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A National Park and Affiliated 'Think Tank' Critically Reflect on Their First Decade: Client and Evaluator Perspectives on the Lessons Learned
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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, daniel_laven@nps.gov
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| Nora Mitchell, National Park Service, nora_mitchell@nps.gov
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| Rolf Diamant, National Park Service, rolf_diamant@nps.gov
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| Christina Marts, National Park Service, christina_marts@nps.gov
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| Abstract:
Weiss defines the unit of analysis as 'the entity about which data are collected, analyzed, and conclusions drawn.' In contrast to most evaluations that are conducted at the program level, this study examined the work of two affiliated organizations within the U.S. National Park Service (NPS): Marsh-Billings-Rockefeller National Historical Park and the Conservation Study Institute co-located in Woodstock, Vermont. The evaluation elicited critical reflections from stakeholders on the successes and challenges of the Park's and Institute's major undertakings. Interviewees also considered strategic directions for the organizations' next decade given the NPS context and broader trends in conservation. The most valuable findings included insights about the evolving context in which these two entities operate and stakeholders' articulation of the role that future Park and Institute programming might play in advancing collaborative conservation. The session will feature client and evaluator perspectives on the organizational learning prompted by a study of this scope.
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Evaluation in informal Learning Environments: Gaining Meaningful Data From a Zoo-based Teen Leadership Program
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| Presenter(s):
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| Melinda Hess, University of South Florida, mhess@tempest.coedu.usf.edu
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| Mary Corinne DeGood, Lowry Park Zoo, mc.degood@lowryparkzoo.com
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| Abstract:
This study addresses the evaluation of an intense, 9-month teen leadership initiative conducted at a medium sized zoo in a large urban area. It provides an overview of the framework, methods, and instrumentation used to evaluate the Environmental Conservation and Community Outreach (ECCO) initiative. Data was gathered from multiple sources, including participants, parents/guardians, and program administrators to ensure the reflection of perceptions from multiple perspectives. Data was both quantitative and qualitative in nature and were gathered throughout the duration of the program in order to inform the formative nature of the evaluation as well as the summative. Examples will be provided regarding how the data was used from the initial cohort of participants to guide changes for the second cohort of participants in 2009. Lessons learned regarding the evaluative process will be discussed, including elements most beneficial and what changes in the evaluative process were made for the second cohort.
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