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Session Title: Teaching Evaluation in a Variety of Contexts: Lessons From the Classroom and the Field
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Panel Session 655 to be held in Wekiwa 10 on Friday, Nov 13, 4:30 PM to 6:00 PM
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Sponsored by the Teaching of Evaluation TIG
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| Chair(s): |
| Gary Varrella, Washington State University, gvarrella@wsu.edu
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| Discussant(s):
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| Gary Varrella, Washington State University, gvarrella@wsu.edu
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| Abstract:
Three experienced practitioners will discuss their perspectives on and experiences in developing peers', students', and organizations' abilities to develop and conduct evaluation in a variety of contexts. Panelist will highlight formal and informal educational/teaching approaches referenced to curriculum, relevant pedagogy, and strategies for technical assistance. Interaction among the panelist and between the panel and audience will be a priority, tapping the "collective intellect" of those present as we examine this relevant topic.
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Teaching Evaluation of Development and Cooperation Programs in an International Setting
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| José Maria Diaz Puente, Polytechnic University of Madrid, jm.diazpuente@upm.es
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This presentation will revolve around experiences teaching a course focused on evaluation of development and cooperation programs in the International Master Program in Rural/Local Development. The Commission of the European Union under the Erasmus Mundus Program funds it. The students of this evaluation course are professionals working in development and cooperation around the world. The course goal is to provide an introduction into evaluation theory and practice, as well as consider practical evaluation tools. In this session I shall encourage discussion regarding the challenge to design the course contents for a heterogeneous population of students; the use of the on-line course elements before the arrival of the students to Madrid; different ways to account for the cultural and ethnical differences; and the use of participatory techniques for engaging the students including skill-building, key points, and grading.
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Informal Teaching of and Technical Assistance in Evaluation in Criminal Justice
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| Jennifer Loeffler-Cobia, Crime and Justice Institute, jcobia@crjustice.org
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Criminal justice organizations focus on two questions, (1) "are the evidence based practices/services we provide to offenders,--juvenile and adult--having an impact on recidivism" and (2) "how can we improve our service to obtain better outcomes." Appropriate applications of program planning and evaluation are critical to answer these questions. The creation and implementation of evaluation and enhancement plans requires effort and attention to detail. Hence, developing, implementing, and maintaining evaluation processes is a project in and of itself within a larger program, requiring a high level of staff commitment. My comments will highlight experiences in providing technical assistance (i.e., through informal teaching/consultation) on evaluation and enhancement plans to juvenile and adult justice organizations related to: (1) developing SMART objectives, (2) developing data collection and utilization plans, (3) analyzing data, and (4) enhancement planning related to improving offender outcomes.
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Peer, Collaborator, and Teacher: Roles in Expanding Evaluation Capacity Among Extension Faculty
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| Gary Varrella, Washington State University, gvarrella@wsu.edu
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Extension programs have, quite successfully, adhered effectively used logic models and predominantly quantitative approaches to evaluation. However, as is the case more often than not, in all organizations, evaluation is the last or one of the last things considered in program planning. As with the other populations featured in this session, there is a high expectation for evaluation product, but a relatively low commitment to investment of time in evaluation and complicated by uncertainty about how to approach evaluation. The panelist will discuss strategies and approaches to teaching evaluation in formal and informal settings considering barriers, successes, and strategies that broaden peers' perspective on and ability to conduct straightforward, targeted value-laden evaluation, including that of mixed design (qualitative & quantitative). The nuances and affects of attention to relevant learning theory and adult motivation will be considered as well.
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