The use of cases as a teaching and learning tool has continued to increase and is now a widely accepted pedagogical tool, as the emphasis in higher education has changed from professorcentered learning to active student involvement and participation in the educational process. The goal is to graduate students who possess superior communication, critical thinking, and problemsolving skills. By using the case method, the instructor's role changes from that of a dispenser of knowledge to one of democratic leader of a group of which he or she becomes an integral part, which fosters learning and results in improved teacher evaluations.

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Articles should deal with topics applicable to the broad field of program evaluation. Implications for practicing evaluators should be clearly identified. Examples of contributions include but are not limited to reviews of new developments in evalua tion and descriptions of a current evaluation effort, research problem, or technique. Manuscripts should include appropriate references and not exceed 10 double- spaced typewritten pages in length.

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