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Understanding & Evaluating Participation in Community-based Social Change Organizations: A Conceptual Guide to the Participatory Evaluation Process
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| Presenter(s):
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| Justina Grayman, New York University, justina.grayman@nyu.edu
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| Abstract:
This paper seeks to answer the question: How can evaluators and community-based organizations evaluate barriers and supports to community members participating in their social change efforts? First, I present a conceptual model of factors at the individual, organizational, and community levels that influence organizational participation based on empirical and theoretical literature within community psychology. Second, I present a model for the pre-evaluation process that describes the process through which researchers and community-based organizations can efficiently decide upon meaningful domains of focus for studies of community participation. Suggestions are presented for methods of evaluating this process, including analysis of meeting minutes and follow-up interviews with process participants. Third, I illustrate the applications of the conceptual model and process of participatory evaluation by describing a case study of an evaluation effort involving a community-based social change organization in New York City. Limitations of the model are addressed.
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The Promise and Prospect of Participatory Evaluation Approaches in Family-Centered Paediatric Healthcare Settings: The Results of a Mixed Methods Study
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| Presenter(s):
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| Katherine Moreau, University of Ottawa, kmoreau@cheo.on.ca
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| J Bradley Cousins, University of Ottawa, bcousins@uottawa.ca
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| Abstract:
Paediatric healthcare settings have transitioned from a medically focused to family-centered model of programming. Often described as family-centered care (FCC), this model recognizes that each family is unique; that parents know their children best, and that optimal child functioning occurs within a supportive family context. It advocates that families are consumers whose needs, priorities, and opinions should be respected, and that family engagement should be encouraged in all program aspects including evaluation. However, many healthcare professionals and evaluators working in family-centered settings, fail to select evaluation approaches that promote active family engagement. This paper describes the results of a mixed methods study that examined the strengths, limitations, and consequences of the current evaluation approaches used in these settings. It illustrates the promise and prospects of participatory evaluation approaches that, in theory, are compatible with the philosophy of FCC and allow for family engagement.
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Participatory Action Evaluation: A Practical, Concept-driven Administrative Tool and Community Capacity Building Strategy
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| Presenter(s):
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| Cindy Banyai, Refocus Institute, refocusinstitute@gmail.com
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| Abstract:
Participatory action evaluation (PAE) is a type of concept-driven participatory action research and is intended to provoke thought and discussion among its participants, thus building community capacity, as well as generating a wealth of information useful to researchers and decision-makers alike. This paper describes a pioneer PAE case focusing on participatory video conducted in Pagudpud, Philippines. The findings reveal that participatory action evaluation has the dual function of providing information for policy-making, and community capacity building by empowering people through information dissemination, critical community discussion, and leadership development. This work adds to the dialogue on action science, evaluation, and participatory methods.
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The Evaluation of the Milwaukee Community Literacy Project: A Case Example for Integrating Summative and Participatory Evaluation Approaches
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| Presenter(s):
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| Rachel Lander, University of Wisconsin, Madison, rlander@wisc.edu
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| Curtis Jones, University of Wisconsin, Madison, cjjones5@wisc.edu
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| Robert Meyer, University of Wisconsin, Madison, rhmeyer@wisc.edu
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| Abstract:
In this paper, we present our evaluation of the Milwaukee Community Literacy Project (MCLP). The Boys & Girls Clubs of Greater Milwaukee (BGCGM) was awarded an Investing in Innovation award from the Department of Education for the MCLP, a collaboration between BGCGM and the Milwaukee Public Schools (MPS) designed to improve the literacy development K-3rd grade students in seven schools through one-on-one tutoring, after-school programming, and parents/family support. First, we present the program logic model and the methods we are using to document inputs, outputs, and outcomes. We then discuss our reasoning for, and the implications of, our decision to apply a participatory action research (PAR) approach to our evaluation. Finally, we discuss the specific strategies being employed in the PAR to document the collaboration between MPS and BGCGM, and the results of these efforts. We conclude with a discussion of the implications of using PAR in high-stakes evaluations.
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The Partnership Development Rubric: An Innovative Assessment Tool to Support Community-Campus Partnerships and Address a Critical Need in Community-based Participatory Research (CBPR)
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| Presenter(s):
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| Kathryn Nearing, University of Colorado, Denver, kathryn.nearing@ucdenver.edu
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| Abstract:
The Partnership of Academicians and Communities for Translation (PACT) Council is the governing body of the Community Engagement program - a major component of the NIH-funded Colorado Clinical and Translational Sciences Institute (CCTSI). CCTSI evaluators, in collaboration with community liaisons, developed a rubric to assess the evolution of this community-campus partnership. The rubric explores the formation (4 items) and functioning (3 items) of partnerships, and the establishment of a sense of cultural safety and humility (3 items). Each item is presented as a continuum - a series of descriptions that represent the deepening of a partnership. For each item, respondents are asked to determine which description best represents how they currently experience a partnership. Space is provided to capture insights and reflections. This paper features the rubric, the theoretical underpinnings, and early lessons learned from the initial utilization and subsequent adaptation of the tool to support evaluating other large-scale collaborative initiatives.
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