| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
Evaluation Course Materials and Assignments: Challenges in Distance Learning From a Values Perspective |
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Roundtable Presentation 216 to be held in Balboa A on Thursday, Nov 3, 8:00 AM to 9:30 AM
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Sponsored by the Teaching of Evaluation TIG
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| Presenter(s):
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| Sharon Baggett, University of Indianapolis, baggetts@uindy.edu
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| Abstract:
Teaching evaluation in the distance learning environment creates unique challenges. Students have fewer opportunities to engage in one-to-one or group discussions and activities where philosophies and values affecting their approach to evaluation and attitudes toward its use are debated. This challenge is fairly easily overcome through the design of group exercises in Wikis or other technology platforms, through webinars, teleconference or other approaches. More challenging is to find methods for inclusion of values and philosophy in teaching the steps and practice tools of evaluation. Assignments must be designed to not only encourage examination of values and philosophy at each stage of an evaluation, but support 21st century skills and cover topics in-depth. Roundtable participants will be encouraged to share teaching approaches that foster values-based learning in evaluation, whether in traditional classrooms, workshops, or distance learning environments, with particular focus on adapting and designing distance learning solutions.
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| Roundtable Rotation II:
Teaching Program Evaluation: Incorporating Values |
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Roundtable Presentation 216 to be held in Balboa A on Thursday, Nov 3, 8:00 AM to 9:30 AM
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Sponsored by the Teaching of Evaluation TIG
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| Presenter(s):
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| Katy Nilsen, University of California, Santa Barbara, knilsen@education.ucsb.edu
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| John Yun, University of California, Santa Barbara, jyun@education.ucsb.edu
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| Abstract:
Issues relating to values and valuing are a recurring topic of conversation in program evaluation. When teaching a graduate-level course in program evaluation, then, it is essential to incorporate the discussion of values into the class. This includes the curriculum, class discussions, guest speakers, and student assignments. Focusing on a graduate-level program evaluation class at a school of education in Central California, this roundtable will examine how the faculty member and teaching assistant incorporated the discussion of values throughout the course. Roundtable participants will discuss best practices surrounding this issue and highlight challenges that must be overcome.
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