UEval: Bringing Community-Based Experiential Learning to the Evaluation Classroom

Gokiert, Rebecca; Daniels, Jason; Brazil, Jasmine; Pittman, Sheilah; Poth, Cheryl; Karbabian, Ana A.; Peacock, David; Springett, Jane; Diamond, Andrea; Cor, Ken; Williamson, Deanna L.; Popescu, Christina; Wallace, Emma; Freeborn, Chelsea; Taylor, Mischa; Jun, Shelly

doi:10.3138/cjpe.69703

Cited by 4 publications

(1 citation statement)

References 2 publications

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“…Incorporating evaluator competencies was one of the recurrent recommendations throughout the literature, and it was identified that incorporating these competencies as student learning outcomes was the most effective way to align evaluation practices with industry needs and prepare students for professional practice (Gokiert et al, 2021; LaVelle & Galport, 2020; Poth & Searle, 2021). Of these professional competencies, the most important for practice were identified by Galport and Azzam (2017) as professional practice, systematic inquiry and interpersonal competence, which were also the competencies the study identified as needing the most training.…”

Section: Discussionmentioning

confidence: 99%

Scoping recent investment in evaluation education in Australian universities

Quadrelli

Staheli

Cook-Watkins

et al. 2022

Evaluation Journal of Australasia

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This article explores the current evaluation education program opportunities in the Australian higher education market and identifies potential research areas to inform pathways for future investment. Findings from our initial scoping phase are provided as a prelude to future work required in this space. The overarching research question investigates whether there is an opportunity to deliver further evaluation education programs in Australian higher education. Emerging from this question are three objectives: (a) to determine the current landscape of Australian university evaluation education program offerings; (b) to gain an understanding of the evaluation education discourse articulated within six selected evaluation journals and (c) to consider whether evaluation is a viable and meaningful discipline within higher education programs. An action research approach was adopted commencing with a benchmarking activity of Australian university offerings, followed by a bibliometric analysis of six evaluation journals, and concluding with a rapid scan of the literature. The selected methodologies reveal a potential gap in the higher education market, with the literature identifying inconsistent and mismatched programs while emphasising the need to invest in evaluation education. This article seeks to stimulate debate about formal higher education qualifications in evaluation and highlights the importance of potential future curriculum structure that can offer evaluators value, utility and growth.

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Section: Discussionmentioning

confidence: 99%

Scoping recent investment in evaluation education in Australian universities

Quadrelli

Staheli

Cook-Watkins

et al. 2022

Evaluation Journal of Australasia

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Learning by linking the Canadian Evaluation Society's student case competition within a graduate evaluation course

Worthington

Stasel

Carbone

et al. 2023

New Drctns Evaluation

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There are many ways to intertwine theoretical and applied learning to nurture the competencies required to conduct evaluation. Experiential learning opportunities remain a priority for many evaluation educators who are helping learners apply foundational skills and knowledge to practice. Evaluators develop their professional expertise in diverse venues, including through experience, through professional learning, or, as we highlight in this chapter, in graduate school. Incorporating experiential learning from a professional association into a formal graduate course requires a willingness to blend university course expectations and activities with collaborative learning experiences. Using reflective dialogue and poetry enacted through dialogic analysis and reflection, we examine enduring perceptions and learning activated from student participation in the Canadian Evaluation Society's national evaluation case competition as part of evaluation education situated within a formal university graduate course. Weaving five voices representing learners, case study coach, and course instructor, we discuss how the evaluation competition was used to deepen understanding and develop evaluator competencies.

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E-Eval: Learnings from a Community-Based Evaluation Capacity Building Initiative

Choquette,

Gauthier,

Daniels

et al. 2024

Canadian Journal of Program Evaluation

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Evaluation capacity building (ECB) initiatives are important for supporting social-serving organizations in using evaluation to demonstrate and improve the effectiveness of their programs. In this practice note, the authors present their experience developing and implementing E-Eval, a responsive community-based course for building evaluation capacity in Alberta’s mentoring sector. In order to support others in taking a similar approach to building evaluation capacity in the social-serving sector, they describe how the concept of E-Eval emerged, outline its design and implementation processes, and discuss their learnings and their relevance for other professionals implementing or researching community-based ECB.

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UEval: Bringing Community-Based Experiential Learning to the Evaluation Classroom

Cited by 4 publications

References 2 publications

Scoping recent investment in evaluation education in Australian universities

Scoping recent investment in evaluation education in Australian universities

Learning by linking the Canadian Evaluation Society's student case competition within a graduate evaluation course

E-Eval: Learnings from a Community-Based Evaluation Capacity Building Initiative

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