Institute Publications, Institute for Policy and Governance

Permanent URI for this collection

https://hdl.handle.net/10919/111124

Browse

Browsing Institute Publications, Institute for Policy and Governance by Author "Dunkenberger, Mary Beth"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Virginia Star Quality Initiative Family Child Care Home Provider Demonstration Pilot Evaluation Report
    Bradburn, Isabel S.; Dunkenberger, Mary Beth; White, Nancy; Allen, Elizabeth (Virginia Tech Child Development Center for Learning and Research, 2011-08-05)
    The Virginia Star Quality Initiative (VSQI) family child care home demonstration project was a pilot quality rating and improvement program designed to provide intensive professional development services to family child care home providers. The pilot project took place between October 1, 2010, and June 30, 2011, and was funded by federal American Recovery and Reinvestment Act monies awarded to the Virginia Department of Social Services. The Virginia Early Childhood Foundation (VECF) piloted the family child care home provider program as an extension of the classroom‐based VSQI, currently in its fifth year of a pilot phase. Through a competitive process, VECF selected six geographically and culturally diverse regions encompassing 35 Virginia localities to participate, with a recruitment target of 75 licensed family child care providers. Regions included nine localities in the Southwest (coordinated by Smart Beginnings Appalachia), Arlington/Alexandria, six localities in Central Virginia (coordinated by Smart Beginnings Central Virginia), Fairfax, seven localities in the Greater Richmond area (coordinated by the Richmond Resource and Referral Agency, ChildSavers) and five localities in South Hampton Roads (coordinated by Smart Beginnings South Hampton Roads and The Planning Council).
  • Thumbnail Image
    Virginia Tech Peer Institution Diversity & Inclusion Comparative Study: A Review of Virginia Tech Peer Institutions’ Compositional Dynamics, Organizational Structures, and Assessment, Planning and Evaluation Practices
    Dunkenberger, Mary Beth; Lo, Suzanne (Virginia Tech, 2013)
    A systematic review of Virginia Tech’s peer institutions and the institutions’ organizational contexts for diversity and inclusion programs has been undertaken for the purposes of benchmarking Virginia Tech’s processes for assessment, planning and evaluation. Comparative analysis has increasingly been utilized by institutions of higher education to inform decision-making, resource allocation and organizational change (Trainer, 2008). However, little, if any, comparative research has been focused on the organizational structures, programs and processes for the promotion of diversity and inclusion within our institutions of higher education. This study and its findings seek to begin to fill this informational gap and to assist Virginia Tech leadership in supporting its diversity and inclusion structures.