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Building Individual and Organizational Capacity through a Pilot Evaluation Fellowship Program: How Collaborative and Constructivist Approaches Enhance Learning and Strengthen Ties Across Sectors, Through the Eyes of a Graduate Student
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| Presenter(s):
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| Jeanne F Zimmer,
University of Minnesota,
zimme285@umn.edu
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| Abstract:
This paper focuses on the first year of an Evaluation Fellowship Program from the perspective of a graduate student involved in the planning, implementation, and evaluation of the program. The pilot program was geared toward bringing together representatives from different sectors to build the capacity of each and increase their ability to work collaboratively. This unique approach combined a year-long process of identifying and engaging in capacity building within a specific topical area as well as a strong focus on enhancing the understanding and practice of evaluation. The program was designed to go beyond “one more training session” on evaluation: it combined educational, technical assistance, and peer-networking efforts to build individual and organizational evaluation capacity. The paper examines the degree to which the goals of the pilot project were met and explores the experiences of individual and organizational participants. Recommendations are made for program design and evaluation for future cohorts.
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A Collaborative, Internal Evaluation of a Pre-Service Teacher Education Course Guided by Complexity Thinking
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| Presenter(s):
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| Michelle Searle,
Queen's University,
michellsearle@yahoo.com
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| Abstract:
This paper reports on the second year of a collaborative, internal evaluation of PROF 150/155; Concepts in Teacher Education conducted for Bachelor of Education students at Queen’s University. Multiple methods of data were collected over two years to target teachers’: a) understanding of assessment and evaluation issues in practice; b) readiness to engage in these areas; and c) the impact of the course in contributing to professional needs related to assessment and evaluation. The evaluation was conceptualized using a collaborative and developmental framework that is supportive of ongoing organizational development (Patton 1999; Wesley, Zimmerman, & Patton, 2006). This paper uses complexity thinking (Denis, Sumara, Luce-Kapler, 2008) to understand the impact of the course on multiple levels within the organization. Finally, it reports on evaluative practice as an opportunity for learning by examining possibilities in both course design, as well as learning in evaluation and assessment.
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