|
The Housing Plus Project: Findings From a Multi-agency, Multi-stakeholder Collaborative Evaluation of the Implementation of Supportive Housing
|
| Presenter(s):
|
| John Sylvestre, University of Ottawa, jsylvest@uottawa.ca
|
| Purnima Sundar, Children's Hospital of Eastern Ontario, psundar@cheo.on.ca
|
| J Bradley Cousins, University of Ottawa, bcousins@uottawa.ca
|
| Tim Aubry, University of Ottawa, taubry@uottawa.ca
|
| Jaclynne Smith, University of Ottawa,
|
| Abstract:
HousingPlus is a collaboration among eight supportive housing providers and a university-based evaluation team. The objectives are 1) to develop tools and methods for evaluating program implementation, 2) to evaluate program implementation across the participating agencies, and 3) to use evaluation findings to assist participating agencies to collaborate in finding solutions to shared implementation challenges. This presentation examines findings from the implementation evaluation. It will describe a values-based evaluation tool developed for this evaluation by the evaluation team and stakeholders (including tenants, staff members, and senior managers/executive directors) and the process used to collect and analyze data. The findings will describe perceptions of program implementation from the perspectives of both tenants and service providers (staff members and senior managers/executive directors). These findings will be discussed in terms of their utility for understanding the implementation of supportive housing and for supporting collaborative efforts to improve how these programs are delivered.
|
|
Arts-Based Evaluations as Sites for Participatory and Collaborative Meaning Making
|
| Presenter(s):
|
| Michelle Searle, Queen's University, michellesearle@yahoo.com
|
| Abstract:
One of the core benefits of arts-based inquiry that is echoed evaluation work that is participatory and collaborative - an emphasis on multiplicity: multiple viewpoints, multiple perspectives and multiple voices. Whether arts-based inquiry provides pieces of the process or an encompassing method, it has potential to be attentive to community and environmental context, engage participants, answer new questions, and promote dialogue. Alexander (2005) explains that, 'it does this by encouraging empathetic and embodied engagement of other ways of knowing [that] fosters identification between dissimilar ways of being without reducing the other to bland sameness, a projection of the performing self' (p. 411). Arts processes in participatory and collaborative evaluative contexts have potential to be attentive to context because of their tendency towards experiences that are emotive and embodied (Simmons & McCormack, 2007). These practices can serve as a place for unified experiences, where theoretical and social knowing can merge while creating dialogue that provides a place to engage in critical reflection.
|
|
Evaluation of the Stroke Collaborative Reaching for Excellence
|
| Presenter(s):
|
| Christine Clements, University of Massachusetts Medical School, christine.clements@umassmed.edu
|
| Hilary Wall, Massachusetts Department of Public Health, hilarykwall@gmail.com
|
| June O'Neill, Massachusetts Department of Public Health, june.oneill@state.ma.us
|
| Heather Strother, University of Massachusetts Medical School, heather.strother@umassmed.edu
|
| Jillian Richard-Daniels, MassHealth, jillian.richard@state.ma.us
|
| Abstract:
The Stroke Collaborative Reaching for Excellence (SCORE) is a joint initiative between the Massachusetts Department of Public Health Paul Coverdell National Acute Stroke Registry, funded by the Centers for Disease Control and Prevention (CDC), and the American Stroke Association's Get with the Guidelines-Stroke. The Center for Health Policy and Research, University of Massachusetts Medical School, recently assisted the Massachusetts Department of Public Health with an evaluation to assess the experience of 55 hospitals that participate in SCORE. The purpose was to inform state-level enhancements that could contribute to successful hospital participation and to assist the Massachusetts Department of Public Health in providing CDC with information that could contribute to national program management. This paper presentation will describe the participatory evaluation process, development of evaluation questions, the qualitative and quantitative methods employed for data collection, and key results regarding the benefits and barriers to hospital participation in SCORE.
|
|
Aligning Collaborative and Culturally-Responsive Evaluations: Critical Reflections on Culture and Context in Evaluation
|
| Presenter(s):
|
| Monifa Beverly, University of Central Florida, mbeverly@mail.ucf.edu
|
| Karyl Askew, University of North Carolina at Chapel Hill, karyls@email.unc.edu
|
| Michelle Jay, University of South Carolina, jaym@gwm.sc.edu
|
| Abstract:
Collaborative evaluation is an orientation to evaluation that can promote culturally-responsive practice. Both collaborative evaluation and culturally-responsive evaluation approaches seek to develop and execute evaluations that accurately capture program impact and provide maximum benefit to stakeholders. Both acknowledge that evaluations that do not adequately seek to address the cultural context are likely to distort, minimize, or overlook program effects and undervalue stakeholders' expertise. However, while collaborative evaluation emphasizes evaluators' ability to hear and incorporate stakeholders' views, competencies, and objectives (and thus can be argued to be 'culturally sensitive'), collaborative evaluation lacks the explicit directive to critically examine the multi-faceted nature of culture as does culturally responsive evaluation. The presenters, three evaluators trained in the collaborative evaluation approach, will offer critical reflection on using collaborative evaluation methods to promote culturally responsive practices.
|
| | | |