-3 model" to assess five student learning expectations across three stages of a student's program over three years. This involves using analytic rubrics to score student work from selected courses. While generally effective, this model is complex to administer and places extra workload on faculty.
The article then describes a pilot study of a new "C2 model" using a single common assignment scored with a combined rubric. This is intended to both simplify the assessment process and test a new assessment instrument. Initial pilot results found inter-rater
Discussion 5Critically think about ethnocentrism, culture, andLyndonPelletier761
Discussion 5
Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a student is college-ready or not?
The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...
The document discusses effective use of rubrics for international students. It notes that the College of Management and Technology has simplified language on rubrics and broken them into manageable chunks for courses with many international students. Well-composed rubrics provide clear grading expectations and reduce time students spend searching for information. From an instructor's perspective, well-crafted rubrics make grading and feedback less burdensome, especially for classes with international students. Overall, rubrics aid communication between instructors and students and help international students understand expectations for assignments in American universities.
Action research into the quality of student learning: A paradigm for faculty ...ninaisofea
This document discusses using action research projects as a model for faculty development to improve teaching quality. It proposes that faculty examine aspects of their own teaching through regular reflective meetings. This allows perspectives to change through discussion. Gathering interpretive data can convince others and lead to publications. The summary provides the high-level purpose and proposed method at a glance in under 3 sentences.
A Semi-Automatic Approach For Project Assignment In A Capstone CourseDawn Cook
This document describes a semi-automated approach for assigning students to project teams in a capstone engineering course. The approach uses an automated search to generate candidate solutions based on student preferences and skills data. Faculty then evaluate the candidates, applying additional soft criteria like personality compatibility. The process iterates between automated generation and human evaluation to produce an allocation in less time than a fully manual process, while still leveraging faculty expertise. An initial implementation reduced the time needed for selection by about three times compared to previous manual methods.
The document discusses issues related to implementing school-based assessment programs. It begins by noting the potential benefits of school-based assessment in validity and flexibility but also the need to ensure reliability, quality control, and quality assurance. It then examines five key issues for reliable school-based assessment: providing teachers with training and guidance, developing clear assessment criteria, establishing record keeping and moderation procedures, creating networks for teacher collaboration, and monitoring implementation. The document concludes by emphasizing the importance of ensuring adequate resources, expertise, and oversight when establishing a school-based assessment system.
This document summarizes National University's assessment plan and processes. It describes the purpose of assessment as ensuring evidence-based decision making and high quality programs and graduates. Key aspects of the assessment plan include identifying program learning outcomes, using both direct and indirect measures to assess student learning, analyzing assessment data, and implementing improvements based on findings. Signature assignments are used across courses and programs to directly assess student work, and rubrics help ensure consistent and reliable evaluation. The goal is to close the assessment loop by reflecting on results and implementing recommended changes.
Methods Of Program Evaluation. Evaluation Research Is OfferedJennifer Wood
This document discusses different approaches to evaluation research and program evaluation. It provides examples of different types of evaluation research, such as problem analysis, evidence-based policy, and evidence generation. It also discusses publication bias in medical informatics evaluation research and evaluates the training evaluation process for a dinner event. Key aspects of performance evaluations and the challenges associated with the performance evaluation process are outlined as well. Different participant-oriented approaches to evaluation like participatory evaluation, developmental evaluation, and empowerment evaluation are also presented.
The University of Cincinnati conducted a "Dual Pilot" study to evaluate the use of learning portfolios and the CLA among first-year Honors students. 120 students took the CLA and completed writing assignments assessed with AAC&U rubrics. Preliminary results showed low correlations between CLA scores and SAT/ACT scores, and ceiling effects were a concern with honors students. A student survey found that only 10% found the CLA very useful while 37% found the testing experience unpleasant. The university had concerns about the reliability and validity of CLA results as well as its disconnect from the curriculum and mission. Future plans include embedding the CLA in more courses and exploring other assessment measures.
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
Running head MARKETING ANALYSIS ASSIGNMENTS .docxwlynn1
Running head: MARKETING ANALYSIS ASSIGNMENTS 1
MARKETING ANALYSIS ASSIGNMENTS 6
Researching Marketing Questions
MKT/571
Melissa Simmons
Roberto Ancis
Part 1: Memorandum
TO: Senior Vice President (Marketing)
FROM: Jacob Glenns
DATE: August 19, 2018
SUBJECT: Marketing Analysis
Summary Analysis
This analysis of the market report that was presented the market analyst provides detailed insights from the data that may help in formulating an effective marketing strategy. The key information include: revenue performance for the first half between 2015 and 2016 and revenue trends over the same period. This information help in deciding whether to the organization should continue with its growth strategy or to reverse the decline.
Revenue Analysis
Analysis of the company’s semiannual performance- between January and June- indicates that there was an increase of 10.18 percent in the generated revenues per day from 96,000 dollars to 105,768 dollars in 2015 and 2016 respectively. The revenues per day, domestic market, were 93,683 dollars and 85,181 dollars in 2016 and 2015 respectively, over the same period. Overall, the semiannual revenue for the year 2016 was 13,644,073 dollars with the United States market contributing 12,085,137 dollars, which is approximately 88.6 percent of the semiannual revenue. The international market contributed 1,558,936 dollars, which is 11.4 percent of the total revenue. The average gross profit per day was 8.3 percent for the six months between January and June, 2016. For the three months of April, May and June, 2016 the total revenue was 7,024,096 dollars with the domestic market contributing 6,145,978 dollars and the international market contributing 878,119 dollars. The gross profit was 6.5 percent.
Revenue Trends
With regards to customer class, commercial customers contributed 7,195,592 dollars in the six months of January to June, 2016. The revenue per day was 55,780 dollars, an increase of 5,008 dollars compared to 50,772 dollars realized over the same period in 2015. At the second place was the municipal segment with 1,634,643 dollars. The revenue per day for the first six months was 12,672 in 2016 compared to 12,034 in 2015. The international market segment contributed 1,535,905 dollars and the revenue per day was 11,906 dollars and 11,700 dollars in 2016 and 2015 respectively. The other important segments- resellers, industrial labs, government, resell, education and others- also registered increments in the revenue per day for the first 6 months between 2015 and 2016. The revenue trend for the second quarter (between April and May) illustrate that commercial market contributed 1,130,973 dollars which is 50 percent of the total revenue from the customer class segment. The international market contributed 323,990 follo.
Running head MANAGING A DIVERSE WORKFORCE1MANAGING A DIVERSE.docxwlynn1
Running head: MANAGING A DIVERSE WORKFORCE 1
MANAGING A DIVERSE WORKFORCE 6
Managing a diverse workforce
Name
Institutional affiliation
What does it mean to be an effective manager in a diverse workforce?
According to Chip Conley, the workforce diversity is characterized of gender, ethnicity and age; which needs a much keener attention. He points out that an effective manager should realize that age diversity makes a company stronger and that different generations within a workplace should focus on mentoring one another at work. He emphasizes on the need to allow openness with one another so that wisdom; knowledge, experience and skills from the young to the old and vice versa. According to Chip Conley, the current 60s is the new 40s and that the current 30s is the new 50s; a key note to take on how effective relationship in a workplace could enrichen a company with greater shared wisdom and skills. Every manager need to relate such knowledge in ensuring effective making of modern elders from the millennials.
According to Chip, an effective manager should establish a learning environment for the boomers and the millennials. Each generation should see the other as assets from which they can derive wisdom. Moreover, Chip calls for both the millennials and the boomers to fix their ego, perhaps so that they can enhance their relationship and get to learn from one another. He calls for the need of the managers to enhance a growth mindset in a workplace and the need for the employees to be curious of getting to know what the other generation can offer, and trying to oneself. Chip states that “Curiosity is the elixir for life”
Working on the psychological empowerment of specifics groups and ensuring mental flexibility is very important for various generations to work coherently effectively. Additionally, a manager in charge of a diverse workforce should ensure that the differences existing between the BB and X generations, and the Y and Z generations should be harmonized so that they do not tamper with the achievement of the organizations set goals and objectives (Toro, Labrador-Fernández & De Nicolas, 2019).
Maintaining a positive working environment helps in enhancing the performance of a diverse workforce. Looking at the small business managers, workforce diversity can be well managed if the owner’s manager supports the existing generational interconnections and the variations as a result of the general difference defining these groups by valuing their differences and the similarities. An effective manager is therefore required to cause a diversity openness among the workforce. Such ensure the performance at all levels, i.e. both the organizational and individual. A manager should, therefore, have the ability to effectively enforce the eradication of the internal communication barriers existing as a result generational, racial, gender, ethnic, age, personality tenure, cognitive style, education among other dissimilarities .
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Shamika Cockfield
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Dr. Melanie Gallman
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Teacher Preparation Program
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Running head MARKETING ANALYSIS ASSIGNMENTS .docxwlynn1
Running head: MARKETING ANALYSIS ASSIGNMENTS 1
MARKETING ANALYSIS ASSIGNMENTS 6
Researching Marketing Questions
MKT/571
Melissa Simmons
Roberto Ancis
Part 1: Memorandum
TO: Senior Vice President (Marketing)
FROM: Jacob Glenns
DATE: August 19, 2018
SUBJECT: Marketing Analysis
Summary Analysis
This analysis of the market report that was presented the market analyst provides detailed insights from the data that may help in formulating an effective marketing strategy. The key information include: revenue performance for the first half between 2015 and 2016 and revenue trends over the same period. This information help in deciding whether to the organization should continue with its growth strategy or to reverse the decline.
Revenue Analysis
Analysis of the company’s semiannual performance- between January and June- indicates that there was an increase of 10.18 percent in the generated revenues per day from 96,000 dollars to 105,768 dollars in 2015 and 2016 respectively. The revenues per day, domestic market, were 93,683 dollars and 85,181 dollars in 2016 and 2015 respectively, over the same period. Overall, the semiannual revenue for the year 2016 was 13,644,073 dollars with the United States market contributing 12,085,137 dollars, which is approximately 88.6 percent of the semiannual revenue. The international market contributed 1,558,936 dollars, which is 11.4 percent of the total revenue. The average gross profit per day was 8.3 percent for the six months between January and June, 2016. For the three months of April, May and June, 2016 the total revenue was 7,024,096 dollars with the domestic market contributing 6,145,978 dollars and the international market contributing 878,119 dollars. The gross profit was 6.5 percent.
Revenue Trends
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Running head MANAGING A DIVERSE WORKFORCE1MANAGING A DIVERSE.docxwlynn1
Running head: MANAGING A DIVERSE WORKFORCE 1
MANAGING A DIVERSE WORKFORCE 6
Managing a diverse workforce
Name
Institutional affiliation
What does it mean to be an effective manager in a diverse workforce?
According to Chip Conley, the workforce diversity is characterized of gender, ethnicity and age; which needs a much keener attention. He points out that an effective manager should realize that age diversity makes a company stronger and that different generations within a workplace should focus on mentoring one another at work. He emphasizes on the need to allow openness with one another so that wisdom; knowledge, experience and skills from the young to the old and vice versa. According to Chip Conley, the current 60s is the new 40s and that the current 30s is the new 50s; a key note to take on how effective relationship in a workplace could enrichen a company with greater shared wisdom and skills. Every manager need to relate such knowledge in ensuring effective making of modern elders from the millennials.
According to Chip, an effective manager should establish a learning environment for the boomers and the millennials. Each generation should see the other as assets from which they can derive wisdom. Moreover, Chip calls for both the millennials and the boomers to fix their ego, perhaps so that they can enhance their relationship and get to learn from one another. He calls for the need of the managers to enhance a growth mindset in a workplace and the need for the employees to be curious of getting to know what the other generation can offer, and trying to oneself. Chip states that “Curiosity is the elixir for life”
Working on the psychological empowerment of specifics groups and ensuring mental flexibility is very important for various generations to work coherently effectively. Additionally, a manager in charge of a diverse workforce should ensure that the differences existing between the BB and X generations, and the Y and Z generations should be harmonized so that they do not tamper with the achievement of the organizations set goals and objectives (Toro, Labrador-Fernández & De Nicolas, 2019).
Maintaining a positive working environment helps in enhancing the performance of a diverse workforce. Looking at the small business managers, workforce diversity can be well managed if the owner’s manager supports the existing generational interconnections and the variations as a result of the general difference defining these groups by valuing their differences and the similarities. An effective manager is therefore required to cause a diversity openness among the workforce. Such ensure the performance at all levels, i.e. both the organizational and individual. A manager should, therefore, have the ability to effectively enforce the eradication of the internal communication barriers existing as a result generational, racial, gender, ethnic, age, personality tenure, cognitive style, education among other dissimilarities .
Running head MANAGING TECHNOLOGICAL INNOVATION IN DIGITAL BUS.docxwlynn1
Running head: MANAGING TECHNOLOGICAL INNOVATION IN DIGITAL BUSINESS
ENVIRONMENTS 1
Managing Technological Innovation in Digital Business Environments
Yolanda McNeil
ENGL 602 Field Project: Final Product
Liberty University
MANAGING TECHNOLOGICAL INNOVATION IN DIGITAL BUSINESS
ENVIRONMENTS 2
Introduction
Background of the Research
Innovation plays a critical role in assisting businesses to sustain and grow their market
shares. It takes place in dissimilar functions and parts of the business and it is significant to
understand the best way to create and manage it effectively. Digital technologies have been
regularly used in business and this has led to digitized workplaces that demand the need to invent
to remain at the top in the market (Kay & Willman, 2018). Digitizing places of work has played
a key role in changing the way business is usually managed and this has similarly affected how
innovation must be managed and embraced in such a novel business atmosphere. Therefore, the
best way to understand technological innovation in the digital business atmosphere is the need to
understand how technology has been shaping the business world.
The reason for choosing technological innovation in digital business environments is that
business owners play a critical role in the identification and application of new technologies. By
investing in initiatives that permit them to deliver efficient and effective services and products,
they discover innovative solutions to complex challenges (Camisón & Villar-López, 2014).
Successful technological innovation needs collaboration, expert project management, planning,
and execution. Worldwide competition and rigorous demand to bring commodities to market
very fast affect decisions.
Research Purpose
1
2
Tess Stockslager @ 2020-03-06T10:07:25-08:00
This wording seems a bit circular: "the best way to understand...is the need to understand." Is there a clearer way you could state this?
Tess Stockslager @ 2020-03-06T10:09:33-08:00
Even without the word "I," you're indirectly referring to yourself here, which isn't necessary in this paper. You don't need to explain why you chose your topic; instead, you should explain why the topic is important in the field (which is exactly what you did in this sentence--you just need to frame it differently).
MANAGING TECHNOLOGICAL INNOVATION IN DIGITAL BUSINESS
ENVIRONMENTS 3
The purpose of this research is to explore the role and importance of managing
technological innovation in the digital business environment. Technological innovation strategies
that a firm pursues can either break or make the company. The current business landscape is
increasingly multifaceted. For an organization to succeed in the modern business environment, it
is critical that it adopts digital innovation which can assist to attain its goals and remain at the top
in the competition (Camisón & Villar-Lóp.
Running head MANAGERIAL REPORT FOR SUPERVISING MANAGER 1MAN.docxwlynn1
Running head: MANAGERIAL REPORT FOR SUPERVISING MANAGER
1
MANAGERIAL REPORT FOR SUPERVISING MANAGER
7
Managerial Report
HMGT 300 6380 Introduction to the U.S Health Care Sector 2205
Taneshia Davis
UMGC
Professor: Todd Price
May 31, 2020
Manager's Name and Role:
Name: The patient experience-supervising manager is Mr. Aleo Brandford
Roles:
The supervising manager ensures that all patients are fully engaged in inpatient experience activities under the supervision of highly experienced healthcare professionals. The manager also ensures that all healthcare professionals are compliant with policies, rules, and regulations that govern patients, healthcare practice, healthcare organizations, government, and the corporate world. Moreover, the supervisor conducts monitoring and evaluation of the healthcare providers to ensure they are delivering high-quality services within the set time. The manager also monitors and evaluates the healthcare systems in the organization to ensure that they are affirmative to rules, policies, and standards set for healthcare service facilities and providers as a to deliver satisfactory high-quality services. The manager, together with respective departments and personnel, initiates, improves, and implements patient experience programs that equip personnel with relevant patient experience skills, knowledge, and competencies necessary for satisfactory healthcare service provision. One other key role of the manager is the contact point for all inquiries, explanations, experiences, and feedbacks associated with patients and the healthcare facility.
Healthcare Setting:
The Minnesota Healthcare Facility is a county facility that offers preventive and curative healthcare services for in- and out-patients. It serves the entire region with all healthcare needs. It has both children and adults wings with fully functional departments and equipment. It is the only healthcare facility in rural with a population capacity of 200 per day. It is well equipped with childbirth and immunization facilities and serves the general public healthcare needs.
Managerial Issue:
Determining MeaslesSpread Rate
The manager needs to task-relevant departments to collect patient and exposed children information from children's care centers, schools, attendance lists, and health facilities. The information will help determine the rate of immunization, the number of patients, and approximate exposed children and other adults. The number of children vaccinated against measles, 21 days before its eruption should be identified from the Immunization Information System of Minnesota, and facility children's care center information System. The challenge will be on the follow up of the exposed children and administering necessary interventions. This is necessary for checking further spread of the disease in the community (Hall et al., 2017).
Impact & Details: Restrict Public Gathering
To restrict the mingling of children in healthcare faciliti.
Running head MANAGING DYNAMIC ENVIRONMENTS FINAL .docxwlynn1
Running head: MANAGING DYNAMIC ENVIRONMENTS FINAL
1
MANAGING DYNAMIC ENVIRONMENTS FINAL
2
Managing Dynamic Environments Final
Managing Dynamic Environments Final
Introduction
The for-profit organization which will be analyzed in this report is a famous casual dining restaurant and bar called Buffalo Wild Wings Restaurant and Sports Bar. This is an international organization which has various outlets in different parts of the world such as in the United States, Mexico, Canada, Panama, India, and the Philippines among other countries. The reason why Buffalo Wild Wings is the target organization for this report is that it recently received a new president, Lyle Tick, who set an objective to improve the brand image of the restaurant so that it can attract more customers (Romeo, 2018). Due to this, the organization is undertaking some changes in its marketing which is an important component of the internal operations of the business. The change of focus is implementing a social media marketing campaign to increase the number of new customers for the restaurant. This report will evaluate different factors, positive and negative issues, and challenges, which can affect the change process as well as analyze different concepts which can be used to improve change management and change process so as to result to the desired outcomes.
Identify the role of strategic renewal in propelling change.
Strategic renewal is important in creating change interventions which will impact the team members and the organization positively. This is an important process which helps change managers to evaluate the existing progress of the change process and focus on how to improve the change process so that the desired outcome may be achieved. One of the roles of strategic renewal in propelling change is by revisiting and improving the change strategies. Strategic renewal ensures that the organization is able to develop a strategic game plan which will be used to promote different growth objectives during change management. This enhances change since the organization is able to focus on having a competitive advantage against other competitors and satisfying the customers’ needs to the best of its abilities. In the case of Buffalo Wild Wing Restaurant, it focused on adopting new growth objective which aimed at attracting more millennial customers to ensure it increases the size of the target market for the restaurant.
Strategic renewal helps in concentrating all the efforts in brainstorming and identification of solutions to challenges which may impact the change action plan. The organization and its employees are able to focus on finding different approaches which can be used to improve the experience resulting from the change process. This pushes change since the organization is able to avoid certain pitfalls which the organizations would have experienced. This aspect has been achieved by Buffalo Wild Wings Restaurant whereby the organization.
Running head MANAGING DONUT FRANCHISES1MANAGING DONUT FRANCHIS.docxwlynn1
Running head: MANAGING DONUT FRANCHISES 1
MANAGING DONUT FRANCHISES 2
Managing Donuts
Joyce Crow
Ashford University
MGT 330 Management for Organization
Jill Heaney
May 10, 2020
District Manager of Five Dunkin’ Donut Franchises
Introduction
As the new District Manager, I intend to build and structure the foundation of workers for all the five Dunkin' Donuts establishments. My goal is to increase the fiscal profits for every unit to establish extra legacies to the company's brand. The paper analyzes the following categories of Dunkin' Donuts: job design including job analysis, job description and job specification, and organizational design. Workers job designs will be assessed with the use of a divisional structure for Bakers, Crewmembers, and managers. Inside of Dunkin' Donuts will be analyzed to decide the needs for recruiting and selecting applicants. Also, the essay discusses the training and performance appraisals for the value of significance to the franchise.
Job Design
Job design refers to the process of organizing duties and roles into a productive unit of work. The job design will include job analysis, job description and job specification. Job design occurs when managers decide the duties to be completed, the people who will do them and the selection approach to be adopted in choosing workers (Reilly, Minnick, & Baack, 2011). Below, I have used job analysis, job description, and job specification to discuss the job design of the five new establishments.
Job Analysis
The process of assigning tasks will be undertaken by the HR department and the departmental managers. I will be adapting the extermination model of job analysis. Every branch will have 5 to 8 workers per shift, with one being a manager, one may be a shift leader and the rest will include crewmembers and bakers. They will be in charge of food handling, housekeeping and sales. Each worker's qualification will include preparing donuts, coffee, frozen meals, and working on the cash register.
Job Description
For job descriptions, the current Dunkin' Donuts models will be appropriate for the Crewmembers, Bakers, and Management (https://www.peopleanswers.com/pa/testSplashPageEntry.do?splashURL=portalDunkinDonuts1&src=825452). Most roles at the organization are entry-level positions, which need filling customer orders through preparing drinks and baked food. Applicants will need to show their readiness to take directions and interact with the clients regularly.
Job Specification
Bakers, Crewmembers, and Shift Leaders – These are the entry-level spots that will need minimal requirements. Basic requirements include at least a High School Diploma (GED or equivalent), inclination to take direction and intermingle with clients, and interpersonal working capabilities. These roles are trainable on the job. The position of shift leader will be achievable by an existing baker or crewmember .
Running head MANAGEMENT DILEMMAS1MANAGEMENT DILEMMAS6.docxwlynn1
Running head: MANAGEMENT DILEMMAS 1
MANAGEMENT DILEMMAS 6
Management Dilemmas
Name
Institutional Affiliation
Management Dilemmas
Part I: Research Questions
1. Should student athletes receive a stipend by the universities as reimbursement for participating in sports? Are there policies under the ISSF that guide on how best students should be compensated for their participation in different sports?
2. What challenges do coaches face in managing their respective teams? Is there an approved ISSF standard management structure that would allow coaches to participate and interact more with their players such that they are not only constrained to their managerial duties?
Part II: Research Topic
Problem Statement
Professional athletes earn large sums of money, though considered unethical; due to the fact that most of the times these athletes are students who are “exploited”. The estimated value rose through college athletics is considered to be roughly more than a billion dollars yearly, with this revenue being generated from an estimated 25 football schools and 64 basketball schools respectively (Brown & Williams, 2019). The concern raised is that the students do not get to see the money earned; but instead are offered athletic scholarships, allowing them to get free college education. The concerning factor is that most students use this opportunity as a chance to qualify for professional leagues, without considering the beneficial factors that their education offers. They are continuously to sacrifice their class and study hours such that they can practice and travel for their sports (Brown & Williams, 2019). Even though a scholarship seems like a good deal for some of these college athletes, what criteria is used to reward those athletes who are often viewed as celebrities and exploited for their affiliation with different institution to earn money for them?
Quite often, managers are faced with the dilemma of relating with their athletes mainly because they are absorbed in managerial duties that limit their interactions with their players. As a result, the element of teamwork is ignored and disregarded, leading to lack of communication, lack of trust, and continued conflict, which may affect the effectiveness of the team (Rollnick, Fader, Breckon, & Moyers, 2019). Sometimes the coaches aspect of caring is viewed as interference because there is no connection between the players and their coach, with coaches feeling left out of most decisions made by the players. This in mind, the study focuses on finding new strategies that can be applied by all coaches in every sport, such that the aspect of unity and communication is achieved, with coaches participating more in their respective projects.
Importance of the Study
Given the dynamic scope of this industry, it is important to do more research to understand the depth of the dilemma within the industry, with the use of previous and current research to provide insight on different pers.
Running head MANAGERIAL ACCOUNTING 1MANAGERIAL ACCOUNTING.docxwlynn1
Running head: MANAGERIAL ACCOUNTING
1
MANAGERIAL ACCOUNTING
2
Managerial Accounting
Accounting can be defined as the procedure of keeping monetary financial records. Accounting can be group as financial and managerial accounting. For businesses to be successful, they need to be having both managerial and financial accounting experts. Impeccable managerial and financial bookkeeping are important to the progress and constant survival of any corporate. Structurally, economically, and lawfully, bookkeeping is an essential section in any institute, and the necessity for an extremely skilled accounting squad is unconditionally crucial. Despite the similarities between financial and managerial accounting, there are also differences between them.
The managerial accounting works through measuring, analyzing and reporting monetary and non-monetary information that aids directors to make judgements to accomplish the objectives of an organization. Managerial accounting emphasizes on the internal broadcasting and is not regulated by generally accepted accounting principles (GAAP). Management accounting is known for its much efforts to focus on the future rather than paying much attention to what happened in the past (Kinicki & Fugate, 2016). This type of accounting is so influential to the performance of directors and other workers as opposed to principally reporting financial events. There are no principles which guide the operations of management accounting.
Management accounting permits executives to charge attention on owners’ principal to aid judge a division’s presentation, although this may not be allowed by generally accepted accounting principles. Managerial accounting comprises assets or liabilities which may not be recognized by generally accepted accounting principles and it makes use of asset or liability quantifying rules like present values or resale prices which is not acceptable under GAAP.
Financial accounting on the other hand emphasizes on commentary to exterior events like shareholders, government interventions, and banks. It evaluates and registers business dealings and provides fiscal reports that are grounded on generally accepted accounting principles (GAAP). Financial bookkeeping is controlled by commonly accepted accounting principles (Weygandt, Kimmel & Kieso, 2015). Financial accounting comprises of sending monetary reports like income reports or balance sheets, to outside bodies like creditors, tax specialists, shareholders, and the Interior Revenue Service.
The managerial accounting positions out profit and loss accounts, job costing accounts, and operating resources, financial accounting conveys facts only for those on the external who want to decide the company's marketplace assessment. Managerial accounting emphases on issues and answers within an institute while financial accounting is worried with productivity from without. Managerial accountants make internal working reports, while financial accountants generat.
Running head: LOGISTIC REGRESSION 1
LOGISTIC REGRESSION 2
Logistic Regression
Student Name
Institution
Course
Instructor
Date
Question (a)
Categorical variables are useful in classifying data that usually takes only one form. An example where categorical variables can be used is when classifying the ages of different individual based on the gender of the participants. The use of n-1 variable in categorical variables makes the classification easier since variables take either of the quantitative provided. In these situations, the variables are limited to take either one or zero as the quantitative value to ease the classification process (Bühlmann & Dezeure, 2016). Classification based on n-1 variable tends to be faster and also saves time and does not have many problems. When a particular variable takes 1 is assumed to be quantitative but when it takes zero the assumption made is that the variable is absent. Categorical variables involving n variables, the n-1 variables are the only important variables since they classify the data given accordingly to the required quantitative values which I either 1 or 0.
Classification of information based on categorical valuables, the n variables tend to have problems. The n value can sometimes lead to problems that may end up prolonging the classification process and also make it difficult. The n variable has problem in resulting to multi-co linearity in classifying (Guo & Berkhahn, 2016). The problem results when there is similar interconnections between the variables this create a problem in interpreting the information. The interconnection of the n variables can result in the prediction of the other variable from the other. Another problem resulting in from categorical variables is that n variable is intuitively meaning that variables can be classified based on the interests or feelings of the research. Lastly, the n variables are redundant that is do not have updated information.
Question (b)
In statistics, logistic regressions are used in classification of variable that tend to have different forms either positive or negative values. Logistic regressions classify data consisting of dependent variables with and more than two or more independent variables. The classifications are based on pacing several variables at their different level of existence (van Smeden et al., 2016). Logistic regression predict the relationship of variables that can either take 1or 0 in the classification. Logistic regressions is concerned in giving descriptions to the data and give detailed information relationship between one independent variable and more nominal independent variables. For instance, logistic regression can be used in financial institutions to clarify financial defaulters. In classification of the data, logistic re.
Running head MANAGEMENT OF CONGESTIVE HEART FAILURE THROUGH MO .docxwlynn1
Running head: MANAGEMENT OF CONGESTIVE HEART FAILURE THROUGH MO 2
MANAGEMENT OF CONGESTIVE HEART FAILURE THROUGH MO 8
Managing Congestive Heart Failure through Motivational Education
Rosaline Hicks
Chamberlain University
Dr. Sheryl Cator
March 26, 2020
The purpose of this paper is to discuss how motivation can improve outcomes in congestive heart failure (CHF). CHF is a chronic progressive condition that affects the pumping ability of the heart muscles. This paper will cover CHF as a practice problem, the role of evidence to in regard to CHF, and the role of the DNP practice scholar in the translation of evidence.
Addressing issues related to CHF management through education program is important in the improvement of self-management. Most of the reported readmission cases, morbidity, and mortality are associated with poor self-care and self-management of the diseases. The focus of most healthcare facilities when it comes to the management of the CHF is focused on an identified medication regimen, and little to no attention is given to the importance of patient education to improve self-management of CHF.
A study by Bader et al (2018) revealed that an advanced heart failure program helped in the improvement of disease awareness and self-care behaviors when the patients were led by well-trained heart failure nurses. Another study by Howie-Esquivel et al (2015) used the approach of TEACH-HF intervention to manage CHF patients. The study outcome revealed a significantly lower hospital re-admission rate and decrease in the length of stay.
DNP practice scholar play a key role in the translation of evidence. The DNP practice scholar is instrumental in the initiation of projects that focus on the standardized educational process for CHF patients. The initiation is done through the development of new education tools and clinician documentation of evidence-based heart failure care (Myslenski, 2018). Practice Problem and Question
Patient education is becoming an effective process of managing CHF at home. Patient education aids in the improvement of knowledge and self-care behaviors, thereby, reducing the incidence of readmissions cases (Bader, et al., 2018).
Heart failure is a common, high-risk condition that is characterized with high reports hospitalization and sometimes death. This disease affects more than 6.5 million Americans and in 2012 the CDC reported that it cost approximately 30.7 billion dollars to care for CHF patients and wages lost due to hospitalization. Unlike other cardiovascular illnesses, CHF appears to be the most common one and nearly 1 million new cases are being reported annually internationally. This, therefore, makes it the fastest growing cardiovascular disorder (Savarese & Lund, 2017).
This study is guided by the following Picot question: Does the multidisciplinary educational approach work effectively towards the prevention of hospital re-admission for patients diagnosed with congestive heart .
Running head: MALWARE 1
MALWARE 2
Student’s name:
Professor' name:
Topic:
Institution:
Date:
Malware-Trojan horse virus
Malware can be defined as any file or program that is introduced to a computer with the intention of harming the user. The harm to the user can be through interfering with his use of the compute, unauthorized access to his data, locking the user out of his computer and also spying on the user’s activity. There are several types of malware and they include ransom ware, Trojan horses, computer viruses, worms and spyware (White, Fisch & Pooch, 2017). For this particular assignment, I will focus on Trojan horse virus. The name Trojan horse comes from the famous Greek story, where Greek soldiers were able to take down the city of Troy after they sneaked into the city inside a wooden horse that was guised as a gift to the people of Troy. Just like the story the Trojan horse virus disguises itself as a legitimate program however the program provides unauthorized access into the system most of the time to hackers.
Most of the time, Trojan horses gain access to a secured system through social engineering. Most of the time, Trojan horse viruses are introduced into a system by duping a user into executing an attachment on an email guised to be unsuspicious. They can also be introduced via social media where users are tricked into clicking on fake advertisements or advertisements that offer fake rewards. Once the links or attachments are clicked on, a Trojan horse virus is introduced. Trojan horse viruses can allow an attacker to have access to a user’s personal information and other forms of data. Trojan horse viruses can affect other devices on the network through infection caused by the introduction of the first Trojan horse; most ransom ware is introduced through Trojan horse viruses (Wang, Lorch & Parno, 2016). In addition, through the use of Trojan horse viruses, attackers can modify data, copy data, block data, delete data and generally disrupt or distort the performance and operations of targeted computers or devices in a network.
Steps of mitigating a Trojan horse virus attack
The first step in mitigating a Trojan horse virus attack is the installation of effective anti-malware software or what is commonly referred to as an anti-virus. The anti-malware will detect as well as prevent any Trojan horse virus attack on a computer or a network. The second step in mitigating Trojan horse virus attacks is the installation of the latest available patches of the operating system in use. The third step is proper scanning of all external devices that are introduced to a computer or a network (Rader & Rahman, 2015). The fourth step is through the cautioning on the execution of any program th.
Running head LOS ANGELES AND NEW YORK BUDGETARY COMPARISON .docxwlynn1
Running head: LOS ANGELES AND NEW YORK BUDGETARY COMPARISON 1
LOS ANGELES AND NEW YORK BUDGETARY COMPARISON
3
Los Angeles and New York budgetary comparison
Vibert Jacob
South University
Los Angeles and New York budgetary comparison
The cities for comparison in this assignment are the city of New York and the city of Los Angeles. These two are major cities in the United States that have large population and play a crucial role both locally and internationally. The cities have major infrastructural, social, and economic burdens to bear. They also have huge finances to budget for the management of their cities. In the financial year 2017, the city of New York budgeted for an expenditure of $84 billion (The City of New York, 2017). Los Angeles has a budget of $9.2 billion (City of Los Angeles, 2017). The New York City budget is larger than some of the states in the USA. Both cities are required to ensure they have a balanced budget each year with clear information about the sources of the funds, use of the fund and ensure that the budgetary deficits are clearly financed in each year.
The city of Los Angeles budgets is prepared with several underlying principles that must adhered. The city has a reserve fund, which equals to 5% of the city’s general fund revenues. The capital improvements fund for the city is equal to 1% of the city’s general fund revenue. The city holds that all the funds from one-time sources must be used to finance the one-time expenditures. The city of New York has also established several reserves to take care of uncertainties in the city (City of Los Angeles, 2017). These reserves include the Retiree health benefit trust funds, a general reserve as well as a capital stabilization reserve fund for the city.
Sources of funds
The two cities have almost similar sources of funds for their budgets. These sources of funds, however, have differing contributions to the city’s finances. The table below presents the proportional sources of incomes to the cities.
Los Angeles
New York
Source
%
%
property taxes
21.9
29
allocation from other government agencies
6.5
27
utility user tax
7.1
7
business occupation
8.6
4
licenses and other fees
24.5
8
sales tax
5.7
8
proprietary
5.3
13
miscellaneous
20.4
4
100
100
In the two cities, the property taxes account for the largest source of incomes. In New York, the allocation and distribution from other government and government agencies is the second largest source of income. This is due to the international nature of the city, which hosts major national and international offices. The city of Los Angeles has large commercial enterprises within its jurisdiction that contributed large amount of incomes in form of licenses, fees, and permits compared to New York’s city income from license and fees amounting to only 8% of the overall incomes. The miscellaneous sources of finance include the transfers from the reserve transfers, the special funds .
Running head MAJOR PROJECT1MAJOR PROJECT9Initial Ou.docxwlynn1
Running head: MAJOR PROJECT
1
MAJOR PROJECT
9
Initial Outline
Chicago
University
(The Working Title of this Major Paper Should Go Here Exactly as on the Title Page)
Foreclosure is a scary word for homeowners, but it is
not all that common today (citation needed). Bortz (2017) reported that the foreclosure rate (meaning the percentage of loans in foreclosure) currently hovers just under 1%. During economic downturns, like the housing crisis of 2011, foreclosure rates rose as high as 3.6% in United State (Bortz, 2017).
Research question
The phenomenon as mentioned above and literature background lead to the overriding research question, “what are the lived experiences of management executives whose companies face foreclosure?” The subareas of exploration for this question are:
i. The manager’s self-care practices
ii. The manager’s relationship with immediate relatives
iii. The manager’s business practices
iv. The manager’s relationships with subordinates
Methodology
In order to investigate the lived experiences of management executives, a phenomenological qualitative method will be employed. The relationships and practices of managers facing company foreclosure are the core of this research. Creswell (2013) discussed that the purpose of a phenomenological qualitative method is to …….
Proposed population
1. The homogenous group for the study is former management executives strictly from the operations department. The selected executives will have a background of having undergone company foreclosure at least once in the past 20 years.
2. Participants will be solicited through enticing advertisements online for filling surveys to participate in a study interview.
3. The number of participants will be restricted to 16 executives aged 35 years or more. Their former positions will be limited to operations management.
Data collection
1. The type of data to be accrued will be unstructured and semi-structured interviews.
2. Participants will be asked to participate in at least two rounds of one-on-one interviews spanning anywhere from 50 to 60 minutes each. Interviews will be conducted in person, by phone, or through an internet source such as Zoom.
3.
Bracketing
I am especially interested in this research question because my research showed scarce primary literature about the impact of company foreclosure on the personal and professional lives of executives’ manager and their families. With many companies facing foreclosure around the globe every year, it is surprising that very little research has been conducted on how they affected the lives of the involved executives. I suspect I may find it useful to know the real potential consequences of organizational shutdown in case I become a manager in the future. Even though one works hoping for the best, preparing for the worst is also a very rational route for any organizational management model.
(Do you have any first or third-party experience and/or knowledge of a.
Running Head MAJOR CONCERNS OF CLIMATE CHANGE IN CHINA 1MAJO.docxwlynn1
Running Head: MAJOR CONCERNS OF CLIMATE CHANGE IN CHINA 1
MAJOR CONCERNS OF CLIMATE CHANGE IN CHINA 10
Major Concerns of Climate Change in China
Student’s Name:
Course Title:
Course Number:
Professor’s Name:
Date:
Major Concerns of Climate Change in China
Introduction
China is one of the critical countries in the world, which are considered to significantly contribute to the issue of climate change. Research indicates that China produces over 6.000 megatons of carbon dioxide every year. The increased concentration of carbon dioxide in the atmosphere is associated with increase in global warming, which perpetrates the climate change. To this end, China is regarded as the largest emitter of greenhouse gases across the globe based on absolute terms, contributing to about 22 percent of the total amount of emissions (Held, Nag & Roger, 2011). At the moment, the emissions of the greenhouse gases by China have exceeded the global per capita average, following the growth in the emissions by over 200 percent from 1990 to 2008. The concern of increased greenhouse gases emissions in China is largely associated with the countries appetite for economic growth. The historical growth of the Chinese economy has been tremendously effected through the use of fossil fuels as a major source of energy in industries. Despite the increased desire from the global community to mitigate the impacts of climate change, there is fear that the emission of greenhouse gases in the country may rise by between 55 and 75 by 2025 (Held, Nag & Roger, 2011). Therefore, it is important to discuss the different concerns presented by China regarding the issue of climate change that is tremendously perpetrated by increase in emission of carbon dioxide and other greenhouse gases.
Overview of the Issue of Climate Change in China
The Chinese government has established policies that are aimed at adopting effective governance of climate change, improved domestic capacity of effectively governing the energy use and emissions, as well as supporting the commitments that positively impact decline in future international emissions. China acknowledges the need to lower the emission of greenhouse gases as well as mitigating the impacts of climate change, which is a critical solution towards obtaining a healthier international environment (Lipin, 2016). As a matter of fact, numerous multinational negotiations have been advanced so as to develop a global climate regime that governs the efforts of reducing the emission of carbon dioxide and other greenhouse gases. Being among the world’s largest polluters, China has received increase attention from the global community. The country, which has the highest population of over 1.3 billion, has been steadfastly reluctant to comply to the suggestions by international organizations such as the United Nations Framework Convention on Climate Change (UNFCCC) (Held, Nag & Roger, 2011). These organizations have been engaged in pushing for .
Running Head LOGISTICS1Running Head LOGISTICS7.docxwlynn1
Running Head: LOGISTICS 1
Running Head: LOGISTICS 7
Logistics and Supply Chain Operations
Stanley Thompson Jr.
DB 8035
24 May 2020
INTRODUCTION
Amazon is one of the fastest growing online retailer company in the United States of America that has been able to overhaul its business structure by using innovative strategies in supply chain management. Amazon has left most of its competitors have a hard time trying to catch up. The firm has made huge investments in the management of its inventory to include recent forms of technology to beat its competition. The firm has optimized every link in its supply chain to ensure its customers are satisfied and well attended to (Leblanc, 2019). This paper hence seeks to discuss Amazons supply chain operation factors such as; transport and security, procurement and inventory management, technology and information management, and articulate some of the global risk factors affecting the firm. Comment by TJS: Paragraphs need to be left justified Comment by TJS: Great point here. Amazon is dominating the industry Comment by TJS: Anthropomorphisms should not be utilized. An anthropomorphism is the attribution of human characteristics or behavior to a good, animal, or object.
TRANSPORTATION AND SECURITY
Transportation cost structures, modes, and distribution centers, inventory control systems, and inventory costs reduction strategies
Amazon initially launched a two-day delivery program for its customers to ensure that its customers had fast delivery of products but soon other competitors started catching on. Amazon hence had to make another adjustment in its freight services and now offers a two-hour delivery service to Amazon Prime customers. For product freight, Amazon has equally sub-contracted firms such as the United Parcel Service to transport its products to its customers. Amazon has been relying on third-party couriers to make their deliveries as they have a better-established delivery route and path that they can leverage for efficient delivery services (Leblanc, 2019). Comment by TJS: Yes. They set a new industry standard
However, due to the consideration of numerous factors involved in using third-party carriers for deliveries, Amazon has developed its privately-owned freight service. Amazon hence uses its privately-owned vehicles to carry products to its clients specifically for same-day deliveries. In recent times, Amazon has been developing cargo freight service in certain specific areas where the firm uses drones to carry items straight to their clients who are within a 10-mile radius from their warehouses. This has cut product deliveries to half an hour or less. Amazon is progressively incorporating newer technologies in its supply chain that systems can hence run without human supervision. This strategy has been articulated to be efficient so far as there are has been reduced inventory management costs over the last few years since the acquisition of Kiva Systems (Leblanc, 2.
Running head LOGIC MODELLOGIC MODEL 2Logic modelStu.docxwlynn1
Running head: LOGIC MODEL
LOGIC MODEL
2
Logic model
Student’s name
University affiliation
Date
References
Blue-Howells, J., McGuire, J., & Nakashima, J. (2008). Co-location of health care services for homeless veterans: a case study of innovation in program implementation. Social work in health care, 47(3), 219-231.
Output
Integrating patient care
Communication and collaboration between workers hence resulting to communities of practicing clinicians
Attracting new patients to GLA
Funding a two-year pilot grant
Effective process for psychiatric screening for homeless patients
Outcomes
Homeless project were integrated
The issues of homeless veterans were addressed due to institutional barriers
There was creation of coalition and linking the project to legitimate VA-wide goals
Good sustained program maintenance, process evaluation and encouraging development of communities.
Activities
Building a coalition of decision makers
Introduction of a new integrated program
Inputs
The decision to implement
Initial implementation
Sustained maintenance
Termination or transformation
Running head: PROGRAM EVALUATION 1
PROGRAM EVALUATION 2
Program Evaluation
Institutional Affiliation
Insert the student’s name
Instructor’s name
Course
Date
Introduction
Evaluation of the program is usually done to in order to determine the quality of the program, how effective the program is and how the program is performing. This can help to know if the program is making a significant difference among the targeted people. It can also assist to know if the program is functioning or not. This paper therefore seeks to evaluate the program which is assisting the homeless people within the community.
The two program evaluation questions are: what is the reach of the program? And what has been the impact of the program on the homeless people? The answers to these questions would elicit both qualitative and quantitative results. Therefore, the program evaluation will require both quantitative and qualitative data collection plan. This is because the use of mixed-method approach is convenient since the results and findings would be reliable (Creswell, 2017). After identifying the evaluation program questions, the next step will be to come up with plan of evaluating a program. The plan should consist of methods of collecting data, evidences, the person responsible and the duration.
Program Evaluation Question
Evidence
Methods and sources of collecting data
Person in charge
Duration
1. What is the reach of the program?
Number of building materials distributed
Records of the program
Robert
One month
2. What has been the impact of the program on the homeless people?
Number of people resettled
Number of people not yet re.
Running head LITERATURE REVIEW1MINORITY BOYS SCHOOL DROPOUT A.docxwlynn1
Running head: LITERATURE REVIEW 1
MINORITY BOYS SCHOOL DROPOUT AND CONTINUATION SCHOOL 2
Literature Review
Literature Review
It is expected that every student enrolled in high school works hard towards the completion of their high school diploma. However, research indicates there was a 5.4% drop out among the minority groups, in which 6.4% of the overall status dropout rate is that of the male youth. Among the Africans, Hispanics, and American Indian Natives, the dropout rates among the boys are 8%, 10%, and 11.6%, respectively (Musu-Gillette, De Brey, McFarland, Hussar, Sonnenberg, & Wilkinson-Flicker, 2017). These dropouts often join continuation schools later in life with the hope that they will get an equivalent of their high school diploma. The theoretical framework of this research is based on the phenomenological approach, in which the aim is to examine the occurrence of school dropout among minority boys and their performance after joining continuation school.
One of the theories that explain why minority boys drop out of school is the Critical Race Theory. The model argues that education opportunities are often affected by an individual’s race and racism (Colbert, 2017). Based on this theory, minority groups are often faced with issues such as poverty and racial discrimination in schools, which causes some of the male students to drop out of school. Racism victims in school feel inferior to the whites and sometimes feel like they do not deserve a quality education, and they end up falling behind in school.
Cultural production theory, on the other hand, explains why the dropouts choose to go back to school. The theory holds that the education system helps to level out the playing field so that people get equal opportunities to make their lives. The approach provides an essential perspective as to why minority boys dropouts join continuation schools and complete their learning process.
According to Bania, Lydersen, and Kvernmo (2016), non-completion of high school mostly results from different problems, most of which are health-related. In research in which the authors carried out among the youths in the Arctic, they found out that dropout rates were higher among males. Additionally, minority males often drop out due to mental issues. Based on the article, education affects an individual’s employment opportunities and income, as well as the quality of life, which explains why the dropouts choose to join continuation schools later in life.
Hernandez and Ortez (2019) undertake research in which they analyze the experiences of some Latinas who are enrolled in continuation school. Based on the writers’ claims, continuation schools have put in place strategies that enable the students to cope and realize that they have an opportunity to succeed just like any other individual. Additionally, due to the improvement in the prospects for quality education presented to the marginalized groups, the article indicates that there are .
Running head LIVING WITH CHRONIC ILLNESS1Living with Chroni.docxwlynn1
Running head: LIVING WITH CHRONIC ILLNESS 1
Living with Chronic Illnesses 2
Living with chronic illnesses: How are those with a chronic illness treated by their families since their diagnosis?
Maura K. Little
University of West Florida
Abstract
This study aims to figure out what the relationship and meaning of the ways that a family treats a family member with a chronic mental or physical illness. The exploration of the way those with a chronic illness are treated since their diagnosis is important to understand the perceptions, behaviors, and communication that surrounds illness. Chronic mental illness will be analyzed against chronic physical illness to assess similarities and differences in family behaviors. Participants included individuals selected from local support groups based on their illness as well as family structure. An ethnographic study would be used to compare both the verbal and nonverbal relationship between the ill family member and the rest of the family.
Introduction
This study aimed to focus on both physical chronic illnesses and mental chronic illnesses and their effects on family communication, particularly surrounding the diagnosis of the illnesses.
Family has a large impact on the perceptions of illness. In recent times, the publicity around individuals with chronic illnesses, both mental and physical, has increased dramatically in the media. From the production of films about those with physical chronic illnesses to celebrity diagnosis of a mental illness, illness is something our society is beginning to talk about more frequently. However there are certain stigmas attached to these illnesses that make it harder for patients and their families to cope with their situation. Most often because of the portrayals of chronic illness that romanticize illnesses and do not necessarily show all of the effects of these illnesses on the patient or their family.
Both mental and physical chronic illnesses are much more complex than how they are portrayed in the media. These illnesses often produce copious amounts of side effects that bring a whole new level of challenges to the patient's struggle through their daily life and readjustment after diagnosis. One effect that is often not publicized as much as others is the relationships that exist between the patient and their family. These family relationships may change drastically with the diagnosis of and grappling with a chronic illness, changing how family members perceive one another, how they act, and even how they communicate. All of these things depend upon the nature of the family, and the illness and produce different changes. However, through all different types of families and illnesses, communication in situations like these is essential to understanding one another. According to Rosland (2009), several interviews and focus groups showed that family members lowered stress, and are central to patient success. In most instances, the family i.
Running Head LITERATURE REVIEW2LITERATURE REVIEW 2.docxwlynn1
This document discusses the effects of tobacco use. It notes that tobacco consumption peaks between ages 20-40 for both males and females, though males consume more. Smoking rates are higher for some minority groups than the national average. Tobacco use leads to diseases like cancer, heart disease, and addiction. While educating people on the harms of tobacco and making it less affordable can reduce use, tobacco has caused many deaths regardless of socioeconomic background. Lung cancer is a major cause of cancer deaths and is linked to tobacco consumption. Tobacco use also increases risks of other cancers and can damage blood vessels.
Running head LOGIC MODELLOGIC MODEL 4Situ.docxwlynn1
Running head: LOGIC MODEL
LOGIC MODEL
4
Situation: due to language barrier, patients are unable to receive adequate healthcare
Inputs
Outputs
Outcomes – Impact
Activities
Participation
ShortMediumLong
-Funding
-Staff
-Technology
-Trainers
-Software
-Facilitators
-Computer devices
In order to measure the effectiveness of these inputs, a comprehensive program evaluation may be done through interviews, questionnaires etc
-Training of staff
-Use of technology
-Use of professional interpreter
-Use of multiple languages
-Use of visuals like graphs and pictures
-Interview patients and healthcare
- Assessing the language barrier
-Improving staff ability to communicate using different languages
-Developing ways that can be used in eradicating the issue of language barrier
-50% of healthcare providers trained within three months.
75% of patients reporting greater satisfaction in healthcare services
-70% increase in number of patient comeback.
-Training completed
-100% effective communication between healthcare providers and patients
-Improved patient satisfaction
-Increase number of community patients
-Improved quality of patient quality.
Project assumptions
There will be enough funding for the training and equipments.
Healthcare providers/staff will be open to participation
References
Chou, C. & Cooley, L. (2018). Communication Rx : transforming healthcare through relationship-centered communication. New York: McGraw-Hill Education.
Jacobs, E. & Diamond, L. (2017). Providing health care in the context of language barriers : international perspectives. Bristol, U.K. Blue Ridge Summit, PA: Multilingual Matters.
.
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Digital Artefact 1 - Tiny Home Environmental Design
Running head JOURNAL CRITIQUE 1Journal Critique - Assessi.docx
1. Running head: JOURNAL CRITIQUE 1
Journal Critique - Assessing School Effectiveness
JOURNAL CRITIQUE
2
Summary of the article
The program being evaluated by the authors was a Collegiate
Learning Assessment
(CLA) program. This article was based on the criticism
regarding the students taking the
Collegiate Learning Assessment (CLA) program which is used
in the measurement of the value
added in the learning institutions through carrying out a test on
the capability of the freshmen
and seniors to the logical thinking and clear writing. The
methods used by the Collegiate
Learning Assessment to help in the determination of the value
added were outlined. Authors of
this article provided some of the criticism being provided by
individuals especially when it
2. comes to the computation of the value added. The responses to
the concerns raised were also
provided.
According to this article, CLA program currently involves the
use of the linear regression
model and in this case, the school is considered to be the unit of
assessment whereas the school
means SAT score is the sole explanatory variable. Authors of
this article responded to the
criticism by indicating that students who are participating in the
CLA program tend to be
identical to their fellow student based on the measurements
which were observed by the authors.
Also, the senior participants are similar to the participating
freshmen and immediately when
there is a control for SAT scores, CLA tasks performance is
unrelated to the aspects of the task,
student academic major, the demographics of the learners, and
student' features like size. The
disapprovals of the CLA procedure are not being reinforced by
data. In addition, the problems
which are created by the confounding, as well as the selection
bias, are affecting different
categories of research programs. CLA is lucky due to its ability
3. to address the challenges faced.
Margaret Bragg
10250000006100258
you must cite your article throughout the paper
Margaret Bragg
10250000006100258
use specific language, give names and citations
Margaret Bragg
10250000006100258
again, use specific language, name every thing, give the title
and/or authors with an APA citation
JOURNAL CRITIQUE
3
Evaluation goals
The goal of Collegiate Learning Assessment (CLA) program
which was under
examination by the authors of the article is to offer colleges as
well as universities with some
information concerning how the level of improvement which has
been between the freshmen and
the senior years. The information is also on whether there is
more or reduced enhancement as
compared to the expectation with regard to the progress being
made by the students in other
4. learning institutions. The information being provided is aimed
at supplementing as opposed to
the replacement on the mechanism through which schools are
assessing the outcome of
education. Since CLA outcome meant for the internal use, CLA
program is not publishing
personal or the school level of data.
CLA program is also measuring the value added by carrying out
a comparison of the
freshmen and the senior tests which is used for the assessment
of the skills to be gained by the
students. The skills include those which are used by the student
in solving the problems, making
analytic reasoning, skills for the critical thinking, and skills
meant for writing. Therefore,
through this goal, it has drawn focus and there are a number of
concerns which have been raised
concerning the technique being used by the CLA program in the
estimation of the value added.
The skills that CLA is focusing on are used in a broad series of
educational majors and are
always appreciated by managers in many organizations. The
measurement of the value added by
5. an educational program is based on looking at the contribution
which has been made by each
learning institution towards the learning processes of the
students in the areas where testing is
being done.
JOURNAL CRITIQUE
4
Theoretical concepts
There is no evidence of the theoretical concept which has been
used by the authors to
connect the program to the goals or outcome.
Research Methods
The method used by the authors of this article was first based
on giving a description of
the techniques used by the CLA to compute value added. This
was followed by giving a
summary on some of the criticism regarding the question of
which students are taking the CLA
test. According to the author of this article, it was revealed
from the methods used that samples
are always not random and this, therefore, implies that there is
the existence of concern in
6. relation to the selection bias.
Regarding the methods of giving a summary on the criticism in
relation to the questions
with the students who are taking CLA test, the authors of this
article get the opportunity of
illustrating how the students who are taking CLA tests tend to
be identical to their classmates
with regard to the SAT scores and other background features.
This method also enabled the
authors of this article to prove that participating seniors tend to
be very identical to the
participating freshman.
Further evidence from the provision of the summary regarding
the question on the
student taking CLA tests is that as soon as there is presence of
SAT score controls, the CLA
tasks performance is not linked to the areas of the tasks, the
learners academic major, the
Margaret Bragg
10250000006100258
when one isn't given apply a theory from your analysis, there is
a list of theories in the course shell
Margaret Bragg
7. 10250000006100258
Does this evaluation only use secondary data?
JOURNAL CRITIQUE
5
demographic features of the learners, and the characteristic like
size of the learning institution.
Therefore, based on the criticism procedure adopted by the
authors, it was also evident that
reproaches of the CLA procedure are not completely reinforced
by the presence of data. Another
method used by the authors is giving an outline of the research
which has been carried out by the
CLA, for example, the development of the new techniques used
in the computation of value
added.
Conclusion
The conclusion of the authors of this article is that learners who
are participating in the
CLA program tend to be identical to their fellow students with
regard to the dimension examined
by the authors. The variations in the background features
between the participants and the non-
participants are always smaller due to the greater variation
8. between the seniors and the freshmen
within the CLA scores. The addition of different categories of
variables to the regression
calculation which consist of the SAT scores is unlikely to
enhance the accuracy when it comes to
the prediction of the CLA scores.
Even though there is a possibility of having differences in
selection bias, the adequate
data is an indication that biases are too minute to matter. There
is a lack of feasibility in the
random selection of the participants. Longitudinal designs
appear not to be perfect when
compared to the present cross-sectional designs. In addition to
the concerns related to the
selection bias, there are other concerns which have been made
by the critics of the CLA and
these concerns are related to the maturation, matric sampling of
the measurements, and the
stacking of the deck which appears to be a lacking basis.
Therefore, problems are being created
by the confounding selection bias which is affecting several
types of research programs.
Margaret Bragg
9. 10250000006100258
this section would have been better in the research methods
section
JOURNAL CRITIQUE
6
Evaluation Concepts
The concept which is applicable to the article is the process
evaluation. This is a concept
which is aimed at determining whether program activities have
been implemented based on the
previous intention. As for the case of the article, the goal was to
give a summary of the criticisms
with regard to the question surrounding the students taking CLA
test. Collegiate Learning
Assessment (CLA) program is used for the measurement of the
value added in the learning
institutions through performing a test of the logical thinking
and the clear writing of the colleges
and university students. CLA is also used in measuring the
skills of the students when it comes to
tackling problems, making logical intellectual, critical thoughts
and writing. These are the major
areas which are thought to be appropriate to a wider series of
educational areas and are valued by
10. most businesses.
Despite the goals and objectives of the CLA program in
providing students with the
necessary skills needed for the professional gains, there are
criticisms which have been raised
regarding the students who are taking the CLA tests. Authors of
this article looked at the role of
CLA programs such as computing of the added values and
evaluating some of the critics which
have been provided by the individuals who do not support this
program or questioning the
effectiveness of the CLA program. Authors of this article offer
some of the responses to the
opponents by indicating that learners who are taking CLA
examinations are identical to their
colleagues on the SAT scores and related backgrounds features.
Authors of this article also
reveal that immediately there is a control for SAT scores, the
outcomes in the CLA test seem to
be dissimilar to the task content and student academic major
among others.
Margaret Bragg
10250000006100258
11. Margaret Bragg
10250000006100258
this section could be more robust, there are many more concepts
you could have included
Margaret Bragg
10250000006100258
this belongs in the conclusion
JOURNAL CRITIQUE
7
References
Klein, S., Santa, M. C., Berkeley, C. A., Shavelson, R.,
Stanford, C. A., Bolus, R., et al. (2008).
Assessing school effectiveness. Evaluation Review, 32(6), 511-
525.
IDENTIFYING STUDENT COMPETENCIES IN MACRO
PRACTICE:
ARTICULATING THE PRACTICE WISDOM OF FIELD
INSTRUCTORS
Cheryi Regehr
University of Toronto
Marion Bogo
University of Toronto
12. Kirsten Donovan
University of Toronto
Susan Anstice
Community Care East York
April Lim
University of Toronto
Although a growing Uterature examines competencies in
clinical practice, com-
petencies of students in macro social work practice have
received comparative-
ly liftle attention. A grounded-theory methodology was used to
eUcit field
instructor views of student competencies in community,
organization, and pol-
icy contexts. Competencies described by field instructors
encompassed 2 broad
dimensions: meta competencies and procedural competencies.
Meta competen-
cies included characteristics such as self-awareness,
compassion, motivation,
and conunitment to social justice. Procedural competencies
included project
management and presentation skuls, and the abüity to articulate
and imple-
13. ment steps to attain goals. These identified competencies
provide a basis for
development of a tool to assess student performance of
competencies in macro
practice.
ALTHOUGH DETERMINING THE practice Compe-
tence of social work students has always con-
cerned social work educators, the current
CouncU on Social Work Education's (CSWE)
Educational PoUcy and Accreditation Stand-
ards (EPAS; CSWE, 2008) require more system-
atic approaches to obtaiiiing outcome data
about schools' success in meeting their objec-
tives. Obviously reUable and vaUd assessment
of students' learning and performance in the
field practicum constitutes an important com-
ponent of any evaluation strategy. It is there-
fore imperative that educators develop effec-
tive measures for evaluating student field
15. al., 2004; Regehr, Regehr, Power, & Bogo,
2007). In this literature, two components of
competency have been identified (Bogo et al.,
2006; Kane, 1992; Talbot, 2004). One is a set of
procedural skills including such aspects as
conducting an assessment, implementing an
intervention strategy, and communicating
that strategy to other members of the treat-
ment team verbally and in writing. These pro-
cedural aspects of competency have been the
focus of competency-based assessments. This
is in part due to the overt observable nature of
such skills and in part due to the fact that such
skills are relatively amenable to measurement.
These skills can be taught by field instructors
in the practicum and in practice courses. They
can be acquired by students with practice and
mentoring.
The second component of professional
competency involves personal qualities that
students possess when they enter the
practicum. Kane (1992) has described this as
the judgment needed to combine knowledge,
skills, and abilities into effective solutions to
client problems across a wide range of situa-
tions. Talbot (2004) refers to meta competen-
cies of professional practice that include rela-
tionship, self-development, analysis, and
judgment. Bogo et al. (2006), in conducting
interviews with experienced clinical field
instructors with regard to student competen-
cies expected to identify a set of skills and
competencies that field instructors would use
to describe the differences between exemplary
16. students and problematic students. What
emerged instead was a constellation of per-
sonal qualities possessed by students that
were perceived as affecting their approaches
to learning, their interactions with others in
the organization, their relationship with the
field instructor, and their ability to develop
relationships with clients. Exemplary students
were described as bright, intuitive, motivated,
enthusiastic, self-directed, engaging, and tact-
ful. Problematic students were described as
irritable, defensive, judgmental, nonempathic,
shy, needy, and demanding. It was concluded
that these personality characteristics seemed
to take precedence over skills and behaviors,
with the skills and behaviors used more as
supporting evidence for these underlying
traits than as evidence of having achieved or
fauing to have achieved competence.
A more limited literature exists with
respect to competencies in community, organ-
ization, and policy contexts. No doubt this is
largely due to the fact that only about 10% of
social work MSW practicum are in macro
practice (Raymond, Teare, & Atherton, 1996)
and few MSW programs offer macro concen-
tirations (Mor Barak, Travis, & Bess, 2004). The
existing literature generally focuses on specif-
ic issues such as projects to develop advocacy
skills (Hermoso, Rosen, Overly, & Tompkins,
2006), partnerships to develop leadership
STUDBIT COMPETENCIES IN MACRO PRACTICE 309
17. skuls (Mertz, Fortune, & Zendeü, 2007), and
the safisfacfion of macro pracfice students
with respect to their field pracficum experi-
ences (Deal, Hopkins, Fisher, & Harfin, 2007).
Hardina and Obel-Jorgensen (2009) sug-
gested that eight skuls or competencies are
necessary for social action or advocacy
pracfice: self-awareness and cultural compe-
tency, engagement, problem identification
and assessment, facilitating consfituent self-
determinafion and empowerment, verbal and
written communicafion, weighing the ethical
implicafions of sftategies, taking acfion, and
evaluating outcomes. The Nafional Network
for Social Work Managers (Wimpfheimer,
2004) developed a set of core competencies for
social workers in adminisftafive and manage-
rial pracfice based on a review of the literature
and further modified by Mor Barak et al.
(2004) that include advocacy; program evalu-
ation; resource development and financial
management; program planning, develop-
ment, and management; public relafions and
marketing; governance; and human resource
management.
However, limited evidence suggests that
these competencies may not be taught in
MSW programs. Deal et al. (2007) found that
macro students perceived that they had limit-
ed learning opportunifies that they believed
were in part due to the complexity of the set-
ting, in part due to the chaüenges in linking
theory and pracfice, and in part due to limited
18. avaüabüity of supervision. This perhaps sug-
gests an increased need for self-directedness
in students in macro pracficum. In a survey of
200 social work managers and admirüstrators,
however, only program planning and devel-
opment, program evaluafion, and advocacy
were routinely avaüable in mezzo-macro stu-
dent field pracficum (Mor Barak et al., 2004).
Thus it appears that there is limited exposure
in the pracficum setting to the range of skuls
required in macro pracfice and thus Hmited
opportunifies to develop these skuls.
Macro pracfice that aims to bring about
change through community organization,
adminisftafion, and policy development is
cenftal to social work pracfice and in some
ways defines the idenfity of social work (Net-
ting, Ketfiier, & McMurfty, 2008). Although
relafively few social work students specialize
in this concentrafion, it is essenfial that we
arficulate a set of advanced competencies,
ensure they are included in MSW curricu-
lums, and design methods for assessing the
degree to which students possess these com-
petencies at various points in their educafion.
Method
The purpose of this study was to eUcit field
insftuctors' views of student competencies in
commimity, organizafion, and poUcy pracfica,
an area that has been largely neglected in the
social work literature. The study was guided
by a discovery-oriented quaUtafive design.
19. This approach is parficularly useful for idenfi-
fying and buüding knowledge and generating
theory in the relafively uncharted area of
inquiries (Creswell, 2007). The long-interview
method of data gathering was selected to
gather a wide range of views and experiences
(McCracken, 1988).
A purposive sample (Padgett, 1998;
Pafton, 2002) was drawn ftom au of the macro
field instructors of a large graduate program
in social work who offered pracficum in com-
munity, organization, and policy practice.
3 1 0 JOURNAL OF SOCIAL WORK EDUCATION
Inclusion criteria were: being an experienced
field instructor (i.e., 5 years or more); possess-
ing strong competencies as a field instructor
as determined by the pracficum director; and
recent supervision of students (i.e., within the
last 3 years). Parficipants were recruited by
telephone. AU who were contacted agreed to
parficipate. Approval was obtained from the
Research Ethics Board at Urüversity of Toron-
to and written informed consent was given by
aU parficipants at the beginning of each inter-
view. The sample of 18 field instructors con-
sisted of 16 women and 2 men representing
community, organization, and poUcy practice
settings or some combination of these meth-
ods. Participants had an average of 9 years
(range: 1-23) of practice experience with their
current employer. Sixteen of the field instruc-
20. tors held master's of social work degrees. In
total, participants had a mean of 21 years
(range: 6-35) of social work or related practice
experience, with an average 13 years (range:
3-30) of experience with the school's
practicum program. The majority (89%) also
were field instructors for other schools of
social work.
Trained quaUtative interviewers conduct-
ed aU interviews. Each field instructor was
asked the same set of open-ended, gmding
questions. First, they described one exemplary,
one average, and one problematic or strug-
gling student in general terms. Second, they
described student performance in each of the
foUowing practice dimensions: engagement
v^th learning, behavior in the organization,
linking poUcy and practice, relationships with-
in the organization, differential use of self,
assessment and analysis, intervention plan-
ning, leadership, verbal communication, writ-
ten communication, values and ethics, and
deaUng with diversity. Some of these factors
were identified through reviewing research on
competency . in clinically focused students
(Bogo et al., 2004; Bogo et al, 2006) and others
were identified from the Uterature on macro
pracficum placement (Hermoso et al., 2006;
Mertz et al., 2007; Mor Barak et al., 2004).
Probing questions were used to eUcit concrete
examples of student behaviors and practice
interactions. The interviews were audio taped
to ensure accuracy of data and transcribed.
21. The data was then subjected to an itera-
tive process of data analysis that involved the
research team engaging in open coding, which
aUowed for the development of broad cate-
gories for grouping data. Selective coding was
subsequently used to develop a theoretical
imderstanding of competencies in macro
social work practice that was grounded in the
themes that emerged. This theory was then
chaUenged through reengagement with and
reexamining of the data. Further, theoretical
triangulation with relevant literatures was
implemented after themes began to emerge.
Member checking was used by presenting the
emerging theoretical understanding to anoth-
er group of field instructors to assess trarisfer-
abüity and confirmabiUty (CresweU, 2007;
Erlandson, Harris, Skipper, & AUen, 1993).
Findings
Snapshots of Student Competency in
Macro Practice
Field instructors were first asked to provide a
brief description of each of the three types of
students they had taught in a macro prac-
ticum: exemplary, average, and problematic.
STUDBIT COMPETENCIES IN MACRO PRACTICE 3 1 1
This aUowed for a beginning analysis of core
competencies that were viewed as important
in these tj^es of social work environments.
22. Exemplary students. A number of common
themes emerged in the descripfion of exem-
plary students. The first theme clustered
around the term "open-minded learners." In
this domain, field instructors explained that in
fast-paced and diverse m âcro pracficum set-
tings, students needed to have an awareness
of their learning needs, an abUity to arficulate
their needs, and flexibUity with respect to
learning opportunifies that would meet these
needs. A second theme emerged regarding
self-directedness and confidence, whUe main-
tairung an abiUty to ask for assistance if it is
required. Next, the abiUty to conceptualize
complex poUfical and systemic issues and the
manner in which polifics directed pracfice
intervenfions was viewed as a sign of exem-
plary ability. Several instructors used the
terms seeing or developing "linkages" between
issues and concepts. Other instructors noted
that these students were able to see the broad-
er picture, synthesize complex informafion, or
had highly developed analyfic skiUs. Engage-
ment skiUs that resulted in producfive rela-
tionships with both colleagues and client
groups were also viewed as important. Within
this was the ability to show respect and empa-
thy for marginaUzed individuals. Terms fre-
quently used in this domain included warmth,
caring, considerate, engaging, collaborative, cul-
turally sensitive, and professional. FinaUy, a
23. commitment to social jusfice and a parficular
passion for community development and
advocacy work were viewed as important.
Nevertheless, field instructors were quick to
note that this needed to be tempered by an
ability to listen to divergent views. One
instructor noted, "She wasn't imposing her
idealisfic viewpoint on them and she was able
to hear, frankly, some very conservative
points of view from our parficipants and work
without judging them."
Average students. Perhaps due to the
nature of the research interview, average stu-
dents were generaUy described in contrast to
exemplary and problemafic students. Average
students, for instance, were described as "less
confident" and not knowing exactly what
they wanted to do in contrast to exemplary
students. One instructor stated that "they
need to get up to speed, whUe the excepfional
student hits the ground running." Another
stated, "The difference between an average
student and an exemplary student is the aver-
age student needs support to encourage her or
to push her a Uttle bit." Average students were
viewed to need a Uttle more introducfion and
a bit more guidance. But "once given, they can
carry out the project and be trusted with the
work." Further, the average student was
viewed to produce work that benefits the
organizafion. Yet, although "the excepfional
student produces work that stands on its
own," the average student's work needs
greater supervisor involvement. "It would be
24. more of a coUaborafive project Whereas the
poor student, often the end product is some-
thing that looks like a make work project."
In contrast to problemafic students, aver-
age students are described as having a good
sense of judgment regarding what they know,
do not know, and what they need to know.
"The average MSW students tend to be reaUy
good at linking what they're learning in the
classroom with what they are doing in the
3 1 2 JOURNAL OF SOCIAL WORK EDUCATION
practicum. So, they tend to be reaUy active in
vocalizing what they're learning, what they're
interested in, and then being able to ask for
opportunities in the practicum that they
want." Average students were seen to need
some time to develop and grow. However,
they are viewed as organized, responsible,
and punctual. To manage lack of confidence,
they tend to be weU-prepared, but stiU need
reassurance. Field instructors reported that
average students respond to guidance and
fulfiU tasks that are assigned, but they rarely
initiate their own tasks.
Problematic or struggling students.Themes
that emerged with respect to struggling stu-
dents included lack of self-confidence, "diffi-
culty shifting gears and balancing a bunch of
25. baUs," lack of compassion and empathy, lack
of knowledge, lack of enthusiasm, and diffi-
culty working as a team member. Field in-
structors did not think that problematic stu-
dents had a clear sense of their career goals.
They were viewed as needing a great deal of
direction on tasks, seemed unmotivated, and
took undue amovmts of time to complete
tasks. In the end, it was reported that prob-
lematic students seem to have accompUshed
Uttle in the practicum.
In a macro setting ideology can also be
problematic. As an instructor stated, "The one
student who was the most difficult had a dif-
ferent ideological base, and I wondered why
they had come to the agency. There was not a
good mesh between goals and what the
agency does." These students can have a neg-
ative influence throughout the organization.
"I've had students who all they do is point out
negative things that are happening but they
don't want to be part of implementing
changes. They don't want to be part of solu-
tions to fix things."
Macro Competencies in Core Practice
Dimensions
This next analysis considers core competen-
cies that have previously been identified in
cUnical social work students (Bogo et al., 2004;
Bogo et al., 2006) and in the Uterature on
macro practicum placements (Hermoso et al.,
26. 2006; Mertz et al., 2007; Mor Barak et al., 2004).
The field instructors were asked to comment
on engagement with learning, behavior in the
organization, linking poUcy and practice, rela-
tionships within the organization, differential
use of self, assessment and analysis, interven-
tion planning, leadership, verbal communica-
tion, written communication, values and
ethics, and deaUng with diversity. In analyz-
ing the data, six categories emerged that relate
particularly to macro practice. Specifically
identified were learning and growth; behavior
and relationships; leadership; critical think-
ing, analysis, planning, and implementation;
written and verbal professional commimica-
tion; and values and ethics. In each category,
specific skuls or attributes that are valued by
field instructors are described below.
Learning and growth. The snapshot de-
scriptions above demonstrate that learning
and growth are central to the manner in which
student competencies are viewed in macro
practice. This included students' interest in
learning and the extent to which they are able
to identify learning goals. Core competencies
in this area included being self-directed and
independent, self-aware, proactive in seeking
learning opportunities, curious, enthusiastic,
organized, and willing to chaUenge them-
STUDENT COMPETENCIES IN MACRO PRACTICE 3 1 3
27. selves. Ability to accept corrective feedback
and understand the role of the student within
the organization was also viewed as impor-
tant by field instructors.
Behavior and relationships. As noted, en-
gagement skills were described by field
instructors as critical to macro practice. It was
identified that it was important for students to
have the ability to understand the importance
of workplace relationships and the impact of
their behavior on the organization. Core com-
petencies described in this domain included
the ability to work coUaboratively with others,
contribute positively to the team and the work
of the organization, be respectful, adapt one-
self to the organizational culture, maintain
professional boundaries, and be self-reflective.
Leadership. Competencies related to lead-
ership included three themes: self-leadership,
task-oriented leadership, and leadership of
others. Self-leadership involved the student's
abuity to develop his or her own program of
work and identify opportunities. Task-oriented
leadership refers to the ability to identify ways
to contribute to the agency, such as developing
a new resource or tool, or making a presenta-
tion. Project management skills were also
included in this domain. Leadership of others
was described as effectively leading stakehold-
er groups or making contacts with other organ-
izations for the benefit of their practicum
organization and its stakeholders. Another skill
noted here was the ability to lead peers by tak-
28. ing on a role of a senior student or leading oth-
ers by example. On a more general level, lead-
ership was described as the ability to take risks.
Critical thinking—Analysis, planning, and
implementation. This domain was summarized
by one instructor as "the ability to move in
two directions to apply policy to practice and
practice theory to policy development and
implementation." Competencies in this area
included the ability to see the broader picture,
while understanding, articulating, and imple-
menting the sequence of steps necessary to
achieve desired outcomes. Awareness of poli-
cies and practices and their differential effect
on stakeholder groups were also noted as
important. The ability to critically evaluate
organizational practices "without being offen-
sive to staff," while still being able to function
within organizational constraints, was de-
scribed as essential to macro practice.
Professional communication. Competent
writing was described as demonstrating that
the student had absorbed and understood the
issues, dimensions, and various perspectives
regarding the policy or plan. Reports were
expected to be professional, well-researched,
and sophisticated. Basic skills such as using
proper grammar; clear organization; and
being succinct, concise, and cogent were iden-
tified. In preparing reports, understanding
and appropriately addressing the audience
29. was also identified as important.
Competent students are able to effective-
ly communicate ideas to others in a profes-
sional manner suitable to the audience. This
includes using appropriate tone and lan-
guage, being articulate and a quick thinker,
and paraphrasing ideas and insights well.
Oral presentations were viewed as critical in
macro practice. Competence in oral presenta-
tions involved being well organized, clear,
accurate, djmamic, engaging, and inspiring.
Confidence in presenting and the ability to
respond to both expected and unexpected
questions was identified as important.
3 1 4 JOURNAL OF SOCIAL WORK EDUCATION
Values and ethics. Competent students are
described as having a clear sense of personal
values on which they base acfions, relafion-
ships, and their work. They understand the
values and ethics of both the agency and the
profession of social work. Such students are
sensifive to diversity issues and are commit-
ted to anfioppressive pracfice. They are able to
integrate these values into their daüy interac-
fions. They are able to acfively raise quesfions
about values and ethics in the conduct of their
work. These students are able to examine their
own values and biases and work with clients
in a nonjudgmental manner.
Discussion
30. A considerable body of theorefical, educafion-
al, and empirical literature about field educa-
fion for undergraduate and graduate social
work students exists with related field
pracficum policies, field educator ftaining,
best pracfices for field educafion, identificafion
of competencies, and assessment of student
learning. The literature is relevant and applica-
ble to generalist social work pracfice taught in
baccalaureate programs and to micro, or clini-
cal pracfice, taught in master's programs.
However, field educafion for macro pracfice at
the MSW level has received scant aftenfion in
the social work educafion Hterature, despite
estimates that approximately 10% of students
focus their study in this concenftafion (Ray-
mond et al., 1996). Accordingly, this study
aimed to conftibute to field educafion for stu-
dents in macro pracficum through developing
a theorefical understanding of core competen-
cies for macro social work pracfice.
Interviews with experienced field instruc-
tors focused on their refiecfions on students
they had previously supervised. First, this
involved giving "snapshot" descripfions of
students who demonsftated exemplary, aver-
age, and problematic performance. Next,
instructors were asked to comment on specif-
ic competencies as they applied to macro
social work pracfice. This data was then ana-
lyzed themafically to derive a theoretical
model for understanding competency in
macro social work pracfice.
31. Previous research on clinical students
resulted in a model of understanding compe-
tency as having two primary and interrelated
dimersions: procedural skiüs and meta com-
petencies (Bogo et al., 2006). These meta com-
petencies are higher order, overarching abiU-
fies and qualifies that are of a difterent charac-
ter than skuls (Cheetham & Chivers, 1998,
2005) but affect the way students and profes-
sionals learn, assess pracfice situafions, and
intervene to bring about change. Simüarly in
this study field instructors discussed students'
performance in a holisfic manner wherein stu-
dents' qualifies and abilifies, knowledge, val-
ues, and skiüs were evident as they engaged
in learning and performed in a range of macro
pracfice assignments in the setting.
The snapshot descripfions provided by
field instructors of both exemplary and prob-
lemafic or struggling macro pracficum stu-
dents focused primaruy on what might be
thought of as personal characterisfics or meta
competencies, suggesting that these compe-
tencies are cenftaüy important to macro social
work practice. Exemplary students were
described as self-directed, competent, open-
minded, analyfic, respectful, caring, consider-
ate, engaging, and professional. In conftast,
problemafic students were described as lack-
STUDENT COMPETENCIES IN MACRO PRACTICE 3 1 5
32. ing in compassion, empathy, knowledge,
direction, motivation, and enthusiasm. Fur-
ther, commitment to social justice was seen as
differentiaUy appUed by students who were
exemplary versus those who were problemat-
ic. That is, exemplary students could be
respectful of other viewpoints and accepting
of those who held them, whereas proble-
matic students were described as judgmental
and negative when faced with divergent
viewpoints.
The focus on meta competencies was also
evident in the discussions regarding specific
areas of competence. That is, in the areas of
learrüng and growth, behavior in the orgarüza-
tion, leadership, and values and ethics, per-
sonal characteristics were key elements of the
competencies described. In addition, the area
of critical thinking, analysis, plarming, and
implementation also contained elements of
meta competencies, such as the abuity to view
issues broadly and from multiple perspecfives.
Interestingly, although meta competen-
cies clearly differentiated exemplary students
and problematic students, descriptions of
average students contained more competen-
cies that might be thought of as procedural or
practice skUls. These included the ability to
carry out a project, writing skiUs, and linking
classroom knowledge with the practicum
experience. Other practice skiUs feU into cate-
gories of planning and implementation, and
professional communication. Such skills
included awareness of poUcies, articulating
33. and implementing steps required for produc-
ing change, project management, report writ-
ing, and presentation skuls. A summary of
meta competencies and procedural skiUs can
be found in Table 1.
From the participants' rich descriptions it
appears that strong students at this level in
their practice development demonstrate ini-
tiative and self-direction in aU areas of the
practicum. This is observed by field irstruc-
tors in the students' abuity to articulate their
learning needs and find opportunities to meet
those needs; in having confidence; being inde-
pendent, versatüe, and flexible; and being
able to work on one's own and produce high-
quality work. High levels of competency also
involve strong conceptual and analytic abuity
as seen in critical thinking and the use of
diverse theoretical perspectives, being open-
minded, and thinking broadly and from a
social justice and empowerment perspective.
Strong performance also includes the capacity
to form and maintain respectful professional
relationships—^with coUeagues in the work-
place, in productive work in teams, and with
a wide range of commurüty stakeholders. As
well, strong quaUties include cultural compe-
tence, the abuity to work with marginaUzed
cUent groups, and the abiUty to hear and con-
sider divergent opinioris. The organizational
context of macro practice and the social
change goal requires the abuity to work with-
in rules imposed by the organization and to
appropriately chaUenge them as well. Proc-
edural or operational competencies such as
34. project management, planning, implementa-
tion, report writing, and presentation skuls
were aU described as reflecting these broad
dimensions.
Conciusion
As social work educators strive to articulate
and assess advanced practice specific to a con-
centrafion, they are confronted with the need
3 1 6 JOURNAL OF SOCIAL WORK EDUCATION
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o
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STUDENT COMPETENCIES IN MACRO PRACTICE 3 1 7
to conceptualize that practice in a way that
authentically reflects student levels of per-
formance in a practicum. A review of the lit-
erature on macro practice competency finds
descriptions at a global level that need to
become more specific to assist in the con-
struction of assessment tools for field
practicum. On the other hand, the tendency
to describe competencies in longer and
longer lists of discrete skills appears ill-
advised. A considerable literature critiques
such inventories as portraying social work
practice as mechanistic and reduced to a set
of discrete operations (Kelly & Horder, 2001;
Skinner & Why te, 2004). Such inventories
and assessment formats tend to omit the cru-
38. cial internal cognitive processes and inter-
personal and subjective factors that affect
competence (Cheetham & Chivers, 2005;
Eraut, 1994; Kane, 1992) and that appear to
constitute key dimensions these field instruc-
tor participants drew upon when they dis-
cussed their students. These findings remind
us that the traditional means for measuring
competence using Competency Based Edu-
cation models misses the essence of profes-
sional practice. That is, not all skills are
equal. Rather, professional practice rests on
meta competencies that allow professionals
to differentially use skiUs based on a broader
understanding of the social context in which
the skiUs are required and an understanding
of multiple outcomes of any given behavior
(Ericsson & Charness, 1994).
In keeping with the spirit of the compe-
tency firamework of EPAS (CSWE, 2008)—
that knowledge, values, and skills are evident
in complex practice behaviors—^new assess-
ment tools are needed that incorporate both
broad and specific factors, what we have
termed as meta competencies and procedural
competencies.
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Accepted: 0 3 / 1 1
Cheryi Regehr is vice-provost and professor, Marion Bogo is
professor, Kirsten Donovan is
research assistant, and Aprii Lim is a PhD candidate at the
University of Toronto. Susan Anstice is
a social worker at Community Care East York.
Address correspondence to Cheryl Regehr, Factor-lnwentash
Faculty of Social WorK University of
Toronto, 27 King's College Circle, Toronto, M5A l S l , Canada;
e-mail: [email protected]
This research was generously funded by the Sandra Rotman
Chair in Social Work.
Copyright of Journal of Social Work Education is the property
of Council on Social Work Education and its
content may not be copied or emailed to multiple sites or posted
to a listserv without the copyright holder's
express written permission. However, users may print,
download, or email articles for individual use.
45. Disseminating Effective Community
Prevention Practices: Opportunities for
Social Work Education
J. David Hawkins,
1
Valerie B. Shapiro,
1
and Abigail A. Fagan
2
Abstract
In the United States, about 17% of adolescents meet diagnostic
criteria for mental, emotional, and behavioral (MEB) disorders.
Six
million young people receive treatment services annually for
mental, emotional, or behavioral problems. These problems
affect
one in five families and cost $247 million annually. Some
strategies for preventing MEB disorders in young people have
been
developed, tested, and found to be effective in preventing the
onset, persistence, and severity of psychological disorders, drug
abuse, and delinquency. Unfortunately, tested and effective
prevention policies, programs, and practices are not widely
used.
This article highlights recent advances in prevention science
and describes some opportunities and challenges in advancing
the
use of science-based prevention in communities. The chapter
concludes by exploring the potential role of social work
46. education
in developing a workforce ready to increase community access
to effective prevention strategies.
Keywords
prevention, prevention science, Communities That Care, social
work education, Community Youth Development Study,
workforce development, training, curriculum content
Much progress has been made over the past 30 years in the
development and testing of prevention policies, programs, and
practices. Effective policies, programs, and practices for pre-
venting mental, emotional, and behavioral (MEB) problems
in young people have been identified through controlled studies
using rigorous experimental designs (O’Connell, Boat, &
Warner, 2009). A variety of effective prevention programs
have been found to produce benefits to individuals and society,
which far exceed their costs (Allen, 2005). Lists of these
programs are available on the Internet (colorado.edu/cspv/
blueprints; ncadi.samhsa.gov/features/ctc/resources.aspx). Yet
in the allocation of resources, effective prevention strategies
are often overlooked in the favor of strategies to cope with the
‘‘downstream consequences’’ of disorder (Woolf, 2006).
47. Systems for treating MEB disorders are sustained through an
existing infrastructure that provides funding, access, and
workforce training. The translation of effective preventive
approaches to widespread practice now requires the develop-
ment of a sufficient infrastructure for prevention (Cullen &
Jonson, 2009; O’Connell et al., 2009; Woolf, 2006).
Balas and Boren (2000) speculated on reasons that advances
made through research might fail to be successfully
institutionalized in widespread practice. They suggested that
(a) scientific research is often intentionally isolated from the
complicated realities of individuals, service providers, and
communities to maintain the integrity of the scientific process;
(b) scientific theories tested with specific populations may fail
when generalized to understudied populations and settings; (c)
tested and effective practices may be difficult for potential
users to access; (d) tested policies, programs, or practices may
be too poorly articulated, cumbersome, or costly for wide-
spread replication with fidelity; (e) attention is not given to the
48. needs, values, and priorities of the individuals and communities
that might use the new programs or practices; and (f) there is a
lack of attention to understanding mechanisms for sustainable
systems change and community infrastructure development
needed to support effective policies, programs, and practices.
Some of the problems identified by Balas and Boren have
been addressed by prevention scientists. Standards for effec-
tiveness and dissemination research trials developed by the
Society for Prevention Research (2004) emphasize that preven-
tion policies, programs, and practices should be tested within
real-world settings by practitioners. Further, these standards
emphasize the need for research samples to be clearly
1 School of Social Work, University of Washington, Seattle,
USA
2
Department of Criminology and Criminal Justice, University of
South
Carolina, Columbia, USA
Corresponding Author:
J. David Hawkins, Social Development Research Group, School
49. of Social Work,
University of Washington, 9725 3rd Ave. NE, Suite 401,
Seattle, WA 98115,
USA.
Email: [email protected]
Research on Social Work Practice
20(5) 518-527
ª The Author(s) 2010
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1049731509359919
http://rswp.sagepub.com
518
described to inform generalizations to diverse populations. The
concerns of Balas and Boren are further addressed by standards
requiring that prevention program developers create manuals,
training, and technical assistance to support the high-quality
use and replication of prevention technologies. Those who con-
duct effectiveness and dissemination trials following these
standards cannot work in isolation from the individuals and
organizations that must implement new prevention programs
50. and policies when taken to scale. Nevertheless, several
challenges to the widespread adoption of tested and effective
preventive interventions raised by Balas and Boren remain.
Community infrastructures are needed which can support the
installation of tested and effective prevention policies, pro-
grams, and practices while attending to the needs, values, and
priorities of the individuals, organizations, and communities
using these new preventive interventions.
What Makes Prevention Unique?
Prevention science is based on the premise that to prevent men-
tal health problems, substance abuse disorders, or crime before
these problems occur, it is necessary to identify and alter the
predictors of such problems (Coie et al., 1993). ‘‘Risk factors’’
are characteristics of individuals or environments that predict
an increased likelihood of an undesirable outcome. Promotive
factors are characteristics of individuals or environments that
predict a decreased likelihood of an undesirable outcome.
‘‘Protective factors’’ predict a decreased likelihood of an unde-
51. sirable outcome in the presence of risk exposure (Rutter, 1985).
Longitudinal studies in the United Kingdom, New Zealand,
Scandinavia, Canada, and the United States have identified
risk, promotive, and protective factors for a wide range of
adolescent MEB problems. These studies have identified risk,
promotive, and protective factors in neighborhoods, schools,
peer groups, and families, as well as in individuals themselves
(Catalano, Kosterman, Hawkins, Newcomb, & Abbott, 1996;
Catalano, Park, Harachi, Haggerty, Abbott, & Hawkins,
2005; Huang, Kosterman, Catalano, Hawkins, & Abbott,
2001; Lonczak et al., 2001; O’Connell et al., 2009). Prevention
science seeks to alter malleable risk, promotive, and protective
factors in individuals and environments in hopes of changing
the probability that future problems will occur.
Prevention is distinct from treatment (O’Connell et al.,
2009). Prevention occurs when communities, groups, or indi-
viduals who do not meet criteria for the diagnosis of illness,
disorder, or crime receive services or interventions that reduce
52. the chances of developing a disorder or criminal behavior in the
future (O’Connell et al., 2009). This helps explain why the
development of unique infrastructure is important to the disse-
mination of effective prevention. Preventive interventions seek
to reach and affect those who do not necessarily interact with
clinically trained professionals or meet criteria for the funding
streams that have traditionally supported treatment or interven-
tion services for those with mental, emotional, or behavior
problems. Preventive services may be provided to an entire
population (universal prevention), to those at risk for problems
because of exposure to risk factors, who have not yet experi-
enced a problem (selective prevention), or to those who have
shown early signs or symptoms of mental, emotional, or
behavioral problems but who have not yet developed a diagno-
sable disorder or criminal behavior (indicated prevention).
Interventions initiated in response to mental disorders, drug
abuse/dependence, or delinquent/criminal behavior, including
treatment, punishment, and incapacitation, intended to prevent
53. the reoccurrence of the problem or promote recovery are not
truly preventive, as discussed here, because the undesirable
outcome has already occurred (Mrazek & Haggerty, 1994;
O’Connell et al., 2009).
Another reason that the development of a unique infrastruc-
ture is important to the dissemination of effective prevention
practice is the fact that many of the same factors predict a
diverse array of outcomes, including criminal behavior,
violence, depression, substance abuse, teenage pregnancy,
dropping out of school, and other behavior problems in adoles-
cence and young adulthood (Howell, 2009; O’Connell et al.,
2009). Because many of the same risk factors predict a number
of different negative outcomes, it is possible to prevent these
different problems by addressing their shared predictors. This
creates a disconnect between existing service delivery systems
that are designed to intervene and treat specific problems such
as crime, mental disorders, or substance abuse and those
needed to support prevention programs. For example, a low
54. commitment to education and academic failure are predictors
of later delinquency and drug abuse, but juvenile courts and
drug treatment agencies often have little influence on interven-
tions to increase school success in the communities they serve.
Yet specific methods of classroom management and instruction
can prevent future drug use and delinquent behavior by increas-
ing academic success and enhancing students’ commitment to
schooling/education (Wilson, Gottfredson, & Najaka, 2001).
Schools must be involved in prevention efforts if the relevant
risk factors are to be addressed. As this example illustrates,
changing risk and protective factors in communities requires
coordination by multiple existing service and community
structures such as police, city planners, schools, families, and
businesses. New prevention infrastructures are needed to
ensure that all the relevant stakeholders who represent the
entire range of institutions and organizations that affect risk,
promotive, and protective factors are involved in planning and
implementing preventive interventions.
55. In sum, diverse stakeholders need to be part of local preven-
tion infrastructures promoting effective prevention in each
community. Prevention infrastructures need to exist locally
because risk, promotive, and protective factors vary in intensity
and prevalence in different communities (Hawkins, Van Horn,
& Arthur, 2004; Van Horn, Hawkins, Arthur, & Catalano,
2007), and the specific risk, promotive, and protective factors
that are elevated or depressed vary across communities (Fagan,
Hawkins, & Catalano, 2008). These profiles of risk, promotive,
and protective factors may also vary over time as conditions
change and problems are addressed. Communitywide efforts
to prevent MEB problems before they arise need to address the
Hawkins et al. 519
519
specific levels of risk and protective factors in each community
at a given time. Further, the resources available for prevention,
the values and priorities of community members, and the per-
56. ceived fit and acceptability of various preventive interventions
are likely to differ across communities. Having diverse stake-
holders participate in the prevention infrastructure ensures that
communities can effectively build on local strengths, address
local needs, and recognize local preferences while planning,
promoting, and implementing tested and effective prevention
strategies. Community prevention infrastructures are needed
which foster local ownership and self-determination while
using the advances of prevention science to prevent community
problems (Hawkins, Catalano, & Arthur, 2002).
Community Coalitions as Prevention
Infrastructures
Coalitions of diverse stakeholders representing a variety of
agencies and organizations concerned with the healthy devel-
opment of young people have been advocated as infrastructures
for advancing prevention in communities. Coalitions have been
a popular mechanism for communitywide change in substance
use prevention and other areas (Roussos & Fawcett, 2000).
Given the multiple sources of risk and protection, the overlap
57. in risk and protection for multiple problems, and the variation
in local risk exposure, a community-driven, communitywide
effort to reduce health-risking behaviors has been advocated
to reduce health-risking behaviors community wide (Woolf,
2006).
However, a number of prior efforts to activate coalitions of
community stakeholders to prevent problems have been unsuc-
cessful. Several well-intentioned community-based coalition
efforts have failed to make any significant difference in the
lives of young people. Scientific evaluations of coalitions
focused on preventing problems ranging from drug abuse to
teen pregnancy have found no positive effects on these out-
comes (Collins, Johnson, & Becker, 2007; Flewelling et al.,
2005; Hallfors, Cho, Livert, & Kadushin, 2002; Roussos &
Fawcett, 2000; Wandersman & Florin, 2003; Yin, Kaftarian,
Yu, & Jansen, 1997; Zakocs & Edwards, 2006). Even
well-funded initiatives such as the Robert Wood Johnson
Foundation’s Fighting Back project and the federal Center for
58. Substance Abuse Prevention’s State Incentive Grants have
failed to produce significant effects on young people’s health
or behaviors in available evaluations (Collins et al., 2007; Hall-
fors et al., 2002).
Evaluations of these failed coalition initiatives have
concluded that to produce a significant impact on intended out-
comes, coalitions should follow some basic guidelines (Collins
et al., 2007; David-Ferdon & Hammond, 2008; Feinberg,
Greenberg, Osgood, Sartorius, & Bontempo, 2007; Flewelling
et al., 2005; Hallfors et al., 2002):
� Set clearly defined, focused, and manageable goals;
� Ensure that efforts allow for adequate planning time;
� Base decisions on empirical data about what needs to
change in the community and on evidence from scientifi-
cally valid studies of what works to address those needs;
� Implement policies, practices, and programs that have been
tested and shown to be effective;
� Carefully monitor prevention activities to ensure imple-
mentation quality.
A new generation of community coalition–based approaches
59. has emerged with a dual focus on both community mobilization
and the use of scientific evidence regarded as essential for the
success of community-based prevention. When community sta-
keholders from diverse organizations and backgrounds come
together to achieve clear and common goals, use scientific
advances regarding what works to prevent problem behaviors,
and monitor their activities for quality assurance, positive out-
comes can be achieved. By pooling information and resources
and selecting tested and effective policies and programs that
address local needs, community coalitions can ensure the
adoption of tested and effective prevention activities, enhance
community buy-in for these initiatives, and increase the likeli-
hood of their sustainability.
There is now clear evidence that coalition-based efforts that
meet these conditions can increase the likelihood of positive
and widespread benefits for community youth. Recent evalua-
tions of two community-based, coalition-driven models have
demonstrated effectiveness in reducing children’s involvement
60. in problem behaviors. Although their specific implementation
processes differ, both the PROmoting School–community–
university Partnerships to Enhance Resilience (PROSPER)
project (Spoth, Greenberg, Bierman, & Redmond, 2004) and
the Communities That Care (CTC) operating system (Hawkins,
Catalano, & and Associates, 1992; Hawkins, Catalano, &
Arthur, 2002) rely on broad-based coalitions of community
stakeholders who work together to carefully implement and
mon-
itor prevention strategies that have scientific evidence of effec-
tiveness. The PROSPER model is initiated by local university
Cooperative Extension Service agents, who partner with school
district personnel to advocate for the use of tested and effective
family- and school-based programs. Prevention activities are
overseen by a coalition of stakeholders that typically includes
representatives from substance use and mental health agencies,
parents, youth, and other local leaders (Spoth et al., 2004).
In the CTC system (Hawkins et al., 1992), the community
61. coalition is composed of key leaders and stakeholders from all
sectors of the community, including schools, law enforcement,
health and human service agencies, youth-serving agencies,
local government, business, religious groups, youth, and par-
ents. The coalition identifies local prevention needs by con-
ducting a school-based survey of the community’s youth and
a review of ongoing community prevention services. The coali-
tion then selects prevention activities from a menu of tested and
effective preventive interventions to fill gaps in prevention
services, implements and tracks these activities and their out-
comes, and makes implementation changes as needed to ensure
results.
520 Research on Social Work Practice 20(5)
520
The PROSPER and the CTC system have both been tested in
well-designed randomized experiments and have been found to
reduce adolescent problem behaviors. The evaluation of the
62. PROSPER model was conducted in 28 communities in Iowa and
Pennsylvania in which communities were randomly assigned
either to receive PROSPER or not. Eighteen months after the
study began, fewer middle school students in the 14 PROSPER
communities reported having used gateway or illicit drugs for
the first time. Students in the PROSPER communities also
reported less marijuana and inhalant use in the past year com-
pared to students in the control communities (Spoth et al.,
2007).
The CTC system has been evaluated in two studies, one con-
ducted by the Prevention Research Center at The Pennsylvania
State University (Feinberg et al., 2007) and one conducted by
the Social Development Research Group at the University of
Washington (Hawkins et al., 2008). The Pennsylvania project
involved 120 communities funded to create CTC coalitions that
enacted tested and effective prevention programs, and a group
of comparison communities in which CTC was not enacted.
CTC communities experienced significant reductions in com-
munitywide alcohol and cigarette use as well as in delinquent
63. behaviors compared with controls (Feinberg & Greenberg, in
press; Feinberg et al., 2007).
The most recent CTC evaluation, the Community Youth
Development Study (CYDS), involved 24 matched communities
across seven states, which were randomly assigned to either
implement the CTC system or to conduct prevention services
as usual. Students in both CTC and control communities were
followed in a longitudinal panel from Grade 5 to Grade 8. By
the
spring of Grade 8, 4 years after the CTC process began, panel
students in CTC communities were 33% less likely to have tried
smokeless tobacco, 32% less likely to have initiated tobacco
use,
32% less likely to have ever used alcohol, and 25% less likely
to
have initiated delinquent behavior. By the spring of eighth
grade,
current alcohol use in the panel was reduced by 23%, current
smokeless tobacco use was reduced by 48%, and recent binge
drinking was reduced by 37%. Eighth-grade panel students from
CTC communities were 31% less likely than controls to engage
in a variety of delinquent acts.
Both the PROSPER and the CTC systems have produced
64. significant, communitywide reductions in behavior problems
among young people while many other coalitions initiatives
have not. It can be challenging to faithfully implement these
coalition-based approaches because they involve multiple
components enacted over several years by groups of diverse
individuals (Wandersman & Florin, 2003). Given the positive
outcomes found from controlled experimental trials of these
recent coalition-driven systems, it is important to understand
what skills are required of individuals to successfully imple-
ment them. Both PROSPER and CTC require a community
coordinator in each participating community to facilitate the
work of the prevention coalition. The skills of these coalition
coordinators will be important determinants of the success of
efforts to replicate these outcomes in communities nationwide
(Allen, 2005; Kegler, Norton, & Aronson, 2007; Riggs,
Morgan, & Pentz, 2008; Watson-Thompson, Fawcett, &
Schulz, 2008). In our work with communities implementing
CTC, we have identified the following skills and capacities that
65. community coordinators should have:
� Community-mobilizing skills for activating and organizing
coalitions of diverse community stakeholders.
� An understanding of the basic premises of prevention sci-
ence, including risk and protective factors and effective
prevention programs.
� Ability to collect, analyze, interpret, and present epidemio-
logic data on empirically identified risk and protective fac-
tors and MEB problems in the community.
� Group process facilitation skills needed to build stake-
holder consensus around priorities and actions.
� Ability to locate, read, comprehend, and critique research
reports on the effects of preventive interventions.
� Knowledge of universal, selective, and indicated effective
prevention policies, programs, and practices.
� Knowledge of the various systems, agencies, and organiza-
tions that affect youths and could be activated for preven-
tion programming.
� Skills to facilitate implementation and integration of pre-
vention strategies into existing systems, agencies, and
organizations.
� Appreciation of the need to implement prevention strate-
gies with fidelity; that is, in adherence to the theoretical
66. rationale and key components specified by developers.
� Ability to manage systems for monitoring fidelity of
implementation.
� Process and outcome evaluation skills.
� Ability to communicate the economic benefits of tested and
effective preventive interventions relative to their costs.
� Ability to identify and secure resources to support and sus-
tain coalition and prevention work.
This is an extensive list of skills and capacities needed to suc-
cessfully coordinate the work of community prevention coali-
tions. It is difficult to find candidates who have them all. The
2009 Institute of Medicine (IOM) report identified workforce
development as one of three infrastructure challenges to the
effective widespread dissemination and implementation of
the advances of prevention science (O’Connell et al., 2009).
The
Annapolis Coalition on Behavioral Health Workforce Education
(Hoge & Morris, 2003) asserted that ‘‘the public health perspec-
tive on the value of prevention, early identification and early
intervention are honored in training programs more in word than
67. deed’’ (p. 2). The Annapolis Coalition recommended that clini-
cal training programs be expanded to include specific competen-
cies in prevention (Hoge, Huey, & O’Connell, 2004). There is a
need for purposive training of prevention practitioners.
Social Work’s Advantageous Position for
Providing Prevention Training
Social work has a long history of leadership in prevention work
(Siefert, 1983) and is well positioned to respond to this
Hawkins et al. 521
521
contemporary need. Social work originally emerged as a dis-
tinct profession through primary prevention efforts in the set-
tlement house movement (Van Pelt, 2009). The Sheppard-
Towner Act of 1921 established governmental responsibility
for the health of children and was passed, based in large part
on an advocacy campaign led by social workers. This legisla-
tion established national and local infrastructures to carry out
68. data collection activities and to mount preventive interven-
tions. Yet in 1981, Bloom decried the lack of emphasis on pre-
vention training in social work education programs (Bloom,
1981). Subsequently, the Council on Social Work Education
was awarded a 3-year National Institute of Mental Health
(NIMH) grant to ‘‘promote the development of curriculum and
teaching materials on primary prevention in mental health. The
ultimate objective of the project was to increase the supply of
manpower equipped to plan and deliver preventive mental
health services’’ (Nobel, 1981, p. v).
Reimbursement structures for services, the lure of private
practice, and an emphasis on ‘‘casework’’ and treatment for
disorders in the1980s inhibited the widespread inclusion of cur-
ricula focused on prevention in social work training programs
at that time (Roskin, 1980). Advances in prevention science
over the last two decades have clearly established what works
in preventing MEB disorders, creating a greater demand for
preventive services skills and resulting in new practice roles.
69. The Council for Social Work Education has recognized this
need for a trained prevention workforce by making the
‘‘Advanced Social Work Practice in the Prevention of Sub-
stance Use Disorders’’ (Council on Social Work Education,
2009), the first concentration area for which it has developed
advanced practice training competencies to build on the Educa-
tional Policy and Accreditation Standards of 2008.
Social work could be a natural home for prevention training.
Social work has a tradition of preparing students to consider
environmental predictors of health and behavior problems as
potential targets for preventive solutions (Roskin, 1980). Social
workers use an ecological model to consider multiple individ-
ual and contextual factors in assessment, intervention, and
evaluation, as well as the role of power and resources in under-
standing policy, institutions, and interpersonal dynamics (Rus-
sell, Champika, Wagoner, & Dawson, 2008). Social work
training already provides significant content in policy develop-
ment and agency administration (Moore, Davis, & Mellon,
70. 1985). Social workers are exposed to the great variety of
service systems and agencies that are included in prevention
coalitions. At any given time, 58% of social work students are
in field placements learning applied practice skills. Further-
more, the solution-focused and strength-based methods that
social work trains students to use in their casework and
community-organizing activities are necessary in the work of
prevention (Roskin, 1980). Social work is poised to respond
to the 2009 IOM report’s call to develop a workforce to
advance the prevention of MEB disorders (O’Connell et al.,
2009). To what extent will social work provide leadership in
the preparation of professionals in the prevention of MEB prob-
lems? In the remainder of this article, we suggest ways in which
social work education might seize the opportunity to develop a
skilled workforce prepared to empower local coalitions to uti-
lize advances in prevention science to reduce the prevalence of
undesirable outcomes in the communities they serve. Our ideas
about skill development for prevention through social work
education require varying degrees of change. They are pre-
71. sented in hope that various approaches to infusing training for
preventive practice into social work education programs will be
considered, debated, and adopted to fill a growing need.
Opportunities for Development of the
Prevention Workforce
We see three strategic opportunities through which schools of
nonsocial work can advance workforce development for effec-
tive prevention policies, programs, and practices. These are
through general undergraduate education, preservice training
in social work at the bachelor’s, master’s, and doctoral levels,
and continuing education training for workers already in
practice.
General Undergraduate Education
The federal Substance Abuse and Mental Health Services
Administration (SAMHSA) broadly defines their workforce
to include professionals, paraprofessionals, community mem-
bers, and families who work to promote resilience and recovery
(Hoge, Morris, Daniels, Stuart, Huey, & Adams, 2007). This
72. notion reflects the importance of consumer advocacy in system
transformation and the expanding role of paraprofessionals in
service delivery (Brennen, 1967; Clark, Power, Le Fauve, &
Lopez, 2008; Lincourt, 2005). It is important to empower stu-
dents earning associate and bachelor’s degrees with knowledge
of the advances of prevention science and skills needed to
become informed consumers of prevention services, committed
frontline paraprofessionals (such as mentors and tutors),
engaged community members, citizen advocates, and contribu-
tors to the advancement of prevention through their chosen
professions.
What does this look like in general undergraduate educa-
tion? Teaching undergraduates to use scientific principles to
inform opinions and decisions (Gambrill, 2006), helping them
to develop content knowledge and critical thinking skills
(Nickerson, 1986) in regard to the effective prevention of social
problems, and developing an ideal of social justice fostered
through the universal promotion of well-being (Kenny, Horne,
73. Orpinas, & Reese, 2008) should increase their support and
advocacy for prevention, encourage enrollment and retention
in effective preventive interventions, and facilitate recruitment
into the social work profession (Wittman, 1965). Social work
faculty should reach across disciplines and institutional bound-
aries to orient non-social work students to a way of thinking
that will foster the adoption of science-based solutions to social
problems. In a course, we offer at the University of Washing-
ton, titled ‘‘Advances in Prevention Science: Bridging the Gap
from Science to Service,’’ undergraduate students from diverse
522 Research on Social Work Practice 20(5)
522
disciplines learn, often for the first time, that many significant
social problems can be prevented before these problems occur.
The students learn to ask ‘‘what is the scientific evidence that
this policy, program, or practice works?’’ in formulating an
opinion as to how to ameliorate social problems. They learn
74. how to read scientific reports, evaluate evidence, and use their
power as engaged citizens and allied professionals to shape
debate and advocate for the implementation of effective pre-
vention strategies in their communities. These students are the
future coalition members, interventionists, and consumers of
community-based preventive initiatives and are crucial to the
successful development of infrastructure to support the diffu-
sion of tested and effective preventive policies and programs.
Preservice Training
Preservice training provides an opportunity for future social
workers to learn the skills needed for effective prevention prac-
tice. Bachelors of Social Work (BSWs) could be the interven-
tionists who implement effective prevention programs. Masters
of Social Work (MSWs) could be prepared for roles as commu-
nity coordinators who mobilize entire communities to use
effective strategies to prevent MEB disorders. Prevention train-
ing for these roles can be incorporated into social work educa-
tion through (a) integrating prevention into the foundation
75. curriculum, (b) offering elective courses and/or advanced
concentrations, and/or (c) developing interdisciplinary
collaborations.
Foundation Curriculum
Adding prevention content to foundation coursework is the most
direct way to broaden social workers’ perception of their roles
(Roskin, 1980) and ensure that classroom training is aligned
with
prevention practice demands (Volland, Berkman, Stein, &
Vaghy, 1999; Wilkinson, Rounds, & Copeland, 2002). Refram-
ing students’ expectations of social work roles to include those
who prevent problems (Conyne, Newmeyer, Kenny, Romano,
& Matthews, 2008) as well as treat them will encourage
students
to learn skills for community mobilization, and for the design,
implementation, and evaluation of preventive interventions
(Wilkinson et al., 2002). Skills needed for prevention work
build
upon skills developed in other courses, but the utility of these
skills for prevention often goes unnoted without sufficient con-
76. crete examples of application (Conyne et al., 2008).
In the foundation curriculum, students already learn to
assess empirical studies of interventions to determine whether
the design, measures, and analyses are adequate to allow
conclusions regarding intervention efficacy or effectiveness.
Students would benefit from additional examples using preven-
tive interventions and should learn skills to monitor the fidelity
of implementation in these courses. In teaching research
courses to MSW students, we have found that about three fifths
of students begin the course with the assumption that research
is ‘‘extremely useful or relevant’’ to social work practice, but
only about a third anticipate that research will be as useful or
relevant to the role they will have when they complete their
MSW. Social work students need to learn and appreciate
research methods as a practice skill relied upon in their preven-
tion and intervention work.
When students are introduced to the historical and intellec-
tual foundations of social work practice, they learn the philoso-
77. phical orientation that underlies public intervention to promote
community and social welfare. They should additionally learn
about the history of prevention in social work, from the com-
munity transformation efforts of the Settlement Movement and
the institutionalization of health promotion practices through
the Children’s Bureau (Kemp, Almgren, Gilchrist, & Eisinger,
2001), to the current mandates for evidence-based practice.
In foundation policy classes, students already develop skills
to analyze a policy for use as both a tool and target for social
change. In addition, students should understand how welfare
policy can be an investment in prevention (i.e., Esping-Ander-
sen’s Child Centered Social Investment Strategy calls for a
reorientation from welfare state ‘‘social spending’’ to ‘‘social
investment’’—Esping-Andersen, Gallie, Hemerijk, & Myers,
2002). They should study exemplars of effective policies for
the prevention of social problems, for example, how changing
the minimum drinking age from 18 to 21 reduced drinking and
driving accidents among 18- to 21-year-olds in the United
78. States (Wagenaar & Toomey, 2002).
In courses in which students learn about ‘‘human beha-
vior in the social environment,’’ students should be exposed
to the longitudinal and epidemiologic studies that have
identified risk and protective factors predictive of undesir-
able outcomes (Mason & Nakkula, 2008; Siefert, Jayaratne,
& Martin, 1992). Content should include individual, inter-
personal, and structural/systemic factors that interact and
predict diverse MEB outcomes. Students should develop
skills to collect, organize, interpret, and report epidemiolo-
gic data on risk and protective factors and on the incidence
and prevalence of MEB problems as a foundation for
data-based prevention practice.
In foundation practice classes, students begin to learn the
micro-practice skills of communicating with diverse stake-
holder groups, using screening protocols to select individuals
appropriate for interventions, and appraising strategies for
appropriateness with diverse populations in specific contexts.
79. Students also begin to learn the macro-practice skills of enga-
ging stakeholders and assessing resources, building consensus
for social priorities, and using effective outreach and education
campaigns to access hard-to-reach populations. In addition,
students need to understand the distinction between prevention
and treatment and the assumptions and characteristics of uni-
versal, selective, and indicated prevention approaches.
Infusion of prevention content into the curriculum requires
appropriate field education experiences (Conyne et al., 2008;
Zins, 2001). Currently, prevention practicum opportunities
appear most plentiful in school districts and with sovereign
tribes. It is noteworthy that at our own university, prevention
is not listed as an area of work on the checklists field sites used
to communicate placement opportunities to prospective
Hawkins et al. 523
523
students. When a meaningful number of bachelor’s and mas-
80. ter’s level social workers have opportunities to engage in pre-
vention work in their field placements, social workers will
begin to be adequately trained in prevention.
Advanced Electives or Specialization in Prevention
In some schools of social work, there may be opportunities for
advanced practice courses in prevention that build upon the
foundation already discussed. In such courses, students could
learn how to promote community readiness; mobilize coali-
tions; use risk and protective factor profiles to select new pre-
vention policies, programs, or practices to address identified
community needs; set explicit goals for change; and implement
preventive interventions that achieve coalition goals. Students
could learn how to secure or promote reallocation of resources
to support and sustain prevention work, and could study and
learn to apply theories of organization change and diffusion
of innovations (Rogers, 1995). They would also benefit from
understanding basic principles of benefit-cost analysis and
communicating the impact of preventive interventions in
81. economic terms.
Even where the core curriculum is unchanged, social work
educators could create freestanding courses and programmatic
tracks to prepare students specifically for prevention work. The
University of Michigan has offered ‘‘Preventive Intervention in
Social Work,’’ a course which conveys the history of preven-
tion in social work, the current knowledge base in prevention,
ethical issues in the design and implementation of prevention
strategies, and basic epidemiological methods (Siefert et al.,
1992). At the University of North Carolina, prevention course-
work was designed for the Maternal and Child Health Leader-
ship Program in order to connect the prevention agenda with
the mission and values of social work (Wilkinson et al.,
2002). Other universities have established freestanding multi-
disciplinary prevention training programs outside schools of
social work, such as the program at the University of Wisconsin
(a joint affiliation of the schools of education, human
development, nursing, and social work), or within colleges of
82. education, such as Harvard University, the University of Penn-
sylvania, and the University of Virginia, which each grant a
degree in some variant of prevention science (Britner &
O’Neil, 2008; Mason & Nakkula, 2008) for graduate students.
In partnership with the Southwest Prevention Center, the Uni-
versity of Oklahoma has developed an online master’s degree
program in prevention expected to enroll its first cohort in
2010 (http://swpc.ou.edu/services/masterdegree.htm).
Critics of these programs suggest that programs outside of
social work schools and departments may be difficult or costly
for social work students to access. It can be difficult to align
the
credits from these programs with accreditation standards for
gra-
duation, certification, and licensing. Moreover, elective preven-
tion programs and courses are likely to be enrollment challenges
for social work students if prevention content is absent from the
core curriculum in social work because students may not
appreciate the prevention training program’s relevance or utility
83. to their profession. Clearly, prevention training programs exter-
nal to social work should include mentoring and some course-
work in prevention in social work education programs in order
to integrate social work and prevention (Conyne et al., 2008).
Public Health Social Workers
Some universities have institutionalized relationships between
schools of public health and schools of social work to cross-
train cohorts of prevention workers (Institute for the Advance-
ment of Social Work Research [IASWR], 2003). Over the past
30 years, joint programs have expanded from an initial pilot in
Minnesota (Hooyman, Schwanke, & Yesner, 1981) to the cur-
rent 21 programs. Interdisciplinary trainers claim that the ben-
efits are mutual in helping social workers learn applied
epidemiology, and public health students learn participatory,
empowering, and culturally responsive techniques that aid in
diffusion of macropractice preventive interventions (Ruth,
Geron, Wyatt, Bachman, & Chiasson, 2006). Elizabeth Clark,
the executive director of National Association of Social Work-
84. ers (NASW), wrote that ‘‘public health social work might be
the future of social work. Recent political changes are expected
to affect the future delivery of health care, possibly leading to
more emphasis on preventive health care and integrated health
care and wellness services. The ability of public health social
workers to bridge prevention and intervention, individual and
community, and practice and policy will be increasingly valued
in our changing society’’ (Van Pelt, 2009, p. 30). The IASWR
(2003) reports several challenges to the implementation of this
model, including a lack of student identification with the term
‘‘public health social worker,’’ a lack of social work integration
into the American Public Health Association (APHA), and ten-
sions between the social work commitment to the vulnerable
and the public health commitment to the broad population, all
of which may be addressed by interdisciplinary mentoring and
field placements. The only published outcome study of gradu-
ates of these dual degree programs indicated that graduates
were slightly underutilized for their skills sets, felt somewhat
85. ‘‘homeless’’ with regard to professional identification and had
significant financial consequences of the dual degree training,
though they reported that they would choose the same training
again. Participants in the dual degree program saw social work
as the ‘‘soft,’’ though valued, side of their training (Ruth et al.,
2006). Critics of the integration of public health content into
social work fear it will medicalize the profession (Siefert
et al., 1992).
At the doctoral level, required coursework often is more
flexible and interdisciplinary training is strongly encouraged.
At the University of Michigan and the University of Washing-
ton, institutional training grants support the development of
prevention scientists through the NIMH Prevention Research
Training Program. While those trained at the doctoral level
may have limited direct practice roles in prevention, they will
need to be well trained in prevention science in order to train
bachelor’s and master’s level social workers to provide
preventive services. They also may become prevention
86. 524 Research on Social Work Practice 20(5)
524
program developers, researchers, state and federal program
administrators, and federal agency personnel. Preparation at
this level varies substantially by institution and needs to be
made more available.
In-service Training/Technical Assistance
Workforce training for prevention could also reach profession-
als already practicing in the field of social work through
in-service training and technical assistance. In fact, most clin-
icians develop their prevention skills on the job postgraduation
(Conyne et al., 2008). Technical assistance can be very respon-
sive and relevant to practice demands but has been found to be
more successful when built upon a training foundation that
allows practitioners to take advantage of it (Chinman et al.,
2005). Therefore, training and technical assistance programs
should be integrated. Social work departments have an oppor-
87. tunity to provide training to professionals through certificate
and continuing education programs. Nearly every jurisdiction
that issues social work licenses requires continuing education
courses for license renewal. Social work continuing education
requirements are rigorous across all 50 states (Daniels &
Walter, 2002), but continuing education opportunities for
practitioners working at the community level continue to be
sparse. Schools could offer such individuals a coordinated
series of prevention courses resulting in a postgraduate certifi-
cate in prevention practice. It could be worthwhile to extend
collaborations with APHA to provide continuing education
credits for public health social workers.
Schools of social work could also provide training to front-
line prevention practitioners who have not received graduate
training. Schools of social work could expand upon an emer-
ging infrastructure by partnering with the Association for
Addiction Professionals to become approved providers of train-
ing for Certified Prevention Specialists, a designation offered
88. by the International Certification and Reciprocity Consortium
(IC&RC) to credential frontline prevention workers in 40 of
50 American states and in 9 foreign countries (Hayden,
2005). Credentialing requires a minimum of 2,000 hr of prac-
tice experience, 120 hr in supervision, and 100 hr of education,
with a 40-hr continuing education requirement every 2 years.
The coursework content and the credentialing exam include
(a) planning and evaluation, (b) education and skill develop-
ment, (c) community organization, (d) public policy and envi-
ronmental change, and (e) professional growth and
responsibility. Although this training is now done exclusively
by the service sector, academic schools of social work should
become involved in training Certified Prevention Specialists
to facilitate the transfer of research to practice and bring
advances in prevention science to the field.
The Challenge Ahead
We are aware of the challenges of placing a serious emphasis
on prevention practice in social work education. A case study
89. from the Risk and Prevention training program at the Harvard
Graduate School of Education suggests that success is predi-
cated on finding like-minded faculty, communicating to admin-
istration and recruits the importance and uniqueness of the
program, ensuring eligibility for licensure, and translating the
training to professional opportunities upon graduation (Mason
& Nakkula, 2008). Others have suggested focusing first on
bachelor’s and doctoral training, so as to more quickly build
a quorum of agency staff ready to carry out prevention work,
change agency norms, and simultaneously prepare the next
generation of faculty with skills to teach prevention content
in master’s training programs (Siefert et al., 1992).
The advances in prevention science over the past two
decades have created the need for a national workforce that
is trained to move evidence-based prevention from efficacy and
effectiveness trials into widespread national application.
Schools and departments in other professions and disciplines
are assessing their capacity to seize this opportunity. We urge
90. schools and departments of social work to respond to this need
by leading the training of the prevention workforce of the 21st
century.
Authors’ Note
This article was prepared for the Los Angeles Conference on
Interven-
tion Research in Social Work, School of Social Work,
University of
Southern California, October 22–23, 2009. The authors wish to
acknowledge the contributions of the communities participating
in the
Community Youth Development Study.
Declaration of Conflict of Interest
The authors declared no conflicts of interest with respect to the
author-
ship and/or publication of this article.
Funding
The authors disclosed receipt of the following financial support
for the
research and/or authorship of this article: A research grant from
the
91. National Institute on Drug Abuse (R01 DA015183-01A1) with
co-
funding from the National Cancer Institute, the National
Institute of
Child Health and Human Development, the National Institute of
Men-
tal Health, the National Institute on Alcohol Abuse and
Alcoholism,
and the Center for Substance Abuse Prevention, and a training
grant
from the National Institutes of Mental Health (T32 MH20010).
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