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Learning Evaluation and Applied Research Consultants
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| Presenter(s):
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| Gargi Bhattacharya,
Southern Illinois University, Carbondale,
gargi@siu.edu
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| Kristin Pankey,
Southern Illinois University, Carbondale,
knpankey@siu.edu
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| Joel Nadler,
Southern Illinois University, Carbondale,
jnadler@siu.edu
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| Abstract:
The Applied Psychology Program at Southern Illinois University at Carbondale (SIUC) has been providing training in program evaluation since 1981. Perhaps the most unique part of this training is the opportunity to conduct actual professional evaluation as a part of Applied Research Consultants or ARC, a student managed consulting firm. Based on extensive qualitative research (structured interviews of both senior graduate students and alumni), this presentation discusses some of the major evaluation projects conducted by senior graduate students in ARC. The challenges they faced, and the strategies they used to overcome these problems. It also highlights some of the important skills and strategies in conducting evaluation learned in ARC, considered as invaluable skills by the alumni of this program who are conducting professional evaluation projects as the part of their post-academic careers.
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Extending the Teaching of Evaluation Through Experiential Learning: Connecting Evaluation Theory and Planning With Grant-Making
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| Presenter(s):
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| Melissa Kelly,
University of Illinois, Chicago,
mkelly27@uic.edu
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| Dan Kaczynski,
University of West Florida,
dkaczyns@uwf.edu
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| Abstract:
This study, which presents an approach for educating future evaluators, connects evaluation theory and practice, grant-making, and experiential learning. We position this discussion upon the conceptual framework of a newly developed graduate-level evaluation course: Advanced Program Development and Evaluation. The course offers a promising means for applying experiential learning to evaluation education and is designed to encourage graduate students to critically examine and discuss current and emerging variations in theoretical orientations of evaluation. Students analyze these theoretical relationships through an applied research perspective involving the development of an actual grant proposal. This type of approach to evaluation education serves multiple functions by (a) deepening students' knowledge of evaluation issues, (b) fostering critical examination of diverse evaluation orientations, (c) illuminating the relationships between evaluation and organizational development, and (d) actively engaging students in developing and submitting a grant proposal. It also promotes civic engagement as students confront current, meaningful social issues.
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The Evaluation Internship: Engaging Undergraduate Students in Applied Learning Opportunities
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| Presenter(s):
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| Kristi Lekies,
The Ohio State University,
lekies.1@osu.edu
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| Abstract:
Throughout their undergraduate careers, students are exposed to a knowledge base that has resulted from the findings of research and evaluation studies. Many are eager to learn first-hand how knowledge is generated, apply the knowledge they've learned, and see for themselves how programs and policies, such as educational programs for children, are effective. Evaluation internships, either for pay or academic credit, can provide a way for students to learn more about evaluation process and design under the direction of an experienced mentor. This presentation will give an overview of a model used to engage over 50 undergraduates in research and evaluation opportunities. Benefits include building evaluation skills and knowledge, learning more about the program or subject matter being investigated, engaging with schools and community organizations, developing a relationship with faculty, opportunities to pursue independent work, and presenting findings through presentations and publications. Effective strategies will be discussed.
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