Teaching program evaluation: Three selected pillars of pedagogy

Diane Oliver, Ann M. Casiraghi, Janis L. Henderson, Augustina M. Brooks, Miriam Mulsow

Research output: Contribution to journalArticle

11 Scopus citations

Abstract

Two challenges often associated with teaching program evaluation at the graduate level are the need to incorporate practical skills development and being limited to a one-semester-long course offering. The existing literature provides some information concerning a practical application component; however, there is almost no discussion of pedagogy or, more specifically, the selection of teaching strategies for a program evaluation course. This article explains and analyzes a pedagogical framework that has been used to teach program evaluation at a research university. The concepts and practices described may help those who plan to teach about program evaluation and other courses involving practical application components, particularly in an adult learner context. The article consists of four sections: (a) analysis of the pedagogical framework, (b) brief overview of the course, (c) explanation of how the pedagogy was integrated into the course, and (d) conclusions.

Original languageEnglish
Pages (from-to)330-339
Number of pages10
JournalAmerican Journal of Evaluation
Volume29
Issue number3
DOIs
StatePublished - 2008

Keywords

  • Cctive learning
  • Cooperative learning
  • Pedagogy
  • Practical application
  • Program evaluation

Fingerprint Dive into the research topics of 'Teaching program evaluation: Three selected pillars of pedagogy'. Together they form a unique fingerprint.

Cite this