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Session Title: Beyond the Report: Using Evaluations to Create a College-going Culture
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Panel Session 595 to be held in Baltimore Theater on Friday, November 9, 11:15 AM to 12:00 PM
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Sponsored by the Presidential Strand
and the College Access Programs TIG
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| Chair(s): |
| Janet Usinger,
University of Nevada, Reno,
usingerj@unr.edu
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| Abstract:
Evaluations are resource intensive. Ideally, the program and organization are the beneficiaries of this intense resource commitment through meaningful dialogue between evaluators and project staff and effective feedback. More often, however, evaluations are directed upstream to policy-makers and not necessarily toward the individuals directly involved in the day-to day activities of the project. Two Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) projects have designed their evaluations to serve two roles, to capture the impact of the project activities and to promote organizational learning. One project uses a Logic Model to create a common understanding of the theoretical grounding of project activities. Another uses a longitudinal case study as a means of reflecting organizational growth and development back to the instructional leadership team of participating schools. This panel will present details of the design and implementation of these two approaches that use evaluations to create a college-going culture.
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Using a Logic Model for Program Development, Evaluation and Organizational Learning
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| Mari Wilhelm,
University of Arizona,
wilhelmm@ag.arizona.edu
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| Margaret R Stone,
University of Arizona,
mrstone@ag.arizona.edu
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The Tucson GEAR UP program utilizes a logic model for building trust with school and program partners, determining an evaluation protocol, providing a guide for short and long term outcome assessment, disseminating findings, and exploring longer-term sustainability. This presentation will provide a strategy for incorporating theories of positive youth development and change into a logic model. Examples will be provided as to how such a logic model is used to create dialogue with partners regarding their own beliefs, expectations and hopes for youth. The goal is to initiate a shared perspective relative to the project's objectives. Examples will be provided as to how concepts within the logic model are used to guide the selection of survey items and how results are shared with partners to enhance program development and, overtime, observe change. Finally, a plan for use of the logic model to assess system change and sustainability will be discussed.
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Using a Longitudinal Case Study Design for Evaluation and Organizational Learning
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| Janet Usinger,
University of Nevada, Reno,
usingerj@unr.edu
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| Bill Thornton,
University of Nevada, Reno,
thorbill@unr.edu
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| Edith Rusch,
University of Nevada, Las Vegas,
edith.rusch@ccmail.nevada.edu
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The Nevada State GEAR UP project includes a longitudinal case study methodology as a means of providing feedback for the six years of the project. Middle school principals and instructional leaders have used the results to inform educational practice and create an environment of organizational learning. This presentation will provide details about the rubrics used for analyzing ethnographic observations and documents to assess a college-going culture of the middle school. The interview protocol will be detailed, as will the survey instruments used to assess academic optimism. In addition to the instruments and analytical processes, the feedback mechanism, structured dialogue and appreciative inquiry processes will be described. The two presenters approach the case study from different perspectives. One has been involved in university outreach and qualitative research; the other has experience as a principal, superintendent, university academic, and quantitative evaluator.
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