| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes. |
| Roundtable Rotation I:
Attending to the Learning Needs of Program Stakeholders: Using Planned Variation Strategy in a College Access Program Evaluation |
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Roundtable Presentation 853 to be held in Jefferson Room on Saturday, November 10, 3:30 PM to 5:00 PM
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| Presenter(s):
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| Kathryn Hill,
Minnesota Office of Higher Education,
kathy.hill@state.mn.us
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| Mary Lou Dresbach,
Minnesota Office of Higher Education,
marylou.dresbach@state.mn.us
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| Abstract:
This session will discuss the design and use of planned variation in the evaluation of a state GEAR UP grant. A planned variation approach can increase the use of evaluation findings for program improvement and help to build the knowledge base of program components that have a significant effect on student success. Design considerations will be discussed, including the importance of linking the variations to corresponding theoretical ideas about the best way to improve student readiness for college. Also, considerations to ensure the effect of the variation is not confounded with other school characteristics will be addressed.
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| Roundtable Rotation II:
The Influence of Context on the Collection of Needs Assessment Data |
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Roundtable Presentation 853 to be held in Jefferson Room on Saturday, November 10, 3:30 PM to 5:00 PM
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| Presenter(s):
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| Terry Ann Higa,
University of Hawaii, Manoa,
terryh@hawaii.edu
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| Aric Nakamura,
University of Hawaii, Manoa,
aricn@hawaii.edu
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| Abstract:
The panelist will discuss two contexts of collecting needs assessment data about beneficiaries of a program at the University Hawaii at Manoa, College of Education. In the first year of data collection, the program beneficiaries (students) were taking courses at the College. Data were collected through student focus groups, student interviews, college faculty questionnaires, and program staff questionnaires. The evaluators were able to identify need areas for the students and ways that the program may address those areas. In the subsequent year, the students were assigned to teach in schools. Various factors limited the evaluators' efforts to collect data, including school security rules, teacher union regulations, and program limitations. Eventually, the evaluators were able to collect needs assessment data from mentors that met with the students in the schools, at program workshops, and through an on-line questionnaire. The panelist will discuss the varying degrees of success of those methods.
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