Supporting and Scaling Change: Lessons From the First Round of the Investing in Innovation (i3) Program

Assesses the degree to which the i3 program helped advance innovation in public education. Outlines takeaways, challenges, and recommendations for the Education Department and grantmakers, including optimizing support for different stages of innovation

Academic Recognition of Military Experience in STEM Education

Recent calls for increases in science, technology, engineering, and math (STEM) education attainment and veterans' education success have created a platform for examining how veterans with military experience in STEM fields can more efficiently complete postsecondary education and training.The American Council on Education (ACE) military evaluation program provides credit recommendations for military courses that align servicemembers' training with postsecondary curricula and competencies. These recommendations,if accepted as transfer credit, can decrease the time it takes servicemembers and veterans to complete STEM certificates and degrees.Numerous challenges exist in considering military credit recommendations for postsecondary courses and degrees. The process is complex, requiring an acute understanding of military transcripts and the resources and tools available to assist institutions of higher education in awarding credit for military training. Additionally, misinformation and lack of awareness regarding the content, scope, and rigor of the ACE review process and resulting credit recommendations create resistance to awarding credit.Successfully increasing acceptance of military credit recommendations at institutions of higher education can be achievedthrough public-private partnerships between colleges and universities, federal agencies, workforce development experts, and other key stakeholders using available resources and tools to build degree pathways that accurately map military training to STEM courses.An education campaign about the ACE review process and the value of the resulting credit recommendations will also help eliminate the stigma surrounding credit awarded for prior learning, and boost support among leaders and institutions for increased acceptance of military credit recommendations. This approach will lead to the developmentof best practices and, ultimately, increases in both STEM attainment and veterans' education success

Global Policy Fellows Program: Lessons Learned

Describes IHEP's program to create a global network of higher education policy analysts and researchers to address issues of access for underserved populations. Presents thematic findings from six countries and recommendations for effective collaboration

Alcoa Foundation's Global Internship Program for Unemployed Youth Midterm Evaluation

This midterm report presents findings for the Alcoa Global Internship Program for Unemployed Youth (hereafter the Alcoa Program), a program funded by Alcoa Foundation, Inc., and implemented by the Institute of International Education (IIE). Launched in October 2013, the main purpose of the Alcoa Program is to provide workforce development opportunities to unemployed youth worldwide with the goal of increasing their employability in the manufacturing sector. The findings and results of the midterm evaluation are intended to capture the outcomes and impacts of the program thus far and provide recommendations for future program implementation

Impact of Program Review on IPE Programming and Assessment

Purpose: Efforts to measure the effectiveness of Interprofessional Practice and Education (IPE) are challenging. We will present how formal program review can measure IPE effectiveness and lead to improvements in programming and assessment. Background: Western University of Health Sciences requires program review of curricular programs. The IPE curriculum recently underwent program review. External reviewers shared the results of their evaluations with university administration and deans. Their specific recommendations led to a retreat and development of a vision statement for IPE and the development of a new clinical assessment tool. Description of Intervention: After program review and receipt of the reviewers’ recommendations a full day retreat was held with senior administration and Deans from all health professions programs. Through these efforts a new IPE program vision statement was re-stated with reaffirmed commitments from all present. Preliminary Results: A shared vision statement was developed and finalized, which led to re-prioritizing core and key competencies to be used in the IPE curriculum. The revised core competencies were circulated via electronic survey to clinical practice sites where preceptors provided feedback and comments so that the competencies adequately defined measurable skills and behaviors could be used as assessment tools during clinical rotations. Relevance to Interprofessional Education or Practice: Program review can have an impact on the development of a shared university IPE vision and the identification of measurable IPE behaviors and skills important to the field. Recommendation for future investigation or incorporation into education: Outcomes from the new assessment tool will be compiled and analyzed with respect to use in clinical education across health professions. Learning Objectives: 1) Describe how formal university program review can used to renew senior administration commitment to IPE and to improve assessment practices. 2) Reflect on how program review can be instituted in any institution with an IPE program

The Chafee Educational and Training Voucher Program: Six States' Experiences

This publication examines how the Chafee educational and training vouchers and other state-based supports for higher education have been working for these young adults. The National Foster Care Coalition (NFCC) has worked closely with six states to examine the implementation of the Chafee ETV Program since its inception in 2003: California, Maine, Montana, New York, North Carolina, and Wyoming. These states were selected to provide a diverse view of ETV program implementation, including state- and county-administered child welfare programs, urban and rural programs, and programs serving either very large or very small populations of youth. This publication documents a select number of young people's experiences with the ETV program and also shares recommendations from constituents and other stakeholders on how to improve this unique and important postsecondary education and training program

Understanding Evaluations of Environmental Education Programs

This article provides instruction on how to read and interpret an evaluation of an environmental education program. Topics include the benefits of conducting a sound evaluation and finding programs with similar goals as examples. Recommendations include understanding the program description, target population, methods of measurement, and the reliability and validity of the evaluation, and making use of findings and conclusions. Some examples of program evaluations are included. Educational levels: Graduate or professional

Global Change: International Agreements on Youth

Summarizes the sections of the World Program of Action for Youth that focus on education, employment, health, girls and young women, and participation. Includes a progress report on the implementation of the program's goals and recommendations

The Hospitality Cooperative Education: What are the Benefits for Industry Partners?

Cooperative education program was introduced into undergraduate hospitality degree program to help students be better prepared for their careers. A cooperative partnership between the industry and universities results in both sides receiving benefits. This study identifies the benefits industry partners receive from a cooperative education program. The implications of these benefits leads to the evaluation of hospitality cooperative education. From the results of the evaluation, recommendations are proposed for redesigning the cooperative education program