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Session Title: Teaching Evaluation in a Non-evaluation Context: How to Convince Practitioners That Evaluation is Worth Doing
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Panel Session 739 to be held in Wekiwa 10 on Saturday, Nov 14, 9:15 AM to 10:45 AM
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Sponsored by the Teaching of Evaluation TIG
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| Chair(s): |
| Neva Nahan, Wayne State University, n.nahan@wayne.edu
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| Discussant(s):
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| Neva Nahan, Wayne State University, n.nahan@wayne.edu
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| Abstract:
Evaluation is conducted across a broad array of contexts and situations. In order to implement evaluation, evaluators collaborate with program practitioners across this spectrum. Non evaluators are often leery about the benefit of evaluation. This poses special challenges when teaching non evaluators about evaluation. They are often an unwilling audience. But this is the group that evaluators need to win over if evaluation is to be effectively conducted and findings utilized. This panel explores teaching non evaluators about evaluation in a variety of contexts.
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Teaching Nonprofit and Public Administrators
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| Francis Schweigert, Metropolitan State University, francis.schweigert@metrostate.edu
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I teach nonprofit and public administrators about evaluation. None of them are expected to be able to conduct an evaluation, but it is essential that they understand how it is done, what the limits and uses are, and how they can manage internal and external evaluators (evaluations). It is great fun to teach it. After three years, I think I have something worth sharing with others, regarding how it works. And I would be delighted to hear how others do this--the sooner the better!
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Teaching Medical School Faculty
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| Rick Axelson, University of Iowa, rick-axelson@uiowa.edu
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The course "Educational Research and Evaluation" is for Masters in Medical Education students to build foundational knowledge and skills needed to: 1) critically evaluate educational research; and 2) design basic research and evaluation projects in students' areas of educational interest. Challenges include: 1) developing course content that is focused on medical education research to maintain student interest, but, broad enough to cover essential issues in research design and evaluation; and 2) finding methods of delivery that accommodate busy schedules of the medical faculty who are the students. Students come with a wide range of background knowledge about research and have a great variety of interest areas. The course is online except four face-to-face sessions. The assignments help students process, summarize, and critique the foundational knowledge. Written feedback was provided each week to help deepen students' understanding. This presentation will describe course successes and shortcomings, as well as planned revisions.
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Teaching Undergraduate Public Administration Majors
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| Lora Warner, University of Wisconsin at Green Bay, lwarner@new.rr.com
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I offer the course "Evaluating Public and Nonprofit Programs" to undergraduate public administration majors. Our goal is to equip them with the skills needed to conduct an outcome evaluation through a series of applied exercises and a culminating experience designing an outcome measurement system for a local program. We employ "clickers" as a tool to enhance engagement. At the end of the semester, students deliver logic models, indicators, data collection plans, and survey instruments to the program directors. I have experimented with a variety of models to get students working with real local agencies and developing skills while providing meaningful products for practitioners.
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Teaching Community-Based-Organization Leaders With Logic Models
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| Arthur Hernandez, Texas A&M University Corpus Christi, art.hernandez@tamucc.edu
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I'd like to present on teaching about and using logic modeling in CBO's for planning and evaluation. This presentation will provide a brief overview of evaluation principles and frameworks applicable to operations of Community-Based Organizations, particularly (but not limited to) those focused on the improvement of health conditions. Although there are a large number of approaches available, many are beyond the sophistication of community based organizations to conduct. To be presented is an evaluation planning approach based on Logic Modeling, which can be easily tailored, organized and conducted. Participants will be provided with the model framework, and sample tools. This discussion will be of benefit to participants interested in developing materials for program and site promotion, applications for extramural (and internal) funding, and internal and external accountability purposes.
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Teaching in Extension
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| Gary Varrella, Washington State University, gvarrella@wsu.edu
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In extension, the key question is "so what," referenced to a logic model. This question focuses extension faculty and staff upon outcomes. In terms that are more gracious "so what" seeks to uncover what has been learned, what behaviors/practices have changed, and how conditions have improved. "So what" is an equally valuable question to consider before and after planning/completing programs and annual plans of work. The Extension model invites planning for evaluation and setting goals a priori and formative, process, and summative evaluation; however, there are at least three roadblocks to success: 1) Time and willingness to invest in evaluation, 2) skill level and confidence in gathering/making sense of germane data, and 3) uncertainty regarding the value of non-quantitative data and what to do with it once you have it! My comments will highlight recent experiences and successes in conducting workshops and collaborating with colleagues.
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