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Study of the Process and Effects of the Evaluation Fellows Program
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| Presenter(s):
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| Jean A King, University of Minnesota, kingx004@umn.edu
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| Robert Tornberg, University of Minnesota, tornb012@umn.edu
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| Jeanne Zimmer, University of Minnesota, zimme285@umn.edu
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| Abstract:
The purpose of this study is to examine the outcomes of the Evaluation Fellows Program (EFP), an innovative training program at the University of Minnesota that involves participants from four different roles—practitioners, evaluators, policy makers and funders—in examining the intersection of program evaluation and a specific subject area to improve both evaluation practice and use. The first cohort, which finished in 2008, addressed out of school time programs; the second cohort, currently in its first year, is examining the evaluation of educational reform. Our evaluation question is: What are the short- and longer-term outcomes of the Evaluation Fellows Program? We plan to identify the effects on participants immediately following their participation and then within a year following completion. This paper will include an analysis of data from the first cohort one year after the end of the program and from the second cohort shortly after its last session.
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Evaluation Training: Characteristics and Context in Educational Administration Programs
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| Presenter(s):
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| Tara Shepperson, Eastern Kentucky University, tara.shepperson@eku.edu
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| Abstract:
As the profession of evaluation has expanded, so has training across disciplines. While common in many disciplines, evaluation is often taught within learning silos of traditional university programs rather than as the trans-discipline envisioned by Scriven. This presentation will offer insights from an empirical examination of evaluation training for school administrators. Specifically, it suggests the limitations on evaluation training and practice that may result from a discipline-centric focus. Professionals in many social service fields receive training in evaluation in graduate programs, and it is important to look at specifics of professional standards, accreditation requirements, politics and policies, and common field practices to understand underlying frameworks and assumptions that influence what approaches and methods of evaluation are taught. This training ultimately impacts the nature, character, and quality of evaluation practice in the field.
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Finding Solutions: How Small Non-governmental Organization's (NGOs) Can Partner With Universities to Overcome Evaluation Challenges
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| Presenter(s):
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| Tim Heaton, Brigham Young University, tim_heaton@byu.edu
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| Kendal Blust, Brigham Young University, ktblust@gmail.com
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| Matt Cox, Brigham Young University, coxcito@mac.com
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| Abstract:
Small NGOs attempting program evaluation often encounter significant challenges because of a lack of evaluation skills and organizational resources. We propose that one solution to these challenges is to create cooperative agreements between universities and small NGOs. This relationship would create opportunities for university students to apply their learning and receive hands-on experience, and would provide NGOs with the skills and resources needed for quality evaluation. We present four case studies in which students worked as evaluators for small NGOs and describe the benefits that came from these alliances as well as the challenges in creating them. We show that cooperation between universities and small NGOs would enable NGOs to conduct program evaluation without needing a highly trained staff or large monetary investments, yet we also present some of the difficulties that both parties should be aware of when attempting this kind of cooperative evaluation effort.
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