The Struggle Animates the Learning: Exploring Student Experiences with a Community-Engaged, Project-Based Course on Evaluation

For instructors engaged in teaching evaluation, bridging the gap between the content of formal educational experiences and what we want future evaluators to be able to do in practice remains a challenge. Studying the format and quality of university courses focused on program evaluation is one mecha...

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Bibliographic Details
Published in:Journal of higher education outreach and engagement. 2023, Vol.27 (1), p.5
Main Authors: Suiter, Sarah V, Morgan, Kathryn Y, Thurber, Amie
Format: Article
Language:English
Subjects:
Active Learning
Community Involvement
Cooperation
Evaluation
Experiential Learning
Graduate Students
Interdisciplinary Approach
Partnerships in Education
Student Attitudes
Student Experience
Student Projects
Teaching Methods
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Summary:For instructors engaged in teaching evaluation, bridging the gap between the content of formal educational experiences and what we want future evaluators to be able to do in practice remains a challenge. Studying the format and quality of university courses focused on program evaluation is one mechanism through which we might begin to narrow this gap. This article describes a community-engaged, project-based evaluation course that was taught during five semesters, and uses qualitative data to explore student experiences within the course along three dimensions: experiential education, interdisciplinary collaboration, and community partnerships. In particular, we highlight the productive yet uncomfortable role that challenge and ambiguity play in animating evaluation learning. We suggest implications for teaching evaluation based on our findings.
ISSN:1534-6102