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Begin at the Beginning: Evaluation’s Role in Bridging Knowledge Production and Knowledge Use…or How Do We Determine Best Available Science in Watershed Management Programs?
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| Presenter(s):
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| Mary McEathron,
University of Minnesota,
mceat001@umn.edu
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| Abstract:
Because of the daunting scientific complexity of river systems, river managers and stakeholders have come to rely on reviews by independent scientists to assure that the best available science is being used to inform decision making. Independent science review (ISR), a specific type of evaluative activity occurring at the beginning of projects, is a much needed counterpoint to the insistent call for outcome-based evaluations at the end of projects. However, the increase in number of ISRs underscores the importance of carefully considering when and why an ISR should be conducted. This paper presents the results of a retrospective study of three ISRs conducted by the Sustainable Ecosystems Institute (SEI) on the Columbia and Missouri Rivers. The discussion will focus on the importance of examining the research/scientific foundation of programs, the challenges of bridging the worlds of academic research and applied management, and the issue of ISR or evaluation use.
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Evaluation and National Park Service Education Programs: a Responsive Utilization Approach
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| Presenter(s):
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| Ana Houseal,
University of Illinois Urbana-Champaign,
houseal2@uiuc.edu
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| Ellen Petrick,
National Park Service,
ellen_petrick@nps.gov
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| Bob Fuhrmann,
National Park Service,
bob_fuhrmann@nps.gov
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| Abstract:
Large federally funded agencies such as the National Park Service (NPS) are seeing a need for accountability in education programs. Conducted at the crossroads of the call for and implementation of a new educational evaluation policy outlined in the NPS Interpretation and Education Renaissance Plan, this reflective case study describes positive impacts of a responsive-utilitarian evaluation for stakeholders of a residential environmental education program in Yellowstone National Park. Important components identified as effective in this evaluation include involvement of stakeholders, data collection methods, and use of results by stakeholders within the park management system. Implications for use of this type of evaluation methodology within the broader context of the national Park System and other environmental educational program evaluations are discussed.
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National Heritage Areas: Building a Cyclic Program Theory Model from Qualitative Data and Practitioner Knowledge
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| Presenter(s):
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| Jennifer Jewiss,
University of Vermont,
jennifer.jewiss@uvm.edu
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| Daniel Laven,
National Park Service Conservation Study Institute,
daniel_laven@nps.gov
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| Nora Mitchell,
National Park Service Conservation Study Institute,
nora_mitchell@nps.gov
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| Abstract:
National Heritage Areas (NHAs) represent a recent model for protected areas in the U.S. NHAs operate through partnerships with local communities, government agencies, and other organizations. Since 1984, 37 NHAs have been established by Congress, making this one of the fastest growing programs affiliated with the National Park Service and raising important national policy questions. Qualitative research conducted at three NHAs identified several common themes despite wide variations in their geographic, social, economic, and political contexts. This paper reflects on a project that engaged practitioners and other stakeholders in building a collective understanding of NHAs. The group developed a common program theory model, which represents the cyclic and long-term nature of heritage stewardship and is designed to serve as the foundation for an evaluation strategy applicable to all NHAs. The presentation will consider the approaches used, the challenges encountered, and the high stakes policy and management issues entailed.
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