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  1. Participatory asset mapping activities were used in both Arkansas and Nebraska to gain an understanding of existing organization-based assets and areas for improvement in the context of emergency preparedness. The main goals of the mapping activities that the Natural Hazards Center team led in Arkansas and Nebraska included: (1) Identifying organizational strengths, capacities, skills, and resources within organizations generally and for children in disasters specifically; (2) Deciphering organizations’ limitations and gaps both generally and in providing support for children in disasters; and (3) Facilitating potential cooperation between and among organizations by generating a shared awareness and understanding of organizations’ collective assets and areas for improvement. Our team constructed and facilitated a participatory asset mapping activity that was conducted during the two facilitated sessions held on December 10, 2018 in Lincoln, Nebraska and December 13, 2018 in Little Rock, Arkansas, and hosted by Save the Children for the Building Capacities to Protect Children Project. Participants in both states included individuals from state-level VOAD member organizations, community-based organizations, emergency management, and partners that provide services for children during disasters and emergencies. A total of 16 individuals participated in Arkansas, and 12 in Nebraska. This publication includes the verbal consent form, participatory asset mapping guidance document, and organizational asset mapping worksheets. The participatory asset mapping facilitator’s guide provides step-by-step instructions for individuals interested in conducting participatory asset mapping. This can be adapted to fit other research and evaluation objectives. The participatory asset mapping protocol was used to facilitate the participatory asset mapping activities among Arkansas and Nebraska VOAD participants and organizational partners in Little Rock Arkansas, and Lincoln, Nebraska, respectively. The organizational worksheets were used for conducting the participatory asset mapping activities in Arkansas and Nebraska and can easily be adapted for use in other contexts or organizational types.Between 2018 and 2020, the Natural Hazards Center at the University of Colorado Boulder conducted an evaluation entitled: Building State Voluntary Organizations Active in Disaster (VOADs) Capacities to Protect Children in Emergencies. This project was designed to assess the capacity of state-level VOADs to address children’s needs before, during, and after disasters. This project involved multi-method research in the focal states of Arkansas and Nebraska and in collaboration with members of VOADs, emergency management, Save the Children, and other child-serving organizations in both states. The evaluation team conducted participatory engagement exercises, survey research, secondary data analysis and GIS mapping, and an interorganizational network analysis survey. This project includes research instruments and the final reports produced as part of this project. The envisioned audience for these materials includes researchers, emergency managers, and professionals who work for child-serving organizations. 
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  2. As part of the larger Save the Children evaluation, our research team developed and disseminated an online survey to VOAD members and those partnered or affiliated informally with Arkansas and Nebraska state-level VOADs. The intent of this survey was to assess individual and organizational levels of disaster preparedness and the state of child-centered disaster preparedness activities. The Natural Hazards Center team created one survey, which was then updated to be specific to each state. The survey is divided into the following six sections: (a) organizational characteristics, VOAD involvement, and experience with disaster; (b) knowledge and awareness about children in disasters; (c) capacity for child-focused disaster response; (d) readiness for child-focused disaster response; (e) perceptions about child-focused disaster response; and (f) demographic information. We used the online survey platform Qualtrics to disseminate surveys through anonymous survey links. These links were sent to Arkansas and Nebraska VOADs and their partners on December 3, 2018. In all, a total of 24 surveys in Arkansas (7 of which were partially completed), and 46 surveys in Nebraska (13 of which were partially completed) were submitted via Qualtrics by December 17, 2018. This publication includes the final survey instrument, which may be of interest to other evaluation researchers.Between 2018 and 2020, the Natural Hazards Center at the University of Colorado Boulder conducted an evaluation entitled: Building State Voluntary Organizations Active in Disaster (VOADs) Capacities to Protect Children in Emergencies. This project was designed to assess the capacity of state-level VOADs to address children’s needs before, during, and after disasters. This project involved multi-method research in the focal states of Arkansas and Nebraska and in collaboration with members of VOADs, emergency management, Save the Children, and other child-serving organizations in both states. The evaluation team conducted participatory engagement exercises, survey research, secondary data analysis and GIS mapping, and an interorganizational network analysis survey. This project includes research instruments and the final reports produced as part of this project. The envisioned audience for these materials includes researchers, emergency managers, and professionals who work for child-serving organizations. 
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  3. Objective: The purpose of this study was to evaluate the mentoring program of the Minority Scholars from Under-Represented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters initiative, a pilot program that aimed to address the challenges that graduate students of color face in academic programs. SURGE promotes mentoring and professional development through its mentoring program for Science, Technology, Engineering, and Mathematics (STEM) students. Methods: Data collection involved distributing online surveys designed in Qualtrics to mentors and mentees five months after the SURGE program’s initiation. Separate surveys were created for student mentees and faculty mentors in order to collect feedback about the mentoring program. Mentees and mentors were also asked to rate their satisfaction with the specific individuals in their mentoring network so that the evaluation team could identify issues that arose across participants. Results: We found that students had several motivations for and expectations from SURGE. A majority of the students found the SURGE mentoring program to have been at least somewhat valuable in helping them achieve these expectations. Nonetheless, students did identify a few challenges, namely lack of swift responsiveness from some mentors, not enough guidance on navigating the mentor-mentee relationship, and little to no in-person interaction. While half of the students mentioned that some individuals within their mentoring team were hard to reach, a majority remained satisfied with the overall responsiveness of their mentors. This suggests that the many-to-many mentoring model helped to ensure none were entirely dissatisfied on this measure. Conclusions: These findings support previous research and show promise for mentoring as an effective intervention to the challenges that underrepresented students face in their academic programs and for their retention and representation, particularly in hazards and disaster-related fields. 
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  4. Applying for grants from the National Science Foundation (NSF) requires a paradigm shift at many community and technical colleges, because the primary emphasis at two-year colleges is on teaching. This shift is necessary because of the NSF expectation that a STEM faculty member will lead the project as Principal Investigator. Preparing successful NSF grant proposals also requires knowledge, skills, and strategies that differ from other sources from which two-year colleges seek grant funding. Since 2012, the Mentor-Connect project has been working to build capacity among two-year colleges and leadership skills among their STEM faculty to help them prepare competitive grant proposals for the National Science Foundation’s Advanced Technological Education (NSF-ATE) program. NSF-ATE focuses on improving the education of technicians for advanced technology fields that drive the nation’s economy. As an NSF-ATE-funded initiative, Mentor-Connect has developed a three-pronged approach of mentoring, technical assistance, and digital resources to help potential grantees with the complexities of the proposal submission process. Grant funding makes it possible to provide this help at no cost to eligible, two-year college educators. Mentor-Connect support services for prospective grantees are available for those who are new to ATE (community or technical colleges that have not received an NSF ATE award in 7 or more years), those seeking a larger second grant from the ATE Program after completing a small, new-to-ATE project, and for those whose first or second grant proposal submission to the NSF ATE Program was declined (not funded). The Mentor-Connect project has succeeded in raising interest in the NSF-ATE program. Over a seven-year period more than 80% of the 143 participating colleges have submitted proposals. Overall, the funding rate among colleges that participated in the Mentor-Connect project is exceptionally high. Of the 97 New-to-ATE proposals submitted from Cohorts 1 through 6, 71 have been funded, for a funding rate of 73%. Mentor-Connect is also contributing to a more geographically and demographically diverse NSF-ATE program. To analyze longer-term impacts, the project’s evaluator is conducting campus site visits at the new-to-ATE grantee institutions as their initial ATE projects are being completed. A third-party researcher has contributed to the site-visit protocol being used by evaluators. The researcher is also analyzing the site-visit reports to harvest outcomes from this work. This paper shares findings from seven cohorts that have completed a grant cycle with funding results known, as well as qualitative data from site visits with the first two cohorts of grantees. Recommendations for further research are also included. 
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  5. Applying for grants from the National Science Foundation (NSF) requires a paradigm shift at many community and technical colleges, because the primary emphasis at two-year colleges is on teaching. This shift is necessary because of the NSF expectation that a STEM faculty member will lead the project as Principal Investigator. Preparing successful NSF grant proposals also requires knowledge, skills, and strategies that differ from other sources from which two-year colleges seek grant funding. Since 2012, the Mentor-Connect project has been working to build capacity among two-year colleges and leadership skills among their STEM faculty to help them prepare competitive grant proposals for the National Science Foundation’s Advanced Technological Education (NSF-ATE) program. NSF-ATE focuses on improving the education of technicians for advanced technology fields that drive the nation’s economy. As an NSF-ATE-funded initiative, Mentor-Connect has developed a three-pronged approach of mentoring, technical assistance, and digital resources to help potential grantees with the complexities of the proposal submission process. Grant funding makes it possible to provide this help at no cost to eligible, two-year college educators. Mentor-Connect support services for prospective grantees are available for those who are new to ATE (community or technical colleges that have not received an NSF ATE award in 7 or more years), those seeking a larger second grant from the ATE Program after completing a small, new-to-ATE project, and for those whose first or second grant proposal submission to the NSF ATE Program was declined (not funded). The Mentor-Connect project has succeeded in raising interest in the NSF-ATE program. Over a seven-year period more than 80% of the 143 participating colleges have submitted proposals. Overall, the funding rate among colleges that participated in the Mentor-Connect project is exceptionally high. Of the 97 New-to-ATE proposals submitted from Cohorts 1 through 6, 71 have been funded, for a funding rate of 73%. Mentor-Connect is also contributing to a more geographically and demographically diverse NSF-ATE program. To analyze longer-term impacts, the project’s evaluator is conducting campus site visits at the new-to-ATE grantee institutions as their initial ATE projects are being completed. A third-party researcher has contributed to the site-visit protocol being used by evaluators. The researcher is also analyzing the site-visit reports to harvest outcomes from this work. This paper shares findings from seven cohorts that have completed a grant cycle with funding results known, as well as qualitative data from site visits with the first two cohorts of grantees. Recommendations for further research are also included. 
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