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2015 - SRCD Biennial Meeting Words: 489 words || 
1. Goldberg, Jessica., Bumgarner, Erin., jacobs, francine., Contreras, Mariah., Fosse, Nathan., Raskin, Maryna., Easterbrooks, Ann. and Mistry, Jayanthi. "Measuring Program Fidelity in the [Program Name] Home Visiting Program" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, <Not Available>. 2018-02-25 <>
Publication Type: Presentation
Abstract: With the passage of the Patient Protection and Affordable Care Act (2010), states have received over $1.5 billion for evidence-based home visiting programs, yet questions remain about how faithfully such programs are being implemented. This question is crucial for contextualizing program effects that vary considerably depending on how faithfully programs operate according to model standards (Durlak & DuPre, 2008). The proposed study informs this discussion by describing two indices of fidelity created for a statewide home visiting model evaluation. Guided by Carroll and colleagues (2007), who identified five aspects of fidelity measurement (i.e., adherence to the model, dosage, quality of service delivery, participant engagement/responsiveness, and identification of successful program elements) – we configured two indices of model fidelity: (1) program-level fidelity scores, reflecting the degree to which programs operated as intended by the model, and (2) individual-level fidelity scores, reflecting the degree to which individual evaluation participants used services as the model intends. We then explored associations between indices of fidelity and (a) maternal characteristics, and (b) other indices of program operations (e.g., duration). Finally, using a multi-level modeling (MLM) framework, we explored whether mother and child outcomes varied as a function of fidelity.
Fidelity scores were calculated using data from the program’s MIS, in which home visitors recorded all program-related activities. Data covered four fiscal years. Eleven indicators of fidelity were selected from the program’s “critical program elements” (see Table 1); both individual- and program-level fidelity scores ranged from 0 to 1, where 0 = total lack of fidelity to the program model and 1 = total adherence to the model. Program-level fidelity scores were calculated for all programs sites statewide (n = 26), averaged across fiscal years, and then assigned to each evaluation participant based on the program in which she spent the most time. Individual-level fidelity scores were calculated as a proportion of the indicators met by each evaluation participant (n = 433).
There was greater variability in individual-level fidelity scores compared to program-level fidelity (see Figure 1). Average program-level fidelity scores were quite high (M = 0.74, range 0.71- 0.80). In contrast, individual-level fidelity scores were widely distributed (M = 0.54, SD = 0.24). Program-level fidelity was not related to most indicators of mothers’ utilization, in contrast to individual-level fidelity And while program-level fidelity was not related to most maternal characteristics, Individual-level fidelity was related to several (e.g., depression, employment, living arrangements). MLM analyses indicated that outcomes varied depending on program-level fidelity; for example, mothers in higher fidelity programs had a lower probability of cigarette smoking and drug use, and had children who scored higher on child responsiveness. Unlike the case of program-level fidelity, associations between individual-level fidelity and outcomes were not always in the expected direction. For example, mothers with higher individual-level fidelity scores were less likely to have a repeat birth within two years, but more likely to report intimate partner violence. These results suggest additional program strategies for participant outreach and engagement.

2009 - NCA 95th Annual Convention Words: 1 words || 
2. Schultz, Kelly. and Dilley, Benita. "Public Relations Programs and Education in the United States: Graduate and Undergraduate Programs, Majors, Foci and Enrollment Trends" Paper presented at the annual meeting of the NCA 95th Annual Convention, Chicago Hilton & Towers, Chicago, IL, <Not Available>. 2018-02-25 <>
Publication Type: Conference Paper/Unpublished Manuscript

2008 - NCA 94th Annual Convention Words: 443 words || 
3. Powers, William. "Creating Your Own Training Program: Using Concept Keys Learning Program" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, <Not Available>. 2018-02-25 <>
Publication Type: Invited Paper
Abstract: Normally, active professionals in the T&D industry will have fully developed workshop packages that serve as the foundation for extending their workshops or seminars by generating and authoring their own program on the Concept Keys (CK) Learning System. Such a program would contain fundamental keys to success in the content area and serve to increase motivation, understanding, retention, and application by participants.
The web-based CK Learning System delivers a load of metrics to leaders and brief fundamental but key information to participants; typically one fundamental is delivered each day over an extended timeframe. Four major elements drive the learning system: Daily Keys and Micro-lessons, Daily Food For Thought sections, Weekly Quizzes, and Weekly Most Important Key selections and action plans. Recently the Easy Author KeyEd software was developed to allow experts to author their own Private Label Program that will use the CK Learning System. That software opened the door to assist student learners in the T&D classroom.
Students are typically inexperienced and addressing training program development from scratch. This activity involves a reversal of the process described above that is used by experienced professionals. Student teams (two or four member teams seem to work best) are given a two-week deadline to submit a first draft of their CK program to the instructor. Teams obtain instructor approval of a content area for their workshop; typically from one of their communication courses. They then generate the 10-15 most important fundamental elements (Keys) to the area that could be covered in a two-hour training session and prepare a micro-lesson for each fundamental key to success. The complete first draft material is then submitted for instructor review and suggestions are returned to each Training Team. The Training Teams then implement the suggestions and generate a completed CK program of no more than 15 Keys to success relative to their content to be covered in the workshop. Next step then is for the students to begin developing the content, media, and workshop activities workshop by using the CK program as the foundational model. Each Team takes the CK program of another Team as they progress through the course and provide feedback. Teams develop Training Manuals for their program, Participant Workbooks, and actually conduct their Training Workshop with non-student participants typically obtained through non-profit organizations and the occasional company or association.
Students are listed as CK Program authors and place that credential and the actual training program on their resume. They love the project. The suggested sequence described above seems to produce the learning outcomes desired better than other patterns. The CK program produces better focus on fundamentals and better activities that make a difference in training outcomes.

2011 - UCEA Annual Convention Pages: unavailable || Words: 4762 words || 
4. Sampson, Pauline. and Roberts, Kerry. "Superintendent Preparation Program: A Program Evaluation" Paper presented at the annual meeting of the UCEA Annual Convention, Westin Pittsburgh, Pittsburgh, PA, Nov 16, 2011 Online <PDF>. 2018-02-25 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study was a program evaluation of a superintendent preparation program. The findings suggest increased simulations and role playing that emphasize to students understand the importance of power groups in the community, prepare board meeting agendas and supporting materials, board relations, the creation of your own support system, knowledge of differences between different sizes of districts, the process of change, and support services.

2010 - ISME World Conference and Commission Seminars Pages: unavailable || Words: 2944 words || 
5. Beeching, Angela. "Career Development and Entrepreneurship Across the Curriculum: Best Practice in Professional Development Programs in Undergraduate Music Programs" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, Aug 01, 2010 Online <APPLICATION/PDF>. 2018-02-25 <>
Publication Type: Full Paper
Review Method: Peer Reviewed
Abstract: This paper provides an overview of recent undergraduate curricular reform and programmatic efforts made to address musicians’ professional development needs. The paper emerges from research of music entrepreneurship programs in the US, as well as the field experience of a veteran music career advisor. Curriculum and career advising is addressed, as well as institutional culture, and this is followed by a set of best practice cross-curricular strategies, based on examples from peer institutions.

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