PSYC 802 Program Evaluation

This course provides an overview of basic approaches used to understand and assess programs. How to determine whether programs achieve their intended goals and how to improve effectiveness of programs is explored.

The purpose of this course is to introduce students to key components of program evaluation, which involves readings, presentations, and in-class discussions. Emphasis is placed on application of knowledge and development of evaluation skills, including methods of social program evaluation and the process of consultation with program staff that fits their overall program curriculum. Students will benefit from engaging in a project that involves working on a mock evaluation plan.

Textbook readings and lecture presentations/notes

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussion: Class Introductions

This introduction discussion is a collaborative learning experience that requires students to introduce themselves to others in the course by posting a thread and reading and replying to at least 1 of their classmates. (CLO: A, B, D, E)

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each Discussion. Each thread must be at least 500-800 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 1 other classmate’s thread. Each reply must be at least 250-500 words. (CLO: A, B, D, E)

Evaluation Proposal: Selection Assignment

The selection of a research topic allows the student to start thinking and planning the weekly assignments around their applied evaluation program setting of interest. Each week the student will develop their skills of critical thinking, critiquing empirical literature, and engaging in discussions, which will help in the scholarly preparation of the Evaluation Proposal: Final Assignment (25 pages). The student should start compiling, reviewing, and evaluating empirical literature and resources related to his/her selected applied evaluation starting in the first week. (CLO: A, B, C, D, E).

Reading Summary Assignments (4)

The student is expected to “actively” read (survey, question, read, recite, and review) all required reading materials. The reading summary will include an integration of selected chapter(s) from the Linfield & Posavac text and journal articles related to each Module: Week. The summary should include an introduction section, the body (three paragraphs), each with a major theme supported by at least two empirical sources, and the conclusion section. Each reading summary should be 1.5 to 2 pages in length.

Article Critique Assignments (3)

The student will select an empirical study in a peer-reviewed journal and formulate a written 4-page critique of that article. Special attention should be given to the research methods as it relates to the study of program evaluation. These critique articles will equip students to scholarly critique peer-review literature. Students will learn how to critically dissect and evaluate empirical literature which will be beneficial for their Evaluation Proposal: Final paper, their dissertation, and attaining scholarships in their discipline.

Evaluation Proposal: Draft Assignments (3)

The student will write a 5, 10 and 25-page evaluation paper (respectively) in current APA format that focuses on Evaluation Proposal Setting Selection. The paper must include at least 5, 7 and 10 reference (respectively) in addition to the course textbooks and the Bible. (CLO: A, B, C, D, E)

Evaluation Proposal: Final Assignment

The student will write a 25-page evaluation paper in current APA format that focuses on their Evaluation Proposal: Selection. The paper must include at least 10 references in addition to the course textbooks and the Bible and include all revisions. (CLO: A, B, C, D, E)