EDF 5461 PROGRAM EVALUATION (3 hours)

The Florida State University
College of Education

Summer, 2005

Instructors

Course Description

This course introduces the conceptual issues and practical guidelines for conducting a program evaluation. This course will define and discuss the concepts and explore the theoretical basis of the diverse models and alternative approaches to program evaluation. No prerequisites are required for this course.

Learning Outcomes

By the end of this course learners will be able to:

1. Apply the conceptual framework and theoretical bases of program evaluation by developing a realistic evaluation plan.
2. Develop a comprehensive evaluation design that encompasses evaluation questions, program description, and assessment. Students will develop skills for
3. Select both an appropriate evaluation methodology and data analysis procedures.
4. Generate an evaluation proposal to various stakeholders.

Required Texts

Sanders, J. R.. (1994). The Program Evaluations Standard: How to Assess Evaluations of Educational Programs, 2nd edition. Thousand Oaks, California: Sage Publications.

Fitzpatrick, J.L., Sanders, J.R., & Worthen, B.R., (2004). Program Evaluation: Alternative Approaches and Practical Guidelines, 3rd edition. White Plains, NY: Longman.

Course Topics

The course is divided into three units. Unit 1 provides a foundation in the theory, history, and major concepts of program evaluation. Unit 2 introduces students to different methodological approaches and philosophical orientations that are used to evaluate programs. Unit 3 addresses the practical guidelines and procedures for planning and implementing a program evaluation.

Learning Strategies

• The goal of everyone in this online learning environment, instructors and learners alike, is to create a democratic and inclusive learning climate and community that allows for freedom of expression, critical reflection, enhanced listening, constructive dialogue, meaningful participation and enhanced understanding.
• It is expected that you will actively participate in all class activities, online conversations and assignments. Active participation includes raising thoughtful questions, making useful observations about the course content and process, engaging in critical reflection on your own and others' assumptions in a respectful manner, sharing ideas, providing useful feedback, and undertaking ongoing evaluation of different aspects of the course and your own learning.
• Online courses offer flexibility for learners' schedules, but this does not make them easier than traditional face-to-face courses. You should expect to spend at least 10 to 12 hours per week on this course-the same amount you would typically spend in a classroom and at home doing assignments.
• You are expected to complete the assigned readings prior to class and submit written assignments by midnight of the stated due date.
• In terms of technology requirements for the course, or for technical assistance, please refer to the Office of Distributed and Distance Learning's website:
  

  online.fsu.edu/onlinesupport/student/assistance/

  .

  Please call 850-644-8004 for any problems with course websites.

Role of the Instructors

The role of the instructors is to guide the progress of the course, participate in the discussion, provide feedback and evaluate assignments. The instructors will maintain office hours via phone and the Online Office in the Discussion function found in Blackboard.

Expectations and Participation

Class members will be doing all of their work for this course using the BlackBoard learning management system (LMS). Ongoing weekly activities include reading, writing, and participating in discussions. Below are some frequently asked questions about participation in discussion boards and guidelines for writing discussion responses.

How often should I log on to the Discussion Boards?

In order to avoid being overwhelmed by the number of discussion postings, students are expected to log on at least four times per week to respond to the discussion and read discussion posts. Each class member will be required to submit a substantive main response to the question and at least 2 substantive responses to peer main postings. In addition, each class member must respond to questions that peers and the instructor may ask them in response to their main posting.

Class members must support their position when posting to the discussion. Simply saying "hello" or "I agree" is not considered a substantive contribution. At the same time, however, short comments are a natural part of any discussion-you won't be penalized for this-but in terms of your participation grade these type of comments will not be counted toward the minimum discussion requirements.

The class week officially begins Monday at 12:01 AM and ends the following Sunday at midnight. Class members should contribute their primary responses to the discussion questions by Thursday midnight. Response to peer postings should be posted by Friday midnight. Class members have until Sunday midnight to respond to any questions posed by peers and the instructor. After that time the discussion will be closed and graded. Class members are expected to participate throughout the week, and to not wait until the last minute to contribute postings.

What is a post?

A post is a message in the Discussions area. It is simply your part of the conversation about a particular topic. A post may be a question, response to a question, or a comment.

How long should my posts be?

It is recommended that you keep your posts focused and succinct. This makes your post easier for others to read and respond to. A good general rule for length is ½ to 1 page of writing (125 to 250 words) for a substantial post. Of course, in some discussions, it may be more appropriate to write a series of very short posts, rather than one or two longer ones. You may wish to compose your posts in a word processor then copy and paste them to a discussion throughout the week. The main idea here is that the discussion board should be a conversational academic discussion! In other words, it's okay, and quite natural, to make short and long posts.

What constitutes a good online discussion post?

Posts should be:

• Substantial (relates to the course material)
• Concise (one screen may be the ideal message length)
• Provocative (encourages others to respond)
• Hermeneutical or interpretative (expands concepts or connects ideas in new ways)
• Timely (occurs in a reasonable time frame - when the topic is under discussion)
• Logical (supports point of view with reasons and evidence)
• Grammatical (is well written).

What is "netiquette"?

Netiquette refers to how you participate in online exchanges. Here are some examples of good netiquette:

• Check the discussion frequently and respond appropriately and on topic.
• Focus on one subject per message and use meaningful subject lines when beginning new messages.
• Use appropriate sentence case and capitalize additional words only to highlight a point. Capitalizing otherwise is known as shouting.
• Be professional and respectful in your online interaction.
• Cite all quotes, references, and sources-this way everyone can have access to good information.
• Ask permission before forwarding a class message to someone outside of the class.
• It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Emoticon symbols such as :-) or ;-) will let others know when you are being humorous. See http://messenger.msn.com/Resource/Emoticons.aspx for emoticon examples.
• The class discussion area is not an appropriate place for forwarding ads, chain letters, or other unrelated e-mail otherwise known as Spam. Personal chit-chat should be reserved for the CyberCafe. Also, remember that, while access to the course site is restricted, all comments are public to the class members and instructor.

General Guidelines for Written Assignments:

1. Double-space type all academically written material (i.e. reflection papers, critical incident paper, learning project, etc).
2. Follow the APA Manual, 5th Edition for style and citation guidelines. Access information about APA citation guidelines at http://www.apastyle.org/elecref.html .
3. Use inclusive language (that means avoiding the exclusive use of masculine pronouns when referring to women and men) in your writing.
4. Academic writing should not be overly formal for formality's sake. Good academic writing is carefully planned and yields a well-crafted argument or position.
5. Ensure that the quality of your written work reflects the quality of your paper's content. Correct grammar and spelling errors, as well as awkward or unclear sentences and paragraphs before the final paper is submitted.
6. Quality written assignments generally meet the following criteria:
   
   
   • Includes the title, name of the author, date, course number (ADE 5083), and the instructor's name at the beginning of the paper.
   • Clearly identifies the question being addressed or the purpose of the paper.
   • Provides an overview of the structure and organization in the introductory section of the paper.
   • Defines key terms, concepts and slogans.
   • Gives examples when they enhance the understanding of the concept being discussed.
   • Applies theory from the assigned readings or elsewhere.
   • Demonstrates the ability to self-reflect and discover core values and beliefs.
   • Considers implications and/or consequences.
   • Provides a strong summary or conclusion.

Assessments and Grading Criteria

Your overall course grade is calculated based on your performance on the following components of the course.

Grading Guidelines:

The final course grade will be determined by the cumulative points earned on assignments and class participation. Late submission of assignments will adversely affect your grade. Grades submitted are final.

Grade of Incomplete

Incomplete grades are to be given only to students who have been regularly submitting assignments and who have completed most of the work for the course, and who have a serious emergency near the end of the term. An incomplete is a privilege to be decided by the instructor, not a right exercised by the student.

Class Members with Disabilities

Students with disabilities needing academic accommodations should register with the Student Disability Resource Center within the first week of class. A letter indicating your academic accommodations should be provided to the instructor early in the semester. Any type of documented disability that may interfere with learning in this class may negotiate a reasonable accommodation with the instructor. Additional information can be obtained from the center or at the website at: www.fsu.edu/Student-handbook/Codes/ada.html

Academic Honor Code

Students are expected to uphold the Academic Honor Code published in the Florida State University Bulletin and Student Handbook. The Academic Honor System of the Florida State University is based on the premise that each student has the responsibility: (1) to uphold the highest standards of academic integrity in the student's own work; (2) to refuse to tolerate violations of academic integrity in the university community; and (3) to foster a high sense of integrity and social responsibility on the part of the university community.

Adult Education and Human Resource Development Program
Department of Educational Leadership and Policy Studies
114 Stone Building - Tallahassee, FL 32306-4452
Phone: (850) 644-8165 ♦ Fax: (850) 644-6401
E-mail: adult-ed@garnet.acns.fsu.edu