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SERVE offers a series of publications entitled "Hot Topics," research-based documents which focus on relevant issues of the day that are important in the region. This document, the first in a series of publications, is a practical guidebook to designing and developing youth apprenticeship programs to prepare noncollege-bound high school students for work. Section 1 is an overview of youth apprenticeship that includes information on the history of apprenticeship and explains why youth apprenticeship is needed in the United States. Listed in section 2 are the following: the characteristic components and benefits of youth apprenticeships; youth apprenticeship program coordinator responsibilities; and typical components of tech prep, cooperative education, internship, school-based enterprise, vocational technology high school/center, and career academy programs. The following key components in school-to-work transition programs are discussed in section 3: commitment, collaboration, business involvement, training and staff development, applied teaching, real-world experience, flexible scheduling, funding and resources, and continuity. Examined in section 4 are the following critical issues in youth apprenticeship programming: vision and concept, attitudes, recognition/credentials/standards, program evaluation, marketing, and public choices and public agents. Sections 5-7 contain the following: names/addresses of 103 state and national resource organizations; list of 56 suggested periodicals, journals, newsletters, and documents on models; endnotes, and 71-item bibliography. Included throughout the guidebook are profiles of exemplary youth apprenticeship programs and descriptions of successful program practices. (MN)

At the turn of the nineteenth century the collection and removal of most urban household waste materials was accomplished via local refuse disposal wagons. These refuse vehicles, sometimes referred to as honey wagons (I was not able to ascertain exactly why they were called honey wagons although it probably had something to do with the refuse carts' similar attraction of flies), would pick-up both a residence's solid and liquid waste, typically on either a weekly or monthly schedule. This practice continued, especially in Europe, until around the early 1920s when it became more and more common for urbanized areas to design and construct basic waste water collection systems. These sewage systems, using water as both the medium and mechanism for the waste transport, replaced the function of the refuse wagon, at least as far as liquid waste removal was concerned. .... And just what are the other alternatives to the aforementioned manual collection method? Several ideas and possibilities have been suggested including the conveyance of solid waste via hydraulics (similar to waste water), air-cushion and rubber-tired trolleys, as well as the use of underground conduits with magnetically transported gondolas. However, the one alternative that has shown the most promise and has actually been implemented at various sites throughout both Europe and the United States is the pneumatic waste transport system.

At the turn of the nineteenth century the collection and removal of most urban household waste materials was accomplished via local refuse disposal wagons. These refuse vehicles, sometimes referred to as honey wagons (I was not able to ascertain exactly why they were called honey wagons although it probably had something to do with the refuse carts' similar attraction of flies), would pick-up both a residence's solid and liquid waste, typically on either a weekly or monthly schedule. This practice continued, especially in Europe, until around the early 1920s when it became more and more common for urbanized areas to design and construct basic waste water collection systems. These sewage systems, using water as both the medium and mechanism for the waste transport, replaced the function of the refuse wagon, at least as far as liquid waste removal was concerned. .... And just what are the other alternatives to the aforementioned manual collection method? Several ideas and possibilities have been suggested including the conveyance of solid waste via hydraulics (similar to waste water), air-cushion and rubber-tired trolleys, as well as the use of underground conduits with magnetically transported gondolas. However, the one alternative that has shown the most promise and has actually been implemented at various sites throughout both Europe and the United States is the pneumatic waste transport system.

At the turn of the nineteenth century the collection and removal of most urban household waste materials was accomplished via local refuse disposal wagons. These refuse vehicles, sometimes referred to as honey wagons (I was not able to ascertain exactly why they were called honey wagons although it probably had something to do with the refuse carts' similar attraction of flies), would pick-up both a residence's solid and liquid waste, typically on either a weekly or monthly schedule. This practice continued, especially in Europe, until around the early 1920s when it became more and more common for urbanized areas to design and construct basic waste water collection systems. These sewage systems, using water as both the medium and mechanism for the waste transport, replaced the function of the refuse wagon, at least as far as liquid waste removal was concerned. .... And just what are the other alternatives to the aforementioned manual collection method? Several ideas and possibilities have been suggested including the conveyance of solid waste via hydraulics (similar to waste water), air-cushion and rubber-tired trolleys, as well as the use of underground conduits with magnetically transported gondolas. However, the one alternative that has shown the most promise and has actually been implemented at various sites throughout both Europe and the United States is the pneumatic waste transport system.

At the turn of the nineteenth century the collection and removal of most urban household waste materials was accomplished via local refuse disposal wagons. These refuse vehicles, sometimes referred to as honey wagons (I was not able to ascertain exactly why they were called honey wagons although it probably had something to do with the refuse carts' similar attraction of flies), would pick-up both a residence's solid and liquid waste, typically on either a weekly or monthly schedule. This practice continued, especially in Europe, until around the early 1920s when it became more and more common for urbanized areas to design and construct basic waste water collection systems. These sewage systems, using water as both the medium and mechanism for the waste transport, replaced the function of the refuse wagon, at least as far as liquid waste removal was concerned. .... And just what are the other alternatives to the aforementioned manual collection method? Several ideas and possibilities have been suggested including the conveyance of solid waste via hydraulics (similar to waste water), air-cushion and rubber-tired trolleys, as well as the use of underground conduits with magnetically transported gondolas. However, the one alternative that has shown the most promise and has actually been implemented at various sites throughout both Europe and the United States is the pneumatic waste transport system.

This study is based on the evaluation of the Methods Experience Project (MEP) in the College of Education at Bowling Green State University, Bowling Green, Ohio. Specifically, the study identifies and describes the nature and direction of possible changes in selected preservice teacher behavior which occurred during the project and explores the relationship of these changes to teaching behavior. The person-oriented variables of openness vs. closedness; generalized expectancies for internal or external control of reinforcement; and personality traits were investigated. The role-oriented variables of situational role conflict, personal role conflict, teaching performance, and teaching attitude were also explored in 157 elementary education majors. Analysis of data reveal a) the MEP students reflect both greater situational and personal role conflicts than the control students; b) MEP students have personalities that are better suited for teaching than the control students; and c) no differences in teaching behavior exist among students, although the MEP students develop a more positive attitude toward teaching than the control students do. The study emphasizes the need for further research and evaluation and presents questions that would delineate areas of further investigation into preservice teacher education curriculum. (Seventeen tables of data are included.) (BRB)

The We Do--They Do Model provides an evaluation methodology that service providers can use on a small scale to obtain data for themselves and for the over-all system. The model allows for complete assessment of ongoing program implementation and outcome. Three questions are used to organize evaluation activities: (1) Did staff (We) do what we said we were going to do? (2) Did participants (They) do what they were supposed to do? and (3) If everyone did what they were supposed to do, how would we know if it did any good? These questions allow for evaluation of program activities and outcomes for both formative and summative purposes. It focuses on staff activities, client activities, and the outcome of these activities. The Model allows for relating of outcomes to program goal activities. It is useful for establishment of objectives, identification of specific treatment activities, and establishment of assessment methodology. Key aspects of the Model are a focus on evaluation of treatment integrity, and a simple reporting method that service staff can use with minimal disruption of activities. Use of the model is illustrated in the evaluation of the University of Nebraska's Educational Center for Disabled students. Computer technology was used as an intervention to train disabled college students. Objectives included improvement in attitudes and in academic performance. (MAC)

This essay discusses the emergence of the program evaluation dissertation in our doctoral program as the preferred dissertation in practice (DiP) option. We also outline important considerations that must be reviewed with students when considering this approach. Our students are professional educational leaders in the settings where they conduct their dissertation research, emphasizing the importance of our doctoral faculty in addressing the potential implications of blending dissertation research with professional practice. Using the utilization-focused evaluation approach as a framework, we address professional and practical considerations to ensure effective evaluation designs to examine a specific problem of practice. These considerations include the student's relationship to the program being evaluated, the impact on their professional position, support for the evaluation, access to data collection, potential consent concerns, and the utilization of findings. We conclude with additional ethical considerations to be considered when supporting program evaluation dissertation work.

At the turn of the nineteenth century the collection and removal of most urban household waste materials was accomplished via local refuse disposal wagons. These refuse vehicles, sometimes referred to as honey wagons (I was not able to ascertain exactly why they were called honey wagons although it probably had something to do with the refuse carts' similar attraction of flies), would pick-up both a residence's solid and liquid waste, typically on either a weekly or monthly schedule. This practice continued, especially in Europe, until around the early 1920s when it became more and more common for urbanized areas to design and construct basic waste water collection systems. These sewage systems, using water as both the medium and mechanism for the waste transport, replaced the function of the refuse wagon, at least as far as liquid waste removal was concerned. .... And just what are the other alternatives to the aforementioned manual collection method? Several ideas and possibilities have been suggested including the conveyance of solid waste via hydraulics (similar to waste water), air-cushion and rubber-tired trolleys, as well as the use of underground conduits with magnetically transported gondolas. However, the one alternative that has shown the most promise and has actually been implemented at various sites throughout both Europe and the United States is the pneumatic waste transport system.

In response to No Child Left Behind mandates, budget cuts and various accountability demands aimed at improving programs, colleges and schools of education are in need of practical, quantitative evaluation methods which can be utilized internally to meaningfully examine teacher preparation programs and related coursework. The utility of multiple regression as a tool for linking coursework to teacher certification outcomes was examined in two separate case studies: one examined data from a smaller, private university and the other examined data from a larger public university. Grade inflation, missing or confounding variables, bivariate correlations, beta weights, statistical assumptions, and power were statistical considerations. Results indicated multiple regression can provide meaningful program evaluation information when examining teacher preparation programs where fewer sections of courses are offered, such as at the private university level. Variance associated with multiple course sections being nested in individual courses was believed to interfere with multiple regression results for public university analyses. Methods such as hierarchical linear modeling (HLM) and growth mixture modeling (GMM) may be more appropriate when evaluating teacher preparation programs at larger universities where nested variables are often more prevalent.

In response to No Child Left Behind mandates, budget cuts and various accountability demands aimed at improving programs, colleges and schools of education are in need of practical, quantitative evaluation methods which can be utilized internally to meaningfully examine teacher preparation programs and related coursework. The utility of multiple regression as a tool for linking coursework to teacher certification outcomes was examined in two separate case studies: one examined data from a smaller, private university and the other examined data from a larger public university. Grade inflation, missing or confounding variables, bivariate correlations, beta weights, statistical assumptions, and power were statistical considerations. Results indicated multiple regression can provide meaningful program evaluation information when examining teacher preparation programs where fewer sections of courses are offered, such as at the private university level. Variance associated with multiple course sections being nested in individual courses was believed to interfere with multiple regression results for public university analyses. Methods such as hierarchical linear modeling (HLM) and growth mixture modeling (GMM) may be more appropriate when evaluating teacher preparation programs at larger universities where nested variables are often more prevalent.

One of the techniques frequently recommended for bereaved children is participation in grief support groups through schools or community agencies. The Bereavement Directors of two hospices in northern Colorado were interested in learning more of the effectiveness of the children's' grief groups which they were conducting. The final design of the evaluation involved traditional pre- and post-test measures with a treatment group and a control group. Over a period of 18 months, 20 children (7-11 years old) and their families participated in the treatment group, which involved completion of the pre- and post-test measures and attendance at an 8-week grief support group. A total of 14 children and their families were in the control group. Measures used with the children were the Death Concept Scale and the Piers Harris Self-Concept Scale; parents were asked to complete an information questionnaire and a child behavior checklist. Both children and parents participated in semistructured interviews. Responses in general indicated that participation in the groups was effective and beneficial. Participant responses to questions regarding their experiences in the grief support groups are summarized. (TS)

Background: Education of nurses from a diploma to a degree is a global phenomenon. However, bridging is often seen as a "backdoor" route to becoming a Registered Nurse and very little evaluation data exists to challenge this notion. Objectives: This research project was undertaken to explore student characteristics, academic performance, outcomes, and experiences in an RPN-to-BScN Bridging Program. Design: A mixed method design was employed. Student admission and registrarial data were examined in relation to student characteristics and academic performance. Secondary data analysis was conducted on focus group interviews with 110 students that explored their perceptions of the impact of the program on their lives. Setting: Data was collected through University databases and face to face focus groups. Participants: Admission and registrarial data for all students admitted to a nursing bridging program in Ontario, Canada, from 2005-2011 were analyzed. Participants in the qualitative focus group interviews included 110 students across all years of the program. Methods: Descriptive and analytical statistics provide insight into student performance and characteristics. Qualitative data analysis was conducted using NVivo 9 with multi-member teams. Results: Data analysis reveals important insights into student academic performance, including exploration of relevant variables such as ongoing and cumulative GPA, entrance GPA, and program completion. Qualitative analysis provides insight into how studying in the program affects students' lives. Conclusions: RPN-to-BScN education is not a "back door" to a nursing degree. Rather, it is a front door, as rigorous and as personally and professionally transformative as we expect a 4-year BScN Degree to be.

Background: Education of nurses from a diploma to a degree is a global phenomenon. However, bridging is often seen as a "backdoor" route to becoming a Registered Nurse and very little evaluation data exists to challenge this notion. Objectives: This research project was undertaken to explore student characteristics, academic performance, outcomes, and experiences in an RPN-to-BScN Bridging Program. Design: A mixed method design was employed. Student admission and registrarial data were examined in relation to student characteristics and academic performance. Secondary data analysis was conducted on focus group interviews with 110 students that explored their perceptions of the impact of the program on their lives. Setting: Data was collected through University databases and face to face focus groups. Participants: Admission and registrarial data for all students admitted to a nursing bridging program in Ontario, Canada, from 2005-2011 were analyzed. Participants in the qualitative focus group interviews included 110 students across all years of the program. Methods: Descriptive and analytical statistics provide insight into student performance and characteristics. Qualitative data analysis was conducted using NVivo 9 with multi-member teams. Results: Data analysis reveals important insights into student academic performance, including exploration of relevant variables such as ongoing and cumulative GPA, entrance GPA, and program completion. Qualitative analysis provides insight into how studying in the program affects students' lives. Conclusions: RPN-to-BScN education is not a "back door" to a nursing degree. Rather, it is a front door, as rigorous and as personally and professionally transformative as we expect a 4-year BScN Degree to be.

Background: Education of nurses from a diploma to a degree is a global phenomenon. However, bridging is often seen as a "backdoor" route to becoming a Registered Nurse and very little evaluation data exists to challenge this notion. Objectives: This research project was undertaken to explore student characteristics, academic performance, outcomes, and experiences in an RPN-to-BScN Bridging Program. Design: A mixed method design was employed. Student admission and registrarial data were examined in relation to student characteristics and academic performance. Secondary data analysis was conducted on focus group interviews with 110 students that explored their perceptions of the impact of the program on their lives. Setting: Data was collected through University databases and face to face focus groups. Participants: Admission and registrarial data for all students admitted to a nursing bridging program in Ontario, Canada, from 2005-2011 were analyzed. Participants in the qualitative focus group interviews included 110 students across all years of the program. Methods: Descriptive and analytical statistics provide insight into student performance and characteristics. Qualitative data analysis was conducted using NVivo 9 with multi-member teams. Results: Data analysis reveals important insights into student academic performance, including exploration of relevant variables such as ongoing and cumulative GPA, entrance GPA, and program completion. Qualitative analysis provides insight into how studying in the program affects students' lives. Conclusions: RPN-to-BScN education is not a "back door" to a nursing degree. Rather, it is a front door, as rigorous and as personally and professionally transformative as we expect a 4-year BScN Degree to be.

The process developed and implemented by the Eastern Iowa Community College District (EICCD) to evaluate its vocational and technical programs is described. The process provides for the flow of information and recommendations from the faculty through administrative ranks to the Chancellor of the District. The EICCD is comprised of three colleges and serves 24 kindergarten-through-grade 12 school districts. The program evaluation process, developed through cooperative effort, consists of two phases. Phase 1 is an annual review, consisting of the annual collection, analysis, and review of discrete program data on 10 elements that are compared year-to-year over a three-year period. These data elements concern enrollment, contact hours, graduation and withdrawal rates, costs, class size, and success of program leavers and graduates. In Phase 2, all vocational-technical programs are evaluated on a three-year cycle with a sequence determined by the District Instructional Council. Five major components of Phase 2 are: (1) surveys of six target groups; (2) local labor market assessment; (3) faculty self-study; (4) Internal Review Team visit and report; and (5) faculty response. All documents compiled in the evaluation process are made available to college and district administration. All programs have been modified based on evaluation information; a few have been terminated. The decision-making process and use of evaluation results are considered. Examples of program evaluation surveys, labor market assessments, and the faculty self-study report are appended. (SLD)