This course is intended to give the student an appreciation of the contributions and limitations of public and non-profit program evaluation, as well as a familiarity with the basic skills needed to conduct evaluations. Emphasis will be given to coping with the conceptual, methodological, organizational, political, and ethical problems which face evaluators. The various tasks facing evaluators will be discussed, from developing the questions to presenting the data. The specific issues addressed in class sessions are noted on the attached class schedule.
Prerequisites:
Preferably PPPA 6002 or an equivalent basic course on research design.
Professor:
Yvonne M. Watson, PhD Telephone: 703-560-7175 (cell) Email: [email protected]
Office hours: By appointment only.
NOTE: I work full time and do not plan to have standing office hours. But I welcome meetings outside of class by phone or virtually. Please call, text, or email me to arrange meetings about assignments outside of class.
Course Approach and Expectations
Through course discussions, readings, and assignments, students will develop knowledge and skills to enable them to:
develop knowledge of and skills in culturally responsive evaluation;
develop theory of change models;
develop evaluation questions;
understand key elements of data collection instruments for an evaluation;
identify pertinent professional standards and ethical principles affecting specific dilemmas confronting evaluators in the field;
under the difference between implementation, outcome, and impact evaluations;
recognize useful performance measures and performance measurement systems;
understand the key elements of user-oriented reports;
critically assess the soundness and quality of evaluation methods and
recognize useful recommendations based on evaluation findings.
Method of Instruction:
The tasks and constraints facing professionals involved in the design and implementation of program evaluations are explored by class participation in both in-class and written exercises. Questions and problems facing both evaluators and managers of programs being evaluated are examined.
Classroom Expectations:
Higher education works best when it becomes a vigorous and lively marketplace of ideas in which all points of view are heard. Free expression in the classroom is an integral part of this process. At the same time, higher education works best when all of us approach the enterprise with empathy and respect for others, irrespective of their ideology, political views, or identity. We value civility because that is the kind of community we want, and we care for it because civility permits intellectual exploration and growth.
Respect for Diversity:
It is my intent that students from all backgrounds and perspectives be well-served by this course, that students' learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength, and benefit. I strive to create an inclusive classroom and present materials and activities that are respectful of diversity. Your suggestions on how to help me succeed with this are encouraged and appreciated.
General Content Warning:
The content and discussion throughout this course will often engage with difficult to hear content. You may find that examples of programs and issues that I use – or that other students use because of their policy content area – are emotionally and intellectually challenging for you to engage with.
I will do my best to make this classroom a space where we can engage bravely, empathetically and thoughtfully with difficult content. I respect and understand that you may have individual needs for self- care. If you find that there are strategies that I may have overlooked that can help the class in this regard, please let me know about them.
Grade Scale
Grading