Professor: Dr. Dana Wanzer 33TU [email protected]U33 T (preferred) 715-232-5293 HH 470C Mo 2:30-3:30, Tu 8-9, We 11-12:30 & 3:30-5, Th 1-2, Fr 2-3 Graduate Assistant: Christian Lucchesi [email protected]HH 480 TuTh 8-9:30 and by appointment LEARNING OBJECTIVES By the end of the course, you can expect to ✓ Define and describe the field of evaluation research ✓ Communicate effectively in written, oral, and visual form, including using language appropriate to the audience, context, and culture ✓ Establish and maintain professional credibility ✓ Demonstrate effective interpersonal skills, including multicultural sensitivity ✓ Observe and adhere to ethical and legal standards ✓ Demonstrate awareness of the politics of evaluation ✓ Develop an effective evaluation plan ✓ Develop a management plan for the evaluation ✓ Devise data collection strategies to support the evaluation questions and design ✓ Pilot-test data collection instruments and procedures Evaluation Research FOUNDATIONS OF Fall 2019 | Psyc 750 | HH 277 | TuTh 09:40 – 11:05AM REQUIRED TEXTS Fitzpatrick, Sanders, & Worthen, (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.) Available at Instructional Resource Services. All other course materials are housed on Canvas. EVALUATION RESEARCH CONCENTRATION OBJECTIVES . 1 Plans and designs effective evaluations . 2 Implement effective evaluations . 3 Demonstrates skills in effective evaluation management . 4 Demonstrates exemplary professional behaviors COURSE DESCRIPTION Examination of evaluation processes with an emphasis on foundational knowledge, skill, and attitude development. Description of professional behaviors necessary for success in evaluation research. Skill development in planning and managing evaluations, devising appropriate data collection strategies, and pilot-testing evaluation instruments and procedures.
(preferred)715-232-5293 HH 470C Mo 2:30-3:30, Tu 8-9,
We 11-12:30 & 3:30-5, Th 1-2, Fr 2-3
Graduate Assistant:Christian Lucchesi [email protected] HH 480 TuTh 8-9:30 and by appointment
LEARNING OBJECTIVESBy the end of the course, you can expect to
✓ Define and describe the field of evaluation research✓ Communicate effectively in written, oral, and visual form, including
using language appropriate to the audience, context, and culture✓ Establish and maintain professional credibility✓ Demonstrate effective interpersonal skills, including multicultural
sensitivity ✓ Observe and adhere to ethical and legal standards✓ Demonstrate awareness of the politics of evaluation✓ Develop an effective evaluation plan✓ Develop a management plan for the evaluation✓ Devise data collection strategies to support the evaluation
questions and design✓ Pilot-test data collection instruments and procedures
REQUIRED TEXTSFitzpatrick, Sanders, & Worthen, (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.)
Available at Instructional Resource Services.
All other course materials are housed on Canvas.
EVALUATION RESEARCHCONCENTRATION OBJECTIVES
.1 Plans and designs effective evaluations
.2 Implement effective evaluations
.3 Demonstrates skills in effective evaluation management
.4 Demonstrates exemplary professional behaviors
COURSE DESCRIPTION Examination of evaluation processes with an emphasis on foundational knowledge, skill, and attitude development. Description of professional behaviors necessary for success in evaluation research. Skill development in planning and managing evaluations, devising appropriate data collection strategies, and pilot-testing evaluation instruments and procedures.
COURSE REQUIREMENTS The following are the course activities and assignments.
0B0B0BReflection ForumsThere are many fundamental issues in the field of evaluation, and
evaluators are often on one side of the other. It makes it challenging for emerging evaluators like yourselves, but it is also exciting to learn about positions and reflect on your position. These forums are an opportunity for you to think critically about what you believe and why for a variety of topics critical to the field. These forums will be posted on Canvas and should be 2-3 paragraphs long. You will be graded for how thoughtful your responses are to the questions and your ability to tie in the readings, your experiences, and your evaluation project to your responses.
1B1B1BTheorist Paper & PresentationYou will be assigned an evaluation
theorist in week 3 to research and learn more about. Weeks 5 and 6, you will present to your classmates about your theorist and why they fall on the particular branch of the evaluation tree that Alkin and Christie placed them on. In addition to the presentations in class, you will create a resource paper for your classmates that can serve as a quick reference guide for future use. More details will be provided on Canvas and in class.
2B2B2BTheorist Application PaperIn the second theorist paper, you will
choose at least two theorists from at least two branches to create an evaluation plan for a hypothetical program. You will describe why you chose those theorists, how you would approach the evaluation of the program with those theorists in mind, and the strengths and limitations of your approach.
3B3B3BEvaluation ProjectThe largest portion of this class is a group evaluation project. Throughout the semester, you will be working
with a client to design an evaluation that may actually carry out in PSYC 751: Applications of Evaluation Research. Your group will be graded on your quality of writing, clarity, organizational structure, and quality of the evaluation plan in addressing your evaluation questions and meeting your client’s needs. This document should be professional and appropriate to give to a client. If you were actually hired to conduct the evaluation, this would be the scope of work for your contract. This may seem daunting, but fear not because the project will be chunked into multiple pieces which will be due throughout the semester to guide you to a masterpiece of a final evaluation plan. Section I of the evaluation plan consists of the program’s logic model and the evaluation’s rationale, purpose, stakeholders, and key questions. Section II consists of the evaluation’s overall approach, models used, design, and data collection methods. Section III consists of the evaluation timeline and budget. Sections I, II, and III are graded formatively, meaning grades will not contribute to your final grade and you will have opportunities to revise them by the final proposal due at the end of the semester. Also, at the end of the semester will be a presentation of your evaluation plan. More details on the overall project will be provided on Canvas and in class.
GRADING POLICIESThe grading scale and points allocated per assignment are shown below.
4B4B4BGrading Scale 1/8
3/8
1/2
Grade % Points
A 93% >=372
A- 90% 360
B+ 87% 348
B 83% 332
B- 80% 320
C+ 77% 308
C 73% 292
C- 70% 280
D+ 67% 268
D 63% 252
D- 61% 244
F <60% < 244
Reflection Forums (x5)50
Theorist Resource Paper50
Theorist Presentation50
Theorist Application Paper50
Evaluation Logic Model Presentation40
Evaluation Proposal Plan100
Evaluation Proposal Presentation
60
POLICIES & EXPECTATIONSThe following describe various policies that will be enforced during the semester.
5B5B5BAttendanceYour participation, preparedness, engagement, and attendance are vital for your success in this class. If you are absent, it is your responsibility to get notes, announcements, and assignments from the instructor or one of your classmates. I will not take attendance, but please let me know if you are unable to attend or if you will arrive late for class or leave class early.
Academic MisconductStudents are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions. The disciplinary procedures can be found on the 33T Student Academic Misconduct/Academic Discipline Procedure 33T website.
6B6B6BCivility (Non-Academic Misconduct)Please remember that as members of this class and university, we are members of a larger learning community where excellence is achieved through civility. Our actions affect everyone in our community. Everyone is to be respectful of others regardless of gender, age, race, culture, religion, or sexual orientation. Additionally, it is expected that you will be considerate of your classmates and refrain from disruptive behavior. Non-academic misconduct includes victimizing or harassing others, compromising the health and safety of other students, and poor citizenship behaviors (e.g. talking, reading, sleeping, theft, or vandalism).
Students are expected to comply with UW System policies regarding non-academic misconduct. Students who violate these policies during class will be subject to the UW System policy Chapter 17 (Student Nonacademic Disciplinary Procedures). Detailed information on non-academic misconduct can be found 33T here 33T.
Basic Needs SecurityAny student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the 33T Dean of Students33T or visit the 33T Helping Hand Food Pantry 33Tfor support.
7B7B7BElectronic DevicesLaptop: Feel free to bring your laptop to class each week. We may or may not use it in class that day. If you use your laptop to take notes, please do not distract other students. Cell Phones: Cell phones are discouraged from use during class; however, I recognize that they may be needed for times of emergency. If you do need to use your cell phone, please do not distract other students and step outside for phone calls. Recording: You may not record the lectures without permission of the instructor and your classmates.
Student Privacy StatementAt times, students may disclose personal information through class discussion. It is expected that the class will respect the privacy of their classmates. The information disclosed in this class should not be repeated or discussed with other students outside of the course.
8B8B8BAcademic Integrity Verification This course may use a web-based service with the university’s course management system to reveal plagiarism and academic misconduct. To preserve individual privacy, students have the right to remove their own names from papers before uploading. In addition, other standard verification measures will be used where necessary to uphold standards of academic integrity.
Accommodations Please see the instructor if you have any special needs that should be addressed in or outside the classroom. Any student with a qualifying disability is eligible for assistance. If you require an accommodation for a disability, please contact the Campus Disability Services, (University Library – Room 120, 232-2995, 33T http://www.uwstout.edu/disability 33T) in a timely manner to assure that appropriate support and accommodations will be provided. Appropriate documentation of your disability and request of accommodations must be provided to be eligible for services.
You should expect an A in this class. Do the following, and you will succeed!
9B9BReading and StudyingRead the textbook prior to class and before you take the learning quizzes. Throughout the modules are Learning Objective Questions, Retrieval Practice questions, and key terms. At the end of each chapter are review questions. To get the most out of your reading, try to answer those questions on your own, then consult the text to see if you got the answer correct. If you are confused about any part of the textbook or have questions about what you read, bring your questions to Canvas in the discussion board to ask your peers and me!
10B10BCome Prepared!Come prepared to class having read the readings and with questions to ask. Be ready to engage in small group and class-wide discussions. Your contribution will help you and your classmates do well in this course.
11B11BManaging your TimeManage your time appropriately this semester. You know about every assignment that will be assigned in this class and you should allocate your time accordingly. I recommend you have a time and task management system. Personally, I use Todoist, Google Calendar, and Hourstack to manage my time and tasks. If you need any help, feel free to reach out to me. I love discussing time management!
12B12BSaving and OneDriveSave your work frequently! I personally recommend saving all your documents into your campus OneDrive. It integrates with Microsoft office products and allows you to autosave documents!
13B13BEmailEmails will be sent through Canvas. Check your email and Canvas regularly for updates. I recommend having your school email linked to your cell phone so you get notifications of emails in case of last minute changes. I will make every effort to respond to emails within 48 hours except on weekends and holidays. I expect you will extend the same courtesy and respond to emails in a timely manner to me and your classmates.
14B14BCanvasCanvas will be used for administrative purposes including announcements, housing course documents (e.g., notes, assignments, readings), and recording grades. Note that all your grades will be kept on Canvas so you will have easy access to them. It is your responsibility to keep up with your grades. If you have a question or concern, please contact me immediately, not at the end of the semester.
15B15BPersonal Success!!!Please utilize me as a resource to help you succeed, both in class and outside class. I want you to get an A and enjoy this class, do well at UW-Stout, and still have a life with your friends, family, and hobbies. If one or more of those things are not happening, please come see me so we can work together to figure out a plan to improve your situation.
Supplemental Resources 33T American Evaluation Association 33T (AEA), 33T Public eLibrary 33T, 33T Conference 33T, and more Places for discussing evaluation: 33T Eval Central 33T, 33T EvalTalk 33T, 33T Twitter 33T (#eval, #EvalTwitter) Evaluation journals: 33T AJE 33T, 33T NDE 33T, 33T JMDE 33T, 33T EPP 33T, 33T EHP 33T, 33T Evaluation Review 33T, 33T ERE 33T, 33T CJPE 33T (Canada), 33T Evaluation 33T (Europe),
33T EJA 33T (Australasia), 33T AEJ 33T (Africa), 33T Evaluation Matters 33T (New Zealand), JES (Japan) University of Wisconsin Division of Extension – 33T Program Development and Evaluation 33T resources 33T Evaluation Checklists 33T from Western Michigan University’s Evaluation Center Evaluation podcasts: Eval Cafe, Glass Frog, Next Generation Evaluation, Everyday Evaluation, Useful Evaluation,
Adventures in Evaluation (discontinued), Genuine Evaluation (discontinued)
13 11/26 Project day: Work on projects in class11/28 NO CLASS: Thanksgiving Break
14 12/03 How do we report back to stakeholders? Section 3 Due12/05
15 12/10 Careers in Evaluation and the Future of Evaluation Theorist Application Paper12/12 TBD
16 12/16 Evaluation Proposal Presentations (02:00-03:50 PM) Proposal Presentation & Final Proposal Due
Assignments in italics refer to theorist assignments and assignments in bold refer to evaluation project assignments.
Syllabus Clause: We will try new things throughout this course to meet our needs. Things should work out fine, but sometimes they don’t. If they fail, we can revise the course as needed. As a result, this syllabus is subject to change.
READINGSAll readings outside of the textbook will be posted on Canvas. This list of readings is subject to change.
Week 01: 09/05 – What is this course all about? No readings, first week of class.
Week 02: 09/10-09/12 – What is evaluation?1. FSW Chapter 1: Evaluation’s basic purposes, uses, and conceptual distinctions2. FSW Chapter 2: Origins and current trends in modern program evaluation3. CDC Framework for Program Evaluation: https://www.cdc.gov/eval/materials/frameworkoverview.pdf 33T
4. Wanzer (2019). What is evaluation and how does it differ from research?
Week 03: 09/17-09/19 – What does it mean to be an evaluator?Tuesday Readings: 09/17 – The professional identity
5. AEA Evaluator Competencies6. AEA Guiding Principles7. JCSEE Evaluation Standards8. Podems (2019). Speaking the language. In Podems’ Being an Evaluator.
Thursday Readings: 09/19 – Politics and ethics9. FSW Chapter 3: Political, interpersonal, and ethical issues10. Simons (2006). Ethics in evaluation. In Shaw, Green, & Mark (eds.) The SAGE Handbook of Evaluation.
Week 04: 09/24-09/26 Tuesday Readings: 09/24 – What is the evaluation request?
11. FSW Chapter 11: Clarifying the evaluation request and responsibilities12. Bryson & Patton (2015). Analyzing and engaging stakeholders. Handbook of Practical Program Evaluation (4th ed).13. Berry (2015). Possible questions to ask program stakeholders.14. Community Solutions: Get to know your evaluation stakeholders.
Thursday Readings: 09/26 – What is the program context?15. FSW Chapter 12: Setting boundaries and analyzing the evaluation context16. W.K. Kellogg Foundation (2006). Logic Model Development Guide
17. McLaughlin & Jordan (2015). Using logic models. Handbook of Practical Program Evaluation (4th ed).18. MacDonald (2018). Checklist of key considerations for development of program logic models.
http://wmich.edu/evaluation/checklists19. Community Solutions (2010). Logic model assessment rubric
Week 05: 10/01-10/03 Tuesday Readings: 10/01– What is evaluation theory and why do we care?
20. Shadish (1998). Evaluation theory is who we are.21. Alkin (2013). Comparing evaluation points of view (Chapter 1 of Evaluation Roots)22. Christie & Alkin (2013). An evaluation theory tree (Chapter 2 of Evaluation Roots)
Thursday Readings: 10/03– Social justice, cultural responsiveness, & indigenous evaluation23. AEA (2011). Public statement on cultural competence in evaluation. http://www.eval.org/p/cm/ld/fid=9224. Mertens chapter 6 in Program Evaluation Theory and Practice (2019)25. Hood, Hopson, & Kirkhart (2015) Culturally Responsive Evaluation: Theory, practice, and future implications. In
Newcomer, Hatry, Wholey (eds.) Handbook of Practical Program Evaluation (4th Ed.)
26. Cram, Tibbetts, & LaFrance (2018). Editors’ notes: A stepping stone in Indigenous Evaluation. In F. Cram, K.A. Tibbetts, & J. LaFrance (Eds.), Indigenous Evaluation. New Directions for Evaluation, 159, 7-16.
Week 06: 10/08-10/10 Tuesday Readings: 10/08 – What are the evaluation questions and plan?
27. FSW Chapter 13: Identifying and selecting the evaluation questions and criteria28. FSW Chapter 14: Planning how to conduct the evaluation29. Davidson (2009) Improving evaluation questions and answer. PPT from AEA 2009 conference.30. Wingate & Schroeter (2007). Evaluation questions checklist for program evaluation.
http://wmich.edu/evaluation/checklists
Thursday Readings: 10/10 – Evaluation theory: Methods No readings, in-class presentations of your assigned theorist
Week 07: 10/15-10/17 – Evaluation theory: Use and Values No readings, in-class presentations of your assigned theorist
Week 08: 10/22-10/24 – Evaluation theory: Theorist PanelsTuesday Readings: 10/22 No class, no readings
Thursday Readings: 10/24 – Theorist Panels31. Chelimsky (2012). Balancing evaluation theory and practice in the real world. 32. Rog (2015). Infusing theory into practice, practice into theory: Small wins and big gains for evaluation. American
Journal of Evaluation, 36(2), 223-238.33. Christie (2003). What guides evaluation? A study of how evaluation practice maps onto evaluation theory. New
Directions for Evaluation, 97, 7-35.34. Alkin, M. C. & Christie, C. A. (Eds.). (2005). Theorists models in action. New Directions for Evaluation, 106, pp. 1-128.
Week 09: 10/29-10/31 – Evaluation DesignTuesday Readings: 10/29 No readings, in-class presentations of project logic models
Tuesday Readings: 11/19 – Debrief AEA and timelines40. TBD
Thursday Readings: 11/21 – Budgets 41. TBD
Week 13: 11/26-11/28 – Project day & Thanksgiving Break No readings, in-class work time and fall recess
Week 14: 12/03-12/05 – Careers in Evaluation and the Future of Evaluation42. FSW Chapter 18: The future of evaluation43. Donaldson & Berger (2006) The rise and promise of applied psychology in the 21st century44. Donaldson & Christie (2006) Emerging career opportunities in the transdiscipline of evaluation science45. Mark, Donaldson, & Campbell (2011) The past, present, and possible futures of social psychology and evaluation
Week 14: 12/03-12/05 – How do we report back to stakeholders?46. FSW Chapter 17: Reporting evaluation results: Maximizing use and understanding47. TBD
Week 15: 12/10-12/12 – Careers in evaluation, future of evaluation, and student-choice48. TBD
Week 16: 12/18 4:00-5:50pm – Evaluation Proposal Presentations No readings
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