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Professional Development Workshops are hands-on, interactive sessions that provide an opportunity to learn new skills or hone existing ones at Evaluation 2008.

Professional development workshops precede and follow the conference. They differ from sessions offered during the conference itself in at least three ways: 1. each is longer (either 3, 6, or 12 hours in length) and thus provides a more in-depth exploration of a skill or area of knowledge, 2. presenters are paid for their time and are expected to have significant experience both presenting and in the subject area, and 3. attendees pay separately for these workshops and are given the opportunity to evaluate the experience. Sessions are filled on a first-come, first-served basis and most are likely to fill before the conference begins.


Registration for professional development workshops is handled as part of the conference registration forms; however, you may register for professional development workshops even if you are not attending the conference itself (still using the regular conference registration forms - just uncheck the conference registration box).


Workshop registration fees are in addition to the fees for conference registration:

Two Day
One Day
Half Day
AEA Members $300 $150 $75
Full-time Students $160 $80 $40
Non-Members $400 $200 $100

Full Sessions:

Sessions that are closed because they have reached their maximum attendance will be clearly marked below the session name. No further registrations will be accepted for full sessions and we do not maintain waiting lists. Once sessions are closed, they will not be re-opened.

Browse by Time Slot:

Two Day Workshops, Monday and Tuesday, November 3 and 4, 9 AM to 4 PM

(1) Qualitative Methods; (2) Quantitative Methods; (3) Evaluation 101; (4) Logic Models; (5) Participatory Evaluation; (7) Survey Design; (8) Building Evaluation Capacity; (9) Communicating and Reporting

One Day Workshops, Tuesday, November 4, 9 AM to 4 PM

(10) Racism in Evaluation; (11) Evaluating Capacity Development; (12) Consulting Contracts; (13) Multiple Regression; (14) Collaborative Evaluations; (15) Immigrant Communities; (16) Longitudinal Analysis; (17) Effects of Interventions;

One Day Workshops, Wednesday, November 5, 8 AM to 3 PM

(18) Organizational Collaboration; (19) Theory-Driven Evaluation; (20) Utilization Focused; (21) RealWorld Evaluation; (22) Evaluation Dissertation; (23) Experimental Design; (24) Transformative Mixed Methods Evaluations; (25) Human Systems Dynamics Theory; (26) Needs Assessment; (27) Mixed Methods; (28) Cultivating Self;
(29) Marketing Your Evaluation Business; (30) Environmental and Resource Programs; (31) Building an Evaluation System for Your Organization; (32) Concept Mapping; (33) Logic Models - Beyond the Traditional View; (34) Interviewing & Content Analysis; (35) Effect Size Measures; (36) Grantwriting

Half Day Workshops, Wednesday, November 5, 8 AM to 11 AM

(37) Credible Evidence; (38) Video Interviewing; (39) Fun With Logframes; (40) Visual Presentation of Quantitative Data; (41) New Focus Group; (42) Using Success Stories; (43) Evaluability Assessments; (44) Rapid Ethnography

Half Day Workshops, Wednesday, November 5, 12 PM to 3 PM

(45) Capacity Building; (46) Empowerment Evaluation; (47) Knowledge Transfer; (48) Building Evaluation Capacity Through Appreciative Inquiry; (49) Handling Data; (50) Using Stories; (51) Qualitative Analysis Software; (52) Adv Program Theory

Half Day Workshops, Sunday, November 9, 9 AM to 12 PM

(53) Nonparametric Statistics; (54) Moderator Training; (55) Conflict Resolution; (56) Performance Measurement; (57) Internet Survey

Two Day Workshops, Monday and Tuesday, November 3 and 4, 9 AM to 4 PM

1. Qualitative Methods

Qualitative data can humanize evaluations by portraying people and stories behind the numbers. Qualitative inquiry involves using in-depth interviews, focus groups, observational methods, and case studies to provide rich descriptions of processes, people, and programs. When combined with participatory and collaborative approaches, qualitative methods are especially appropriate for capacity-building-oriented evaluations.

Through lecture, discussion, and small-group practice, this workshop will help you to choose among qualitative methods and implement those methods in ways that are credible, useful, and rigorous. It will culminate with a discussion of new directions in qualitative evaluation.

You will learn:
  • Types of evaluation questions for which qualitative inquiry is appropriate,
  • Purposeful sampling strategies,
  • Interviewing, case study, and observation methods,
  • Analytical approaches that support useful evaluation.

Michael Quinn Patton is an independent consultant and professor at the Union Institute. An internationally known expert on utilization-focused evaluation and qualitative methods, he published the third edition of Qualitative Research and Evaluation Methods (SAGE) in 2001.

Session 1: Qualitative Methods
Scheduled: Monday and Tuesday, November 3 and 4, 9 AM to 4 PM
Level: Beginner, no prerequisites

2. Quantitative Methods

Quantitative data offers opportunities for numerical descriptions of populations and samples. The challenge is in knowing which analyses are best for a given situation. Designed for the practitioner needing a refresher course and/or guidance in applying quantitative methods to evaluation contexts, the workshop covers the basics of parametric and nonparametric statistics, as well as how to report your findings.

Hands-on exercises and computer demonstrations interspersed with mini-lectures will introduce methods and concepts. The instructor will review examples of research and evaluation questions and the statistical methods appropriate to developing a quantitative data-based response.

You will learn:
  • The conceptual basis for a variety of statistical procedures,
  • How more sophisticated procedures are based on the statistical basics,
  • Which analyses are most applicable for a given data set or evaluation question,
  • How to interpret and report findings from these analyses.

Katherine McKnight applies quantitative analysis as Director of Program Evaluation for Pearson Achievement Solutions and is co-author of Missing Data: A Gentle Introduction (Guilford, 2007). Additionally, she teaches Research Methods, Statistics, and Measurement in Public and International Affairs at George Mason University in Fairfax, Virginia.

Session 2: Quantitative Methods
Scheduled: Monday and Tuesday, November 3 and 4, 9 AM to 4 PM
Level: Beginner, no prerequisites

3. Evaluation 101: Intro to Evaluation Practice

Begin at the beginning and learn the basics of evaluation from an expert trainer. The session will focus on the logic of evaluation to answer the key question: "What resources are transformed into what program evaluation strategies to produce what outputs for which evaluation audiences, to serve what purposes." Enhance your skills in planning, conducting, monitoring, and modifying the evaluation so that it generates the information needed to improve program results and communicate program performance to key stakeholder groups.

A case-driven instructional process, using discussion, exercises, and lecture will introduce the steps in conducting useful evaluations: Getting started, Describing the program, Identifying evaluation questions, Collecting data, Analyzing and reporting, and Using results.

You will learn:
  • The basic steps to an evaluation and important drivers of program assessment,
  • Evaluation terminology, Contextual influences on evaluation and ways to respond,
  • Logic modeling as a tool to describe a program and develop evaluation questions and foci,
  • Methods for analyzing, and using evaluation information.

John McLaughlin has been part of the evaluation community for over 30 years working in the public, private, and non-profit sectors. He has presented this workshop in multiple venues and will tailor this two-day format for Evaluation 2008.

Session 3: Evaluation 101
Scheduled: Monday and Tuesday, November 3 and 4, 9 AM to 4 PM
Level: Beginner, no prerequisites

4. Logic Models for Program Evaluation and Planning

Many programs fail to start with a clear description of the program and its intended outcomes, undermining both program planning and evaluation efforts. The logic model, as a map of what a program is and intends to do, is a useful tool for clarifying objectives, improving the relationship between activities and those objectives, and developing and integrating evaluation plans and strategic plans.

First, we will recapture the utility of program logic modeling as a simple discipline, using cases in public health and human services to explore the steps for constructing, refining and validating models. Then, we'll examine how to improve logic models using some fundamental principles of "program theory", demonstrate how to use logic models effectively to help frame questions in program evaluation, and show some ways logic models can also inform strategic planning. Both days use modules with presentations, small group case studies, and debriefs to reinforce group work.

You will learn:
  • To construct simple logic models, To use program theory principles to improve a logic model,
  • To identify and engage program stakeholders using a logic model,
  • To develop an evaluation focus based on a logic model,
  • To use logic models to answer strategic planning.

Thomas Chapel is the central resource person for planning and program evaluation at the Centers for Disease Control and Prevention and a sought after trainer. Tom has taught this workshop for the past four years to much acclaim.

Session 4: Logic Models
Scheduled: Monday and Tuesday, November 3 and 4, 9 AM to 4 PM
Level: Beginner, no prerequisites

5. Participatory Evaluation

Participatory evaluation practice requires evaluators to be skilled facilitators of interpersonal interactions. This workshop will provide you with theoretical grounding (social interdependence theory, conflict theory, and evaluation use theory) and practical frameworks for analyzing and extending your own practice.

Through presentations, discussion, reflection, and case study, you will experience strategies to enhance participatory evaluation and foster interaction. You are encouraged to bring examples of challenges faced in your practice for discussion to this workshop consistently lauded for its ready applicability to real world evaluation contexts.

You will learn:
  • Strategies to foster effective interaction, including belief sheets; values voting; three-step interview; cooperative rank order; graffiti; jigsaw; and data dialogue,
  • Responses to challenges in participatory evaluation practices,
  • Four frameworks for reflective evaluation practice.

Jean King has over 30 years of experience as an award-winning teacher at the University of Minnesota. As an evaluation practitioner, she has received AEA’s Myrdal award for outstanding evaluation practice. Laurie Stevahn is a professor at Seattle University with extensive facilitation experience as well as applied experience in participatory evaluation.

Session 5: Participatory Evaluation
Prerequisites: Basic evaluation skills
Scheduled: Monday and Tuesday, November 3 and 4, 9 AM to 4 PM
Level: Intermediate

7. Survey Design and Administration

A standout from the 2006 and program, this workshop has been updated and expanded to a two-day offering. Designed for true beginners with little or no background in survey development, you will be introduced to the fundamentals of survey design and administration, and leave with tools for developing and improving your own surveys as part of your evaluation practice.

This interactive workshop will use a combination of direct instruction with hands-on opportunities for participants to apply what is learned to their own evaluation projects. We will explore different types of surveys, how to identify the domains included in surveys, how to choose the right one, how to administer the survey and how to increase response rates and quality of data. You will receive handouts with sample surveys, item writing tips, checklists, and resource lists for further information.  

You will learn:
  • The various types and formats of surveys,
  • Procedures for high quality survey design,
  • How to write high quality questions,
  • Strategies for increasing reliability and validity.

Courtney Malloy and Harold Urman are consultants at Vital Research, a research and evaluation firm that specializes in survey design. They both have extensive experience facilitating workshops and training sessions on research and evaluation for diverse audiences.

Session 7: Survey Design
Scheduled: Monday and Tuesday, November 3 and 4, 9 AM to 4 PM
Level: Beginner, no prerequisites

8. Building Evaluation Capacity Within Community Organizations

New extended format! Are you working with community groups (coalitions, nonprofits, social service agencies, local health departments, volunteers, school boards) that are trying to evaluate the outcomes of their work to meet a funding requirement, an organizational expectation, or to enhance their own program performance?

Join us in this highly interactive workshop where you will practice and reflect on a variety of activities and adult learning techniques associated with three components of evaluation planning: focus, data collection, and communicating. Try these activities out, assess their appropriateness for your own situation, and expand your toolbox. We will draw from a compendium of practical tools and strategies that we have developed over the past years and have found useful in our own work. We encourage you to bring your own ‘best practices' to share as we work towards building the evaluation capacity of communities.

You will learn:
  • Activities to use in building essential evaluation competence within community-based organizations;
  • Techniques that facilitate learning including use of peripherals, energizers, role play, reflection, games;
  • What to consider in choosing among options to better suit needs, requests and realities.

Ellen Taylor-Powell is widely recognized for her work in evaluation capacity building. Her 20 years in Extension have continuously focused on evaluation training and capacity building with concentration on individual, team, and organizational learning. She will lead a team of four facilitators with extensive experience both in teaching adults and in working with community groups and agencies.

Session 8: Building Evaluation Capacity
Prerequisites: Involvement in evaluation capacity building at the community level
Scheduled: Monday and Tuesday, November 3 and 4, 9 AM to 4 PM
Level: Intermediate

9. Evaluation Strategies for Communicating and Reporting

New extended format! Communicating evaluation processes and results is one of the most critical aspects of evaluation practice. Yet, evaluators continually experience frustration with hours spent on writing reports that are seldom read or shared. While final reports will continue to be an expectation of many evaluation contracts, there are other ways in which evaluators can communicate and report on the progress and findings from an evaluation.

Using hands-on demonstrations and real-world examples, we will explore how a variety of strategies for communicating and reporting can increase learning from the evaluation’s findings, stakeholders’ understanding of evaluation processes, the evaluation’s credibility, and action on the evaluation’s recommendations.

You will learn:
  • Reasons for communicating and reporting throughout an evaluation’s life cycle,
  • How stakeholders’ information needs influence your choice of communicating approaches,
  • More than 15 strategies for communicating and reporting evaluation processes and findings.

Rosalie T Torres is president of Torres Consulting Group, a research, evaluation and management consulting firm specializing in the feedback-based development of programs and organizations since 1992. She has authored/co-authored numerous books and articles including, Evaluation Strategies for Communicating and Reporting (Torres, Preskill, & Piontek, SAGE, 2005), and Evaluative Inquiry for Learning in Organizations (Preskill & Torres, SAGE, 1999). 

Session 9: Communicating and Reporting
Scheduled: Monday and Tuesday, November 3 and 4, 9 AM to 4 PM
Level: Beginner, no prerequisites

Tuesday Workshops, November 4, 9 AM to 4 PM

10. Identifying, Measuring and Interpreting Racism in Evaluation Efforts

Historically, racism has been a contributing factor to the racial disparities that persist across contemporary society. This workshop will help you to identify, frame, and measure racism's presence. The workshop includes strategies for removing racism from various evaluation processes, as well as ways for identifying types of racism that may be influencing the contexts in which racial disparities- and other societal programs operate.

Through mini-lectures, discussion, small group exercises, and handouts, learners will practice at applying workshop content to real society problems such as identifying racial biases that may be embedded in research literature, identifying the influence of racism in the contexts of racial disparities programs, and eliminating inadvertent racism that may become embedded in cross-cultural research.

You will learn:
  • A variety of cross-disciplinary and international definitions of racism,
  • Strategies for removing/averting racism's presence in evaluation processes,
  • Common places where racism may hide and influence the context of programs and problems,
  • How to collect five broad types of data concerning racism as a variable,
  • Strategies for collecting data on eight of the several dozen types of racism described in contemporary cross-disciplinary English-language research literature.

Pauline Brooks is an evaluator and researcher by formal training and practice. She has had years of university-level teaching and evaluation experience in both public and private education, particularly in the fields of education, psychology, social work and public health. For over 20 years, she has worked in culturally diverse settings focusing on issues pertaining to underserved populations, class, race, gender, and culture.

Session 10: Racism in Evaluation
Prerequisites: Previous thinking, work, or study in the area of discrimination's influence on programs and processes and an openness to further dialogue and exploration of racism
Scheduled: Tuesday, November 4, 9:00 AM to 4:00 PM
Level: Intermediate

11. Evaluating Capacity Development

This workshop is full. There are no more spaces available for this workshop and we do not maintain waiting lists. Please select an alternative workshop in which to enroll.

New for 2008! Capacity development is a 'plastic' term that can be stretched to fit almost anything done in social development programs. This workshop provides basic concepts and frameworks that participants can use to better understand capacity development, and practical guidance for planning, designing and implementing evaluations of capacity development efforts that meet the needs of intended users.

Drawing on the facilitator's experience in international development programs, the workshop will engage you in discussions and group exercises that clarify the meaning of capacity development and identify the main types of capacity and the levels at which it can be developed and assessed. Frameworks, principles and practical tips will be presented for assessing organizational capacity and performance, and for focusing, designing and implementing evaluations of capacity development efforts.

You will learn:

  • The meanings and purposes of capacity development,
  • How to assess an organization's capacity,
  • Salient features of capacity development processes,
  • Key steps in the evaluation of a capacity development effort.

Douglas Horton is an independent evaluator and management consultant specializing in international research and development programs. For over 20 years, he has facilitated workshops on topics related to the management and evaluation of development programs around the world.

Session 11: Evaluating Capacity Development
Scheduled: Tuesday, November 4, 9:00 AM to 4:00 PM
Level: Beginner, no prerequisites

12: Navigating the Waters of Evaluation Consulting Contracts

New for 2008! Are you looking for a compass, or maybe just a little wind to send you in the right direction when it comes to your consulting contracts? Have you experienced a stormy contract relationship and seek calm waters?

This workshop combines mini lecture, discussion, skills practice, and group work to address evaluation contract issues. You will learn about important contractual considerations such as deliverables, timelines, confidentiality clauses, rights to use/ownership, budget, client and evaluator responsibilities, protocol, data storage and use, pricing, contract negotiation, and more. Common mistakes and omissions, as well as ways to navigate through these will be covered. You will receive examples of the items discussed, as well as resources informing the contract process. You are encouraged to bring topics for discussion or specific questions.

You will learn:
  • To develop contract clauses that set projects up for success and support positive client relationships,
  • To enhance contract negotiation skills,
  • About valuable resources to improve contract writing,
  • How to use templates and tools to facilitate contract development,
  • Practical advice for real world situations.

Kristin Huff is a seasoned evaluator and facilitator with over 15 years of training experience and a Master of Science degree in Experiential Education. Ms. Huff has managed consulting contracts covering the fields of technology, fundraising, nonprofit management, and evaluation, and has developed and managed more than 400 consulting contracts in the past seven years.

Session 12: Consulting Contracts
Prerequisites: Some experience as a consultant and a basic knowledge of how consulting projects are carried out

Scheduled: Tuesday, November 4, 9:00 AM to 4:00 PM
Level: Intermediate

13. Applications of Multiple Regression in Evaluation: Mediation, Moderation, and More

This workshop is canceled due to a family emergency.

14. Collaborative Evaluations: A Step-by-Step Model for the Evaluator

Do you want to engage and succeed in collaborative evaluations? Using clear and simple language, the presenter will outline key concepts and effective tools/methods to help master the mechanics of collaboration in the evaluation environment. Building on a theoretical grounding, you will explore how to apply the Model for Collaborative Evaluations (MCE) to real-life evaluations, with a special emphasis on those factors that facilitate and inhibit stakeholders' participation.

Using discussion, demonstration, hands-on exercises and small group work, each section deals with fundamental factors contributing to the six model components that must be mastered in order to succeed in collaborations. You will gain a deep understanding of how to develop collaborative relationships in the evaluation context.

You will learn:
  • The factors that influence the success of collaboration in evaluations,
  • To capitalize on others' strengths to encourage feedback, clarify interpretations, and resolve misunderstandings,
  • Methods and tools to facilitate collaborative evaluations and build collaborative relationships.

Liliana Rodriguez-Campos is the Program Chair of the Collaborative, Participatory & Empowerment TIG and a faculty member in Evaluation at the University of South Florida. An experienced facilitator, she has developed and offered training in both English and Spanish to a variety of audiences in the US and internationally.

Session 14: Collaborative Evaluation
Prerequisites: Basic understanding of evaluation
Scheduled: Tuesday, November 4, 9:00 AM to 4:00 PM
Level: Intermediate

15: Evaluation in Immigrant and Other Cultural Communities: A Participatory Approach

This workshop will attend to the unique issues of conducting evaluations in immigrant communities and other cultures within which evaluation is generally unknown, unfamiliar or unwelcome. We will examine such issues as non-verbal communication; entry, access, trust and relationship building; stakeholder participation; identifying culturally specific outcomes and indicators; language, translation and culturally specific constructs; taboo and sensitive topics; adaptation of qualitative and quantitative methods; instrument development and surveying; sampling; and culturally specific reporting and information sharing.

Drawing on case examples from the facilitator's extensive experience in immigrant and other cultural communities and the experience of participants, we will illustrate what has and hasn't worked well, principles of good practice, and the learning opportunities for all involved. Through lecture, discussions and exercises you will explore the challenges of cross-cultural evaluation and approaches to responding to them.

You will learn:
  • Participatory approaches to evaluation in unfamiliar cultures and their community settings,
  • Mutually beneficial and fulfilling ways to draw upon immigrant communities' traditional beliefs, knowledge and practices in an evaluation,
  • Useful, respectful and credible ways of engaging diverse cultural communities in evaluation including: design, tool development, data collection and analysis.

Barry Cohen and Mia Robillos of Rainbow Research have extensive experience in conductive evaluation within immigrant and other cultural communities including working with Southeast Asian immigrants, Hmong opiate users, and Latino and Vietnamese religious leaders. They have facilitated workshops and presentations on related topics for the past five years.

Session 15: Immigrant Communities
Prerequisites: Basic understanding of evaluation and quantitative data collection methods
Scheduled: Tuesday, November 4, 9:00 AM to 4:00 PM
Level: Intermediate

16. Introduction to Longitudinal Analysis

This workshop is full. There are no more spaces available for this workshop and we do not maintain waiting lists. Please select an alternative workshop in which to enroll.

Many evaluation studies make use of longitudinal data. However, while much can be learned from repeated measures, the analysis of change is also associated with a number of special problems. This workshop reviews how traditional methods in the analysis of change, such as the paired t-test, and repeated measures ANOVA or MANOVA, address these problems. We will examine underlying assumptions and explore how structural equation models can help to improve our analyses. The core of the workshop will be an introduction to latent growth curve modeling (LGM) and how to specify, estimate, and interpret growth curve models. We will conclude with a discussion of recent advances in LGM.

A mixture of Power Point presentation, group discussion, and exercises with a special focus on model specification will help us to explore LGM in contrast to more traditional approaches to analyzing change. We will demonstrate processes for setting up and estimating models using different software packages, and a number of practical examples along with sample output will be used to illustrate the material. You will receive all slides as handouts as well as recommendations for further exploration.

You will learn:

  • How to use graphics to get a better understanding of longitudinal processes,
  • Special problems associated with the analysis of longitudinal data,
  • How to specify, estimate and interpret latent growth curve models (LGM),
  • The relationship of traditional methods to new methods,
  • Important assumptions of traditional methods for the analysis of change,
  • Recent developments in latent growth curve modeling.

Manuel C Voelkle is a research associate at the University of Mannheim where he teaches courses on multivariate data analysis and research design and methods. Werner W Wittmann is professor of psychology at the University of Mannheim, where he heads a research and teaching unit specializing in research methods, assessment and evaluation research. 

Session 16: Longitudinal Analysis
Prerequisites: Solid understanding of structural equation models and regression analytic techniques. Experience with analyzing longitudinal data is useful but not necessary.
Scheduled: Tuesday, November 4, 9:00 AM to 4:00 PM
Level: Intermediate

17. How to Estimate the Effects of Interventions 

This workshop is full. There are no more spaces available for this workshop and we do not maintain waiting lists. Please select an alternative workshop in which to enroll.

This workshop explores how to design program evaluations so as to produce the most credible estimates of treatment effects that can be obtained under the many imposing constraints of field settings. We will distinguish among eight elementary types of comparisons for estimating treatment effects: four types of randomized experiments and four prototypical quasi-experimental designs. From there, we will identify and discuss the myriad design embellishments that can be applied to each of the elementary types of comparisons, so as to tailor the design to best fit the demands of your unique evaluation setting.

Together, we will discuss the relative strengths and weaknesses of the various types of comparisons and design options, and then present and critique examples of designs. Finally, we will share theoretical advances in research design (including the principle of design parallelism and the theory of design elaboration) to highlight the cutting edge in this area.

You will learn:

  • A typology of elementary types of comparisons for estimating treatment effects
  • A typology of design embellishments that can be applied to any of the elementary types of comparisons
  • The relative strengths and weaknesses of different design types
  • Theoretical advances in experimental and quasi-experimental design including the principle of design parallelism and the theory of design elaboration 

Chip Reichardt is a professor of psychology at the University of Denver. He has helped design program evaluations to assess treatment effects in a variety of educational and health related fields. And he has enjoyed the many challenges of analyzing data that are produced by these designs.

Session 17: Effects of Interventions
Prerequisites: Basics of evaluation design and practical experience designing evaluations
Scheduled: Tuesday, November 4, 9:00 AM to 4:00 PM
Level: Intermediate

Wednesday Full Day Workshops, November 5, 8 AM to 3 PM

18. Evaluating Organizational Collaboration

“Collaboration” is a ubiquitous, yet misunderstood, under-empiricized and un-operationalized construct. Program and organizational stakeholders looking to do and be collaborative struggle to identify, practice and evaluate it with efficacy. This workshop will explore how the principles of collaboration theory can inform evaluation practice. 

You will have the opportunity to increase your capacity to quantitatively and qualitatively examine the development of inter- and intra-organizational partnerships. Together, we will examine assessment strategies and specific tools for data collection, analysis and reporting. We will practice using assessment techniques that are currently being used in the evaluation of PreK-16 educational reform initiatives predicated on organizational collaboration (professional learning communities), as well as other grant-sponsored endeavors, including the federally funded Safe School/Healthy Student initiative.

You will learn:

  • The principles of collaboration so as to understand and be able to evaluate the construct,
  • Specific strategies, tools and protocols used in qualitative and quantitative assessment of collaboration,
  • How to assess grant-funded programs that identify increasing collaboration as an intended outcome,
  • How stakeholders use the evaluation process and findings to improve organizational collaboration.

Rebecca Gajda has facilitated workshops and courses for adult learners for more than 10 years and is on the faculty at the University of Massachusetts - Amherst. Her most recent publication on the topic of organizational collaboration may be found in the March 2007 issue of The American Journal of Evaluation. Dr. Gajda notes, “I love creating learning opportunities in which all participants learn, find the material useful, and have fun at the same time.”

Session 18: Organizational Collaboration
Basic understanding of organizational change theory/systems theory, familiarity with mixed methodological designs, group facilitation and participation skills.
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Intermediate

19. Theory-Driven Evaluation for Assessing and Improving Program Planning, Implementation, and Effectiveness 

Learn the theory-driven approach for assessing and improving program planning, implementation and effectiveness. You will explore the conceptual framework of program theory and its structure, which facilitates precise communication between evaluators and stakeholders regarding evaluation needs and approaches to addressing those needs. From there, the workshop moves to how program theory and theory-driven evaluation are useful in the assessment and improvement of a program at each stage throughout its life-cycle.

Mini-lectures, group exercises and case studies will illustrate the use of program theory and theory-driven evaluation for program planning, initial implementation, mature implementation and outcomes. In the outcome stages, you will explore the differences among outcome monitoring, efficacy evaluation and effectiveness evaluation.  

You will learn:

  • How to apply the conceptual framework of program theory and theory-driven evaluations,
  • How to conduct theory-driven process and outcome evaluations,
  • How to conduct integrative process/outcome evaluations,
  • How to apply program theory to improve program planning processes.

Huey Chen, a Senior Evaluation Scientist at the Centers for Disease Control and Prevention and 1993 recipient of the AEA Lazarsfeld Award for contributions to evaluation theory, is the author of Theory-Driven Evaluations (SAGE), the classic text for understanding program theory and theory-driven evaluation and more recently of Practical Program Evaluation (2005). He is an internationally know workshop facilitator on the subject.

Session 19: Theory-Driven Evaluation
Prerequisites: Basic background in evaluation.
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Intermediate

20. Utilization-focused Evaluation

 Evaluations should be useful, practical, accurate and ethical. Utilization-focused Evaluation is a process that meets these expectations and promotes use of evaluation from beginning to end. With a focus on carefully targeting and implementing evaluations for increased utility, this approach encourages situational responsiveness, adaptability and creativity. This training is aimed at building capacity to think strategically about evaluation and increase commitment to conducting high quality and useful evaluations.

Utlization-focused evaluation focuses on the intended users of the evaluation in the context of situational responsiveness with the goal of methodological appropriateness. An appropriate match between users and methods should result in an evaluation that is useful, practical, accurate, and ethical, the characteristics of high quality evaluations according to the profession's standards. With an overall goal of teaching you the process of Utilization-focused Evaluation, the session will combine lectures with concrete examples and interactive case analyses.

 You will learn:

  • Basic premises and principles of Utilization-focused Evaluation (U-FE),
  • Practical steps and strategies for implementing U-FE,
  • Strengths and weaknesses of U-FE, and situations for which it is appropriate.

Michael Quinn Patton is an independent consultant and professor at the Union Institute. An internationally known expert on Utilization-focused Evaluation, this workshop is based on the newly completed fourth edition of his best-selling evaluation text, Utilization Focused Evaluation: The New Century Text (SAGE).

Session 20: Utilization-focused
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Beginner, no prerequisites

21. RealWorld Evaluation: Practical Tips for Doing evaluations in Spite of Budget, Time, Data and Political Constraints

This workshop is full. There are no more spaces available for this workshop and we do not maintain waiting lists. Please select an alternative workshop in which to enroll.

Have you had the experience of being asked to perform an evaluation on a project that was almost finished, there was no baseline, and there can't be a comparison group, yet your clients expected 'rigorous impact evaluation'? Not only that, but as you were negotiating the terms of reference you discovered that there is a short deadline and a rather limited budget for conducting the evaluation? Have you had to deal with political pressures, including pre-conceived expectations by stakeholders?

This workshop presents a seven-step process, a checklist and a toolbox of techniques that seek to help evaluators and clients ensure the best quality evaluation under real-life constraints like those described above. The RealWorld Evaluation approach will be introduced and its practical utility assessed through presentations and discussion, and through examples drawn from the experiences of presenters and participants. You will learn and share practical techniques for dealing with real-world constraints.

You will learn:

  • The seven steps of the RealWorld Evaluation approach,
  • Context-responsive evaluation design alternatives,
  • Ways to reconstruct baseline data,
  • How to identify, and overcome threats to the validity or adequacy of evaluation methods.

Jim Rugh and Michael Bamberger recently co-authored, with Linda Mabry, the book Real World Evaluation, Working Under Time, Data and Political Constraints (SAGE 2006). The two presenters bring over eighty years of professional evaluation experience, mostly in developing countries around the world.

Session 21: RealWorld Evaluation
Prerequisites: Academic or practical knowledge of the basics of evaluation.
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Intermediate

22. How to Prepare an Evaluation Dissertation Proposal

Developing an acceptable dissertation proposal often seems more difficult than conducting the actual research. Further, proposing an evaluation as a dissertation study can raise faculty concerns of acceptability and feasibility. This workshop will lead you through a step-by-step process for preparing a strong, effective dissertation proposal with special emphasis on the evaluation dissertation.

The workshop will cover such topics as the nature, structure, and multiple functions of the dissertation proposal; how to construct a compelling argument; how to develop an effective problem statement and methods section; and how to provide the necessary assurances to get the proposal approved. Practical procedures and review criteria will be provided for each step. The workshop will emphasize application of the knowledge and skills taught to the participants’ personal dissertation situation through the use of an annotated case example, multiple self-assessment worksheets, and several opportunities for questions of personal application.

You will learn:

  • The pros and cons of using an evaluation study as dissertation research,
  • How to construct a compelling argument in a dissertation proposal,
  • The basic process and review criteria for constructing an effective problem statement and methods section,
  • How to provide the assurances necessary to guarantee approval of the proposal,
  • How to apply all of the above to your personal dissertation needs.

Nick L Smith is the co-author of How to Prepare a Dissertation Proposal (Syracuse University Press) and a past-president of AEA. He has taught research and evaluation courses for over 20 years at Syracuse University and is an experienced workshop presenter. He has served as a dissertation advisor to multiple students and is the primary architect of the curriculum and dissertation requirements in his department.

Session 22: Evaluation Dissertation
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Beginner, no prerequisites

23. Managing Experimental Designs in Evaluation

Evaluators and administrators are increasingly expected to conduct studies using what are called scientifically-based methods. This workshop will provide you with the knowledge and ability to design and implement both random assignment experiments and alternative rigorous designs that can satisfy demands for scientifically-based methods.

With an emphasis on hands-on exercises and individual consultation within the group setting, this workshop will provide you with concrete skills to improve your current or anticipated work with experimental design studies. 

You will learn:

  • How to conduct evaluability assessments of experimental and quasi-experimental designs,
  • How to write or evaluate proposals to satisfy demands for scientifically-based research methods,
  • How to modify experimental designs to respond to specific contexts,
  • How to conduct quantitative analyses to strengthen the validity of conclusions and reveal hidden program impacts.

George Julnes, Associate Professor of Psychology at Utah State University, has been contributing to evaluation theory for over 15 years and has been working with federal agencies, including the Social Security Administration, on the design and implementation of randomized field trials. Fred Newman is a Professor at Florida International University with over thirty years of experience in performing front line program evaluation studies.

Session 23: Experimental Design
Prerequisites: Understanding of threats to validity and the research designs used to minimize them, practical experience with evaluation helpful.
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Intermediate

24. Transformative Mixed Methods Evaluations

This workshop focuses on the methodological and contextual considerations in designing and conducting transformative mixed methods evaluation. It is geared to meet the needs of evaluators working in communities that reflect diversity in terms of culture, race/ethnicity, religion, language, gender, and disability. Deficit perspectives that are taken as common wisdom can have a deleterious effect on both the design of a program and the outcomes of that program. A transformative mixed methods approach enhances an evaluator's ability to accurately represent how this can happen.

Interactive activities based upon case studies will give you an opportunity to apply theoretical guidance that will be provided in a plenary session, a mini-lecture and small- and large-group discussions. Alternative strategies based on transformative mixed methods are illustrated through reference to the presenters' own work, the work of others, and the challenges that participants bring to the workshop.

You will learn:

  • To critically examine the transformative paradigm's assumptions in culturally diverse communities,
  • To identify different methodological approaches within a transformative mixed methods model,
  • To apply critical skills associated with selecting the design and use of transformative mixed methods evaluation.

Donna Mertens is a Past President of the American Evaluation Association who teaches evaluation methods and program evaluation to deaf and hearing graudate students at Gallaudet University in Washington, D.C. Mertens recently authored Transformative Research and Evaluation (Guilford). Katrina L Bledsoe is a consultant in the greater Washington DC area, conducting and managing evaluations in culturally complex communities nationally. 

Session 24: Transformative Mixed Methods
Prerequisites: Academic training in evaluation and at least a year of experience in the field
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Intermediate

25. Human Systems Dynamics Theory Applied to Evaluation Practice

Are you uncertain about what system concepts apply to your evaluation work? We will explore three types of human system dynamics (HSD) - organized, self-organizing, and unorganized – that provide a basis for differentially designing your evaluation of complex situations.

This session will provide a framework for understanding the nature of human systems dynamics and the kinds of evaluative questions that arise out of an understanding of these system dynamics. A case study will be used throughout the workshop to apply concepts that are discussed in mini-lectures and small group work. 

You will learn:

  • To select and apply evaluation methods based on the dynamics of complex adaptive systems,
  • To apply HSD concepts when planning an evaluation with a client,
  • How this systems orientation relates to other evaluation methods.

Beverly Parsons is Executive Director of InSites in Colorado and has more than 20 years of experience in evaluating education and social service initiatives. She is the author of Evaluative Inquiry: How Evaluation can Promote Student Success (Corwin Press). Margaret Hargreaves is a Senior Associate at Abt Associates in Cambridge, Mass. She developed the evaluation plan and is site lead for the CMS System Transformation Grant Evaluation, a five-year initiative to transform the U.S. long-term care system.

Session 25: Human Systems Dynamics Theory
Prerequisites: Knowledge of/experience in conducting or planning evaluations in complex social systems.
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Intermediate

26. Introduction to Needs Assessment and Designing Needs Assessment Surveys

Assessing needs is a task often assigned to evaluators with the assumption that they have been trained in or have experience with the activity. Yet, many evaluators have little experience or understanding of the tenets of needs assessment and how to collect quality needs assessment data.

This workshop uses multiple hands-on activities interspersed with mini-presentations and discussions to provide an overview of needs assessment with a strong emphasis on designing needs assessment surveys. The focus will be on basic terms and concepts, models of needs assessment, steps necessary to conduct a needs assessment, and an overview of methods with particular focus on the design and nature of needs assessment surveys.

You will learn:

  • Definitions of need and need assessment,
  • Distinctions among various kinds of needs,
  • Models of needs assessment with emphasis on a comprehensive 3-phase model,
  • How to design and analyze a needs assessment survey,
  • How to plan for, organize, and implement a needs assessment.

James Altschuld is a well known author and trainer in the area of needs assessment and was a pioneer in offering academic training in needs assessment to evaluators. His recent publications include co-authorship of the text From Needs Assessment to Action: Transforming Needs in Solution Strategies (SAGE 2000).

Session 26: Needs Assessment
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Beginner, no prerequisite

27. Mixed Methods for Program Evaluation

This workshop will guide you through selecting and applying quantitative, qualitative, and mixed data-analytic techniques for use in program evaluation activities. From formulating goals and objectives and developing research questions, to identifying your sampling fame and collecting data, we will ground you in the basics of mixed-methods research. From there, we will move to a more in-depth exploration of mixed-method data analysis and reporting considerations.

This interactive session, appropriate for new and seasoned program evaluators, will provide frameworks and heuristics for selecting and applying data-analytic techniques and validating, interpreting, and reporting results of mixed research studies. In addition, the presenters will provide an array of publishing tips and approaches for applying Standards and Guidelines when reporting results and writing the mixed-research report in program evaluation.

You will learn:

  • To choose knowledgeably from a variety of quantitative data analysis techniques; from a variety of qualitative data analysis techniques; and from a variety of mixed data analysis techniques,
  • How mixed data analyses can enhance representation and legitimation for program evaluation.
  • Standards and guidelines for conducting and publishing mixed research program evaluations.

Anthony J.  Onwuegbuzie and John Slate from Sam Houston State University, Kathleen M. T. Collins from the University of Arkansas, and Nancy Leech from the University of Colorado Denver comprise the team presenting the mixed research workshop. Members of the team have presented mixed research workshops to audiences world wide.

Session 27: Mixed Methods
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Beginner, no prerequisites

28. Lenses, Filters, Frames: Cultivating Self as Responsive Instrument

Evaluative judgments are inextricably bound up with culture and context and call for diversity-grounded, multilateral self-awareness. Excellence and ethical practice in evaluation are intertwined with orientations toward, responsiveness to, and capacities for engaging diversity. Breathing life into this expectation calls for critical ongoing personal homework for evaluators regarding their lenses, filters and frames vis-a-vis judgment-making.

Together, we will cultivate a deliberative forum for exploring these issues using micro-level assessment processes that will help attendees to explore mindfully the uses of self as knower, inquirer and engager of others within as well as across salient diversity divides. We often look but still do not see, listen but do not hear, touch but do not feel. Evaluators have a professional and ethical responsibility to address the ways our lenses, filters and frames may obscure or distort more than they illuminate.

You will learn:

  • To cultivate the self responsive instrument and understand yourself in dynamically diverse contexts,
  • To expand and enrich your diversity-relevant knowledge and skills repertoire,
  • To engage in ongoing assessment of your own lenses, filters, and frames,
  • To engage in empathic perspective taking,
  • To develop intercultural/multicultural competencies as process and stance and not simply as a status or fixed state of being.

Hazel Symonette brings over 30 years of work in diversity-related arenas and currently serves as a senior policy/planning analyst at the University of Wisconsin-Madison. She designed, and has offered annually, the Institute on Program Assessment for over 10 years. Her passion lies in expanding the cadre of practitioners who embrace end-to-end evaluative thinking/praxis within their program design and development efforts.

Session 28: Cultivating Self
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Beginner, no prerequisites

29. Marketing Your Evaluation Business

This workshop outlines a logical approach to finding your business product/service niche and offers innovative sales tips to help distinguish your practice. We will coach you on assessing your strengths and weaknesses against emerging opportunities and threats in today's marketplace. The focus will be on harnessing your passion, profitably and sustainability

In short group and solo exercises you will learn the fine art of fully costing out and competitively pricing your services to realize a target profit. The workshop ends by demonstrating to participants what it takes to enhance the future-value of your evaluation practice thereby enabling you to either sell it profitably or successfully transfer it to your family, partner or employees. This full day workshop will be highly interactive and use numerous real-life situations for analysis and recommendations for ways to proactively and deliberately grow.

You will learn:

  • Ways to move your evaluation businesses forward in terms of sales, profitability and sustainability,
  • Ways to build a sustainable plan for marketing your evaluation services,
  • How evaluation enterprises can become salable or transferable assets.

Melanie Hwalek is founder and president of SPEC Associates in Detroit, Michigan. In 2006, she co-authored “Building Your Evaluation Business into a Valuable Asset” in New Directions in Evaluation. Eric Abdullateef has provided consulting to small and medium-sized firms in both California and Hawaii for over 20 years. He recently moved to Washington, D.C. to pursue his own evaluation practice focused on business enabling development programs and policies.

Session 29: Marketing Your Evaluation Business
Prerequisites: Already running or have conscientiously decided to run a small business or serve as a self-employed evaluation contractor
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Intermediate

30. Evaluating Environmental and Resource Programs

This workshop provides an introduction to the key concepts and techniques for evaluating environmental and resource programs. After identifying the distinguishing characteristics, participants will be introduced to techniques to address the unique challenges and promoting use of environmental and resource evaluation.

The workshop will include introductory and concept and skill development sessions. The introductory session will use both tutorials and small group and brainstorming sessions.  Tutorials will provide introductions to the field illustrated with the presenters' experience. In small group sessions, participants will identify the key distinguishing characteristics of evaluation in resource and environmental settings, compared to other evaluation settings.

You will learn:

  • The distinguishing characteristics of evaluation in environmental and resource settings,
  • How to identify and measure likely effects, including those beyond the reach of the intervention,
  • Options to address key technical challenges when evaluating environmental and resource programs.

John A McLaughlin is an independent consultant (McLaughlin Associates in Lanexa, Virginia) in strategic planning, performance measurement, and program evaluation. For the last several years, he has been a consultant to the U.S. Environmental Protection Agency. Andy Rowe is head of ARCeconomics and has been conducting evaluations in resource and environmental settings for 28 years in Canada, the U.S., the western Pacific, Asia and Europe. His evaluation designs are currently used in most federal environmental agencies in evaluating the effects of environmental and resossurce decisions.

Session 30: Environmental and Resource Programs
Prerequisites: Basic knowledge of evaluation methods and approaches
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Intermediate

31. Building an Evaluation System for Your Organization

This workshop is full. There are no more spaces available for this workshop and we do not maintain waiting lists. Please select an alternative workshop in which to enroll.

Increasingly, non-profit and other organizations are in need of integrated evaluations systems to support ongoing learning, change, improvement, and accountability. While individually commissioned external program evaluations are sometimes needed to meet funder requirements, ongoing integrated evaluation can best contribute to organizational success. This hands-on workshop will give you the tools you need to build an evaluation system for your organization.

Instructional methods for the workshop include mini-lectures, small and large group discussion, and individual application using handouts and tools. Prior to the workshop participants will be contacted with instructions for gathering information about their organization's mission/strategic plan and any existing means of evaluation/data collection.

You will learn:

  • Grounding principles and assumptions,
  • Seven specific steps to develop an organization's evaluation system,
  • How to apply those seven steps.

Rosalie Torres is the founder of Torres Consulting Group, a research, evaluation, and management consulting firm in Alameda, California. She has conducted and supported evaluations within organizations for the past 30 years, and has co-authored two books on this topic. Jill Casey has worked with Torres Consulting Group over the past 12 years to design and implement evaluations within educational and non-profit organizations.

Session 31: Building an Evaluation System for Your Organization
Wednesday, November 5, 8:00 AM to 3:00 PM

32. Concept Mapping for Evaluation: A Mixed Methods, Participatory Approach

Concept mapping is a well-tested, mixed methods methodology that integrates familiar qualitative group processes with multivariate statistical analyses to help a group describe and organize its thinking on a topic. Ideas are represented visually in a series of easy-to-read graphics that capture specific ideas generated by a group; relationships between ideas; how ideas cluster together; and how those ideas are valued

Through applications of structured group concept mapping, we will introduce key principles of stakeholder participation in evaluation. We will illustrate the steps in the methodology with project examples, with a particular focus on the planning stages of a project, as the decisions at this stage are applicable to any participatory project. A secondary focus will be on the unique analyses that create a shared conceptual framework for complex, systems-based issues and how to represent that in easy-to-read visuals.

You will learn:

  • Key principles, decisions and steps in the engagement of stakeholders in systems-based evaluation,
  • To describe and recognize appropriate applications of the concept mapping methodology,
  • The steps in the concept mapping methodology and how those can be adapted to various situations,
  • How the concept mapping analysis converts qualitative input into quantitative data that is useful in evaluation projects,
  • To apply the methodology to your own projects.

Mary Kane, is President, and Kathleen Quinlan and Scott Rosas, are Senior Consultants, at Concept Systems, Inc, a consulting company that uses the concept mapping methodology as a primary tool in its planning and evaluation consulting projects. Each of the presenters has facilitated large scale national, state and/or local projects using the concept mapping methodology, published related to the methodology and is among the world's leading experts on this approach 

Session 32: Concept Mapping
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Beginner, no prerequisites

33. Logic Models - Beyond the Traditional View

This workshop will present two broad topics that will increase the value of using logic models: 1) an expanded view of what forms logic models can take and 2) epistemological issues in logic modeling.

We will employ lectures, group discussions and break out sessions.

You will learn:

  • The essential nature of a “model,” including its strengths and weaknesses,
  • Uses of logic models across the entire evaluation life cycle,
  • Value of using multiple forms and scales of the same logic model for the same evaluation,
  • Principles of good graphic design for logic models,
  • Evaluation conditions under which logic models are, and are not, useful,
  • The relationship between logic models, measurement, and methodology.

Jonathan A Morell is a Senior Policy Analyst at TechTeam Government Solutions. He is Editor-in-Chief of the international journal Evaluation and Program Planning and on the editorial boards of the International Journal of Electronic Business and the International Journal of Services Technology Management.

Session 33: Logic Models - Beyond the Traditional View
Prerequisites: Basic evaluation experience and experience constructing logic models
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Intermediate

34. Rigorous Interviewing Techniques and Content Analysis for Program Evaluation

In assessing the impact of programs and policies, it is important to recognize that the quantitative methods, while enormously useful, have some important limitations that can be overcome by incorporating qualitative approaches. Rigorous interviewing and content analysis of qualitative data can generate important information about the program’s effectiveness by uncovering the stakeholders’ experiences and perceptions to capture the overall meaning of a program to its participants, evaluate individualized outcomes, and document program dynamics and variations among individuals or different sites.

Through lecture, discussion, demonstration, and hands-on activities, this workshop will walk participants through a variety of interviewing techniques for use in program evaluation. We will also draw from specific case studies to conduct hands-on content analysis of qualitative data to generate credible findings addressing the relevant and priority evaluation questions and issues.

You will learn:

  • When to use interpretive methods for program evaluation purposes
  • Frameworks for designing effective interview guide aimed at program evaluation
  • Rigorous interviewing techniques
  • Content analysis of qualitative data as a program evaluation method

Danuta Wojnar teaches at Seattle University CON. In the graduate programs she predominantly teaches Concepts and Theories and Research Methodologies courses in which students and faculty explore the epistemological assumptions underlying a variety of scientific approaches, research designs, and practice applications. Dr. Wojnar’s program of research focuses on program development and evaluation to promote health care without stigmatization.

Session 34: Interviewing & Content Analysis
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Beginner, no prerequisites

35. Using Effect Size and Association Measures

Answer the call to report effect size and association measures as part of your evaluation results. Improve your capacity to understand and apply a range of measures including: standardized measures of effect sizes from Cohen, Glass, and Hedges; Eta-squared; Omega-squared; the Intraclass correlation coefficient; and Cramer’s V. Together we will explore how to select the best measures, how to perform the needed calculations, and how to analyze, interpret, and report on the output in ways that strengthen your overall evaluation 

Through mini-lecture, hands-on exercises, and computer-based demonstration, you will improve your understanding of the theoretical foundation and computational procedures for each measure as well as ways to identify and correct for bias.

You will learn:

  • How to select, compute, and interpret the appropriate measure of effect size or association,
  • Considerations in the use of confidence intervals,
  • SAS and SPSS macros to compute common effect size and association measures,
  • Basic relationships among the measures.

Jack Barnette hails from The University of Alabama at Birmingham. He has been conducting research and writing on this topic for over ten years. Jack has won awards for outstanding teaching and is a regular facilitator both at AEA's annual conference and the CDC/AEA Summer Evaluation Institute 

Session 35: Effect Size Measures
Prerequisites: Univariate statistics through ANOVA and understanding of and use of confidence levels.
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Advanced

36. Grantwriting for Evaluators

Have you been called upon to write the evaluation portion of a grant proposal or even a stand alone grant proposal to seek funding for an evaluation research project? This detailed one-day workshop introduces beginning grantwriters to the field of grantwriting. We’ll begin at the beginning, identifying sources of grant funding as well as the ways in which evaluation is a contributory component of strong comprehensive program grants.

Using a hands-on approach, this workshop will provide you with the information and skills you need to succeed at grantwriting. The course will culminate with time set aside for question and answer with an experienced evaluator and grantwriter who will provide tips and lessons learned.

You will learn:

  • To identify sources of grant funding,
  • To identify and respond to funder’s expectations for program improvement and accountability,
  • To budget for evaluation within funder’s guidelines,
  • To tailor the evaluation plan to meet the needs of stakeholders,
  • To prepare proposals and applications for submission

Joel Philp holds a doctorate in Psychology and has over 13 years of experience in the evaluation field. As Director of The Evaluation Group, Philp is responsible for the oversight of all evaluations and for developing sound evaluation plans to accompany selected grant applications. Anne Black has a master’s in Biometry and over 10 years of experience as a grant writer. She is the director of Grants Development at Research Associates and has taught grant writing workshops nationwide and co-authored Developing Successful Grants.

Session 36: Grantwriting
Scheduled: Wednesday, November 5, 8:00 AM to 3:00 PM
Level: Beginner, no prerequisites

Wednesday Morning Workshops, November 5, 8 AM to 11 AM

37. How to Gather Credible and Actionable Evidence in Contemporary Evaluation Practice: Moving Beyond the Debates

This workshop is designed to explore one of the most fundamental issues facing evaluators today – how to gather credible and actionable evidence in contemporary evaluation practice. Many thorny debates about what counts as evidence have occurred in recent years, but few have sorted out the issues in a way that directly informs evaluation practice.

Through mini-lectures, exercises, and discussions, you will come away from this workshop with an understanding of the philosophical, theoretical, methodological, political, and ethical dimensions of gathering credible and actionable evidence. You will also learn about the strengths and limitations of experimental and non-experimental approaches for gathering evidence for evaluations. Finally, you will explore a step-by-step approach for gathering credible and actionable evidence across a wide range of evaluation practice problems and settings.

You will learn:

  • The strengths and weaknesses of using Randomized Control Trials (RCTs) to gather evidence in evaluation practice,
  • The strengths and weaknesses of using non-experimental designs to gather evidence about program impact in evaluation practice,
  • A step-by-step process for gathering credible and actionable evidence across a wide range of evaluation problems and settings.

Stewart I Donaldson is Dean of the School of Behavioral and Organizational Sciences at Claremont Graduate University. He has published widely on the topic of evaluation, developed one of the largest university-based evaluation training programs, and has conducted evaluations for more than 100 organizations during the past decade. His recent work includes What Counts as Credible Evidence in Applied Research and Evaluation Practice?

Session 37: Credible Evidence
Prerequisites: Basic understanding of evaluation.
Scheduled: Wednesday, November 5, 8:00 AM to 11:00 AM

Level: Intermediate

38. Video Interviewing and Evaluation Inquiry

Recent developments in video technology have made this a powerful and accessible tool for qualitative inquiry and in a variety of fields (visual anthropology, educational research, social and cultural studies). This session is designed to provide an introduction to videography methods for practicing evaluators who have experience in qualitative approaches to evaluation inquiry and are interested in using videography as a means to data collection, exploring analytic procedures for video data, and developing interactive approaches to evaluation reporting.

The workshop will be delivered through a lecture, demonstration, discussion format. Basic points will be introduced, with video samples and opportunities to use equipment and software. Discussions will draw upon your own experiences as well as case study and problem-solving activities. 

You will learn:

  • Basic concerns and considerations in video-based interviews,
  • Equipment and hardware considerations in using videography in evaluation inquiry,
  • Issues in informed consent and institutional review of video- based studies,
  • Software applications for data storage, management, and analysis,
  • Use of videography for reporting.

William H Rickards is Senior Research Associate for Educational Research and Evaluation at Alverno College in Milwaukee, Wisconsin. Videography work has become an important part of his evaluation studies in college curriculum, student development and, in exploring and understanding student and faculty experience in diverse learning environments.

Session 38: Video Interviewing
Prerequisites: Experience in basic evaluation practice and design
Scheduled: Wednesday, November 5, 8:00 AM to 11:00 AM
Level: Intermediate

39. Fun and Games With Logframes: Participatory Strategies for Learning Logic Models

In the international development community, logic models (logframes) have become the industry standard to summarize a project/program’s design and intended results. At best, logframes are tools that help project design, monitoring, and evaluation (DM&E). At worst they can straightjacket a project, imposing an outside, technocentric method that alienates rather than fosters local participation in project design, monitoring, and evaluation. This skills-building workshop is aimed at helping to minimize the alienation of local partners in the logframe process.

The workshop will utilize participatory strategies where you learn not only from the facilitator, but from small group(team) games with other participants. Examples will be drawn from actual projects in the following sectors:

Water/Sanitation, Disaster Management, Community Health, Livelihoods, Hygiene Promotion, HIV/AIDS.

You will learn:

  • What a logic model (logframe) is,
  • Participatory strategies to train others in working with them,
  • How the logframe fits into the larger M&E project cycle,
  • Concerns about the appropriateness of the logframe in developing countries.

Scott Chaplowe has more than 10 years of experience in program development, management, and M&E with the United Nations, international development NGOs, and U.S.-based nonprofit and public organizations. Since September 2005, he has worked in Asia as a regional technical advisor in M&E for the Tsunami Recovery Program (TRP) of the American Red Cross (ARC) and the International Federation of Red Cross and Red Crescent (IFRC).

Session 39: Fun With Logframes
Scheduled: Wednesday, November 5, 8:00 AM to 11:00 AM
Level: Beginner, no prerequisites

40. Visual Presentation of Quantitative Dat

This workshop is full. There are no more spaces available for this workshop and we do not maintain waiting lists. Please select an alternative workshop in which to enroll.

Presenting data through graphics, rather than numbers, can be a powerful tool for understanding data and disseminating findings. But when used improperly, it can also confuse audiences, complicate research, and obscure findings. This workshop will enable you to capitalize on the myriad benefits of visual representation by providing them with tools for displaying data graphically, be it for presentations, evaluation reports, publications, or continued dialogue with program funders, personnel, and recipients 

We will walk you through the do's and dont's of visual representations of data, using group exercises, novel visual aids, class discussions, lecture and practice data. Once you have a firm grasp of the problems of presenting quantitative data well, we will share easy methods for presenting information well that capitalize on the way people naturally scan and process visual information. Then you will be given the opportunity to try out your new knowledge through graphing real data.

You will learn:

  • How people process visual information,
  • Ways to capitalize on cognitive processing,
  • How to determine the amount of information to present,
  • Innovative methods for graphing data,
  • Ways to decide if quantitative information should be presented graphically/visually or in words/text.

David Streiner is a Professor of Psychiatry at the University of Toronto and Assistant V.P. and Research Director of the Kunin-Lunenfeld Applied Research Unit at the Baycrest Centre for Geriatric Care. Stephanie Reich is an assistant professor at the University of California, Irvine and a former research associate at the Center for Evaluation and Program Improvement at Vanderbilt University.

Session 40: Visual Presentation of Quantitative Data
Scheduled: Wednesday, November 5, 8:00 AM to 11:00 AM
Level: Beginner, no prerequisites

41. New Developments in Focus Group Interviewing

Focus group interviews have evolved over the past 50 years. Early focus groups began with white middle-class consumers in market research environments and have now spread around the world. They are used with many different audiences and are being conducted in person, on the telephone as well as on the Internet. 

Through short lecture, discussion, and demonstrations, we will explore recent developments and examine the advantages and disadvantages of these changes. Issues for consideration include respoding to changes in technology, including the internet and cell-phones; and working with alternative audiences including youth and difficult to access populations.

You will learn:

  • How to determine if a group process is really a focus group,
  • How focus groups have evolved over the past 50 years,
  • How focus groups can be used on the telephone and Internet,
  • How focus groups are successfully conducted with youth, with international audiences, and within organizations.

Richard Krueger is a senior fellow at the University of Minnesota. In 30+ years of practice he has conducted thousands of focus group interviews and he still gets excited about listening to people. He is the author of 6 books on focus group interviewing and is a past president of AEA.

Session 41: New Focus Group
Scheduled: Wednesday, November 5, 8:00 AM to 11:00 AM
Level: Beginner, no prerequisites

42. Using Success Stories to Promote Program Success

Success stories are relevant to the practice of evaluation and are increasingly used to communicate with stakeholders about a program's achievements. They are an effective way for prevention programs to highlight program progress as these programs are often unable to demonstrate outcomes for several years. Therefore, communicating success during program development and implementation is important for building program momentum and sustainability.

This is an interactive workshop that uses a combination of didactic presentation, group exercises, and hands-on practice in order for participants to apply what is learned to develop their own success stories. Each participant will develop a list of possible success stories and from this list will develop one elevator story and a draft of a one page success story.

You will learn:

  • What a success story is,
  • Different types of success stories and how to use them at various stages of a program's development,
  • Practical and low-cost strategies for collecting success stories,
  • How to create a system for collecting success stories.

Ann Webb Price and Rene Lavinghouze are co-authors of Impact and Value: Telling Your Program's Success Story, a workbook written for the CDC's Division of Oral Health (DOH). Price is the lead for the Division of Oral Health's Success Story data collection project for its 13 oral health grantees. Lavinghouze is the lead evaluator for DOH and supervises this and all other division evaluation projects 

Session 42: Using Success Stories
Scheduled: Wednesday, November 5, 8:00 AM to 11:00 AM
Level: Beginner, no prerequisites

43. The Value and Use of Evaluability Assessments

Evaluability assessments (EAs) are a valuable and important tool to have in an evaluator's toolbox. While rigorous evaluation is a valuable method, it can be costly and time-consuming and is not an appropriate fit for every initiative. EAs offer a cost-effective technique to help guide evaluation choices.

Using mini-lectures, practice exercises and discussions, this workshop will provide you with an understanding of EAs and how they can be applied in your own practice. Each participant will develop a list of possible success stories and from this list will develop one elevator story and a draft of a one page success story.

You will learn:

  • How EAs provide value in time and resource savings,
  • Specific steps in conducting an EA,
  • How EAs differ from full-scale evaluation,
  • How to determine key opportunities for conducting EAs,
  • How to think through steps for performing an EA in your wn environment,
  • Potential challenges in carrying out EAs and strategies for overcoming them

Nicola Dawkins is a Technical Director at Macro International Inc. As Director of the Coordinating Center for the Early Assessment of Programs and Policies to Prevent Childhood Obesity, Dawkins has conducted multiple EAs herself and has led a large team of researchers in carrying out EAs of obesity prevention initiatives around the country.

Session 43: Evaluability Assessments
Prerequisites: A basic understanding of the goals and primary methods of full-scale evaluation
Scheduled: Wednesday, November 5, 8:00 AM to 11:00 AM

44. Rapid Ethnography

We will explore how to plan, organize, and implement team-oriented, time-constrained, systematic qualitative methods whose results can stand alone or complement quantitative data collection and analysis in process and outcome evaluation work. Included among the topics addressed in this course will be, single and multiple case study designs; site selection criteria development and application; key informant / collaborator selection; systematic qualitative data collection strategies and associated team training/orientation; and key concepts in the use of text-based database management software like N-6 and Atlas.

The session will include case studies, discussion, and a participatory exercise designed to illustrate the difference between development of survey items and ethnographic interviewing topic guides. You will leave with an understanding of the ways the rapid ethnography can enhance your evaluation process and improve your evaluation findings.

You will learn:

  • What is meant by rapid ethnography,
  • How to incorporate rapid ethnography into your evaluation,
  • How to use rapid ethnography as a stand-alone methodology or to complement quantitative methods.

Edward Liebow is Associate Director of Battelle's Centers for Public Health Research and Evaluation. Liebow has conducted policy-related and evaluation research throughout the western US and in South Australia focusing on applying ethnographic research methods to understand the distinctive response of disadvantaged communities to potential environmental and public health hazards posed by development programs and policies.

Session 44: Rapid Ethnography
Wednesday, November 5, 8:00 AM to 11:00 AM
Beginner, no prerequisites

Wednesday Afternoon Workshops, November 5, 12 PM to 3 PM

45. Evaluation Capacity Building 101: Working within Your Organization

This workshop is full. There are no more spaces available for this workshop and we do not maintain waiting lists. Please select an alternative workshop in which to enroll.

Evaluation capacity building (ECB) within organizations requires long-term effort from ECB practitioners and their organizational champions and partners. This workshop describes evaluation capacity building, practical examples of evaluation capacity building, pros and cons of these efforts and individual reflection of ECB in participants' organizational evaluation cultures.

Through lectures, small group work and large group sharing, you will complete a basic plan for building ECB in your own organization. You will find the leverage points in your organization and engage in a discussion of next steps involved in an ECB effort there.

You will learn:

  • The pros and cons of evaluation capacity building within organizations,
  • Dimensions of evaluation culture to gauge your own organization's culture,
  • Leverage points that can motivate evaluation practice in your organization.

Nancy Franz and Heather Boyd are both currently faculty members at Virginia Tech University, serving as a program development specialist and a program evaluation specialist, respectively. Franz recently co-authored a publication in the peer-reviewed Journal of Extension focused on building institutional capacity for communicating impacts. Boyd recently co-authored and article in the peer-reviewed Journal of Extension entitled “An Exploratory Profile of Extension Evaluation Professionals.”

Session 45: Capacity Building
Scheduled: Wednesday, November 5, 12:00 PM to 3:00 PM
Level: Beginner, no prerequisites

46. Empowerment Evaluation

Empowerment Evaluation builds program capacity and fosters program improvement. It teaches people to help themselves by learning how to evaluate their own programs. The basic steps of empowerment evaluation include: 1) establishing a mission or unifying purpose for a group or program; 2) taking stock - creating a baseline to measure future growth and improvement; and 3) planning for the future - establishing goals and strategies to achieve goals, as well as credible evidence to monitor change. The role of the evaluator is that of coach or facilitator in an empowerment evaluation, since the group is in charge of the evaluation itself.

Employing lecture, activities, demonstration and case examples ranging from townships in South Africa to a $15 million Hewlett-Packard Digital Village project, the workshop will introduce you to the steps of empowerment evaluation and tools to facilitate the approach. You will join participants in conducting an assessment, using empowerment evaluation steps and techniques. 

You will learn:

  • How to plan and conduct an empowerment evaluation,
  • Ways to employ new technologies as part of empowerment evaluation including use of digital photography, quicktime video, online surveys, and web-based telephone/videoconferencing,
  • The dynamics of process use, theories of action, and theories of use.

David Fetterman hails from Stanford University and is the editor of (and a contributor to) the recently published Empowerment Evaluation Principles in Practice (Guilford). He Chairs the Collaborative, Participatory and Empowerment Evaluation AEA Topical Interest Group and is a highly experienced and sought after facilitator.

Session 46: Empowerment Evaluation
Scheduled: Wednesday, November 5, 12:00 PM to 3:00 PM
Level: Beginner, no prerequisites

47. An Executive Summary is Not Enough: Effective Knowledge Transfer Techniques for Evaluators

As an evaluator you are conscientious about conducting the best evaluation possible, but how much thought do you give to communicating your results effectively? Knowledge transfer is an important skill for evaluators who care about seeing their results disseminated and recommendations implemented. Drawing on current research, this interactive workshop will present an overview of the key principles of knowledge transfer and engage participants in a discussion of its role in effective evaluation.

The workshop features short lectures and brainstorming sessions, and you will have the opportunity to work on a real example in groups. Those groups will be tasked with conducting a 'mini-evaluation' and effectively presenting the results using their newly acquired skills.

You will learn:

  • The role of knowledge transfer in good evaluation practice,
  • Three key principles for communicating results effectively,
  • Four innovative knowledge transfer techniques.

Kylie Hutchinson has served since 2005 as the trainer for the Canadian Evaluation Society's Essential Skills Series (ESS) in British Columbia. Her interest in dissemination and knowledge transfer stems from ten years of experience as an independent evaluation consultant.

Session 47: Knowledge Transfer
Scheduled: Wednesday, November 5, 12:00 PM to 3:00 PM
Level: Beginner, no prerequisites

48. Building Evaluation Capacity Through Appreciative Inquiry and Soft Systems Tools

In this half-day workshop, you will use Appreciative Inquiry to explore successful strategies for building evaluation capacity in organizations. You will be introduced to Appreciative Inquiry and explore ways in which it may be applied in your own evaluation work. Through real-world case examples, you will discuss challenges and strategies in building evaluation capacity.

Through a mini-lecture and interviews, you will explore the reasons why organizations should build evaluation capacity, as well as successful strategies for building evaluation capacity. You will work with case studies for building evaluation capacity for: (1) the Gates-funded African Science Academies Initiative, (2) grantees in a human anti-trafficking project in Albania, and (3) an international health quality improvement organization.

You will learn:

  • Successful strategies for building evaluation capacity in organizations,
  • The principles and applications of appreciative inquiry to evaluation,
  • How to formulate evaluation goals and questions through appreciative inquiry processes,
  • How to conduct interviews and analyze interview data using an appreciative inquiry approach,
  • How to reframe deficits into assets,
  • How to identify appropriate applications of an appreciative inquiry approach for building evaluation capacity.

Patty Hill is is an evaluation and planning specialist with 20 years of experience assisting organizations to understand and measure their impact, and to build evaluation capacity and systems. Ms. Hill approaches evaluation capacity building and systems development from an appreciative evaluation perspective. Mary Gutmann is the Senior Research Specialist for EnCompass, and is engaged in evaluation capacity building for several inernational development programs.

Session 48: Building Evaluation Capacity Through Appreciative Inquiry
Scheduled: Wednesday, November 5, 12:00 PM to 3:00 PM
Level: Beginner, no prerequisites

49. Handling Data: From Logic Model to Final Report

This workshop is full. There are no more spaces available for this workshop and we do not maintain waiting lists. Please select an alternative workshop in which to enroll.

Collect, analyze and present data from complex evaluation studies in ways that are feasible for the evaluator and meaningful to the client. Explore lessons learned through over twenty years in evaluation consulting to ask the right questions, collect the right data and analyze and present findings in simple yet comprehensive ways.

We will use actual data samples along with examples of analysis techniques. You will have an opportunity to work in small groups with sample data and will explore various analysis techniques. Throughout the workshop, the presenter will respond to individual questions and facilitate group discussion on data handling topics. At the end of the workshop, you will take away fresh ideas to tackle you data handling challenges.

You will learn:

  • To develop and link a program theory, a holistic logic model, a data collection matrix, and evaluation tools,
  • To ask the right questions and get the answers you need,
  • To develop a data summary that triangulates the information collected from different sources,
  • To extract and map themes, prepare an evidence table, and report findings in a comprehensive but user-friendly way.

Gail Barrington started Barrington Research Group more than 20 years ago and has been conducting complex evaluations ever since. A top rated facilitator, she has taught workshops throughout the US and Canada for many years. She is the 2008 recipient of the Canadian Evaluation Society’s Award for Contribution to Evaluation in Canada.

Session 49: Handling Data
Prerequisites: Experience collecting data in evaluation projects - No in-depth statistical knowledge required
Scheduled: Wednesday, November 5, 12:00 PM to 3:00 PM
Level: Intermediate

50. Using Stories in Evaluation

Stories are an effective means of communicating the ways in which individuals are influenced by educational, health, and human service agencies and programs. Unfortunately, the story has been undervalued and largely ignored as a research and reporting procedure. Stories are sometimes regarded with suspicion because of the haphazard manner in which they are captured or the cavalier promise of what the story depicts.

Through short lecture, discussion, demonstration, and hands-on activities, this workshop explores effective strategies for discovering, collecting, analyzing and reporting stories that illustrate program processes, benefits, strengths or weaknesses. You will leave prepared to integrate stories into your evaluation planning, data collection, and reporting.

You will learn:

  • How stories can reflect disciplined inquiry,
  • How to capture, save, and analyze stories in evaluation contexts,
  • How stories for evaluation purposes are often different from other types of stories.

Richard Krueger is a senior fellow at the University of Minnesota and has been actively listening for evaluation stories for over a decade. He has offered well-received professional development workshops at AEA and for non-profit and government audiences for over 15 years. Richard is a past president of AEA.

Session 50: Using Stories
Scheduled: Wednesday, November 5, 12:00 PM to 3:00 PM
Level: Beginner, no prerequisites

51. Your Policy Regarding the Use of Qualitative Data Analysis Software (QDAS)

Debating the virtues of different qualitative data analysis software is a bit like debating whether you should use Mac or PC if you are writing a novel. The relevance of the debate is minor when weighed against other important policies and procedures that influence the task at hand. This workshop will de-center the “which package?” debate, and refocus the discussion on 'what is to be gained and what is to be lost?' when using any of the current software options.

We will explore how to position appropriately any of the current software packages in the qualitative research process and will build a policy document about the use and misuse of qualitative data analysis software. Each of three segments includes time for mini-lecture and demonstration, small group activities, and a “community meeting” to share information from the small group activities. The session will end with a collaborative refinement of a “community of practice framework” for effectively positioning QDAS.

You will learn:

  • What counts as qualitative data,
  • About qualitative research and the coding trap,
  • The effects of closeness to the data and distance from the data,
  • The importance of transparency in the research process.

Kristi Jackson is president of QUERI Inc. in Denver, Colorado. She began using qualitative data analysis software in 1993, became an expert and trainer of one of the leading software packages in 1996, and started her own company using the software and coaching other researchers on the methodological implications of software use in 2002.

Session 51: Qualitative Analysis Software

Scheduled: Wednesday, November 5, 12:00 PM to 3:00 PM
Beginner, no prerequisites

52. Advanced Applications of Program Theory

While simple logic models are an adequate way to gain clarity and initial understanding about a program, sound program theory can enhance understanding of the underlying logic of the program by providing a disciplined way to state and test assumptions about how program activities are expected to lead to program outcomes. 

Lecture, exercises, discussion, and peer-critique will help you to develop and use program theory as a basis for decisions about measurement and evaluation methods, to disentangle the success or failure of a program from the validity of its conceptual model, and to facilitate the participation and engagement of diverse stakeholder groups. 

You will learn:

  • To employ program theory to understand the logic of a program,
  • How program theory can improve evaluation accuracy and use,
  • To use program theory as part of participatory evaluation practice.

Stewart Donaldson is Dean of the School of Behavioral and Organizational Sciences at Claremont Graduate University. He has published widely on the topic of applying program theory, developed one of the largest university-based evaluation training programs, and has conducted theory-driven evaluations for more than 100 organizations during the past decade.

Session 52: Adv Program Theory
Prerequisites: Experience or Training in Logic Models
Scheduled: Wednesday, November 5, 12:00 PM to 3:00 PM
Level: Intermediate

Sunday Morning Workshops, November 9, 9 AM to 12 PM

53. Nonparametric Statistics: What to Do When Your Data is Skewed or Your Sample Size is Small

So many of us have encountered situations where we simply did not end up with the robust, bell-shaped data set we thought we would have to analyze. In these cases, traditional statistical methods lose their power and are no longer appropriate. This workshop provides a brief overview of parametric statistics in order to contrast them with non-parametric statistics. Different data situations which require non-parametric statistics will be reviewed and appropriate techniques will be demonstrated step by step.

This workshop will combine a classroom style with some group work. The instructor will use a laptop to demonstrate how to run the non-parametric statistics in SPSS. You are invited to bring a laptop with SPSS to follow along. You are encouraged to e-mail the facilitator prior to the conference with your specific data questions which may then be chosen for problem-solving in the workshop.

You will learn:

  • What non-parametric statistics are,
  • How to identify situations in which your data requires non-parametric statistics versus parametric statistics,
  • How to run a variety of non-parametric statistics in SPSS,
  • How to interpret and report results.

Jennifer Camacho is an Epidemiologist with the Chicago Department of Public Health, where she works as internal evaluator. She regularly teaches informal courses on the use of non-parametric statistics in the evaluation of small programs and enjoys doing independent evaluative and statistical consulting.

Session 53: Nonparametric Statistics
Scheduled: Sunday, November 9, 9:00 AM to 12:00 PM
Beginner, no prerequisites

54. Advanced Focus Group Moderator Training

The literature is rich in textbooks and case studies on many aspects of focus groups including design, implementation and analyses. Missing however are guidelines and discussions on how to moderate a focus group. In this experiential learning environment, you will find out how to maximize time, build rapport, create energy and apply communication tools in a focus group to maintain the flow of discussion among the participants and elicit more than one-person answers.

Using practical exercises and examples, including role play and constructive peer-critique as a focus group leader or respondent, you will explore effective focus group moderation including ways to increase and limit responses among individuals and the group as a whole. In addition, many of the strategies presented in the workshop are applicable more broadly to in other evaluation settings such as community forums and committee meetings to stimulate discussion 

You will learn:

  • Fifteen practical strategies to create and maintain focus group discussion,
  • Approaches to moderating a focus group while being sensitive to cross-cultural issues,
  • How to stimulate discussion in community forums, committee meetings, and social settings.

Nancy-Ellen Kiernan has facilitated over 200 workshops on evaluation methodology and moderated focus groups in 50+ studies with groups ranging from Amish dairy farmers in barns to at-risk teens in youth centers, to university faculty in classrooms. She is on the faculty at Penn State University and a regular workshop presenter at AEA’s annual conference.

Session 54: Moderator Training
Prerequisites: Having moderated 2 focus groups and written focus group questions and probes
Scheduled: Sunday, November 9, 9:00 AM to 12:00 PM
Level: Intermediate

55. Conflict Resolution Skills for Evaluators

Unacknowledged and unresolved conflict can challenge even the most skilled evaluators. Conflict between evaluators and clients and among stakeholders create barriers to successful completion of the evaluation project. This workshop will delve into ways to improve listening, problem solving, communication and facilitation skills and introduce a streamlined process of conflict resolution that may be used with clients and stakeholders.

Through a hands-on, experiential approach using real-life examples from program evaluation, you will become skilled at the practical applications of conflict resolution as they apply to situations in program evaluation. You will have the opportunity to assess your own approach to handling conflict and to build on that assessment to improve your conflict resolution skills.

You will learn:

  • The nature of conflict in program evaluation and possible positive outcomes,
  • How to incorporate the five styles of conflict-resolution as part of reflective practice,
  • Approaches to resolving conflict among stakeholders with diverse backgrounds and experiences,
  • Techniques for responding to anger and high emotion in conflict situations,
  • To problem solve effectively, including win-win guidelines, clarifying, summarizing, and reframing.

Jeanne Zimmer has served as Executive Director of the Dispute Resolution Center since 2001 and is completing a doctorate in evaluation studies with a minor in conflict management at the University of Minnesota. For over a decade, she has been a very well-received professional trainer in conflict resolution and communications skills.

Session 55: Conflict Resolution
Scheduled: Sunday, November 9, 9:00 AM to 12:00 PM
Level: Beginner, no prerequisites

56. Performance Measurement in Evaluations of Federal Programs

Federal grants and programs are increasingly emphasizing the importance of evaluation, often through performance measurement. Strong project objectives and measurable performance measures are critical to both good proposals and successful evaluations. This workshop will teach you how to develop high quality project objectives and performance measures using a framework that is consistent with the federal government's performance measurement criteria. 

In mini-lectures, group discussions and practice exercises, you will be provided with practical strategies and planning devices to use when writing project objectives and measures and planning evaluations focused on performance measurement. You will increase your understanding of the relationships between project activities and intended program outcomes through the development of logic models. This will assist in the development of more sound evaluation designs, which will in turn allow for the collection of higher-quality and more meaningful data.

You will learn:

To see how objectives and performance measures can easily fit into the performance reports required by the U.S. Department of Education and other funders,

  • To create a logic model that feeds into the evaluation,
  • To identify and create measurable, feasible, and  relevant project objectives related to evaluation,
  • To identify and write high quality performance measures,
  • To understand the difference between process and outcome measures.

Courtney L Brown and Mindy Hightower King are faculty members at Indiana University, where they are Senior Associates directing and managing evaluations for local and state agencies, foundations, and non-profit organizations. They provide ongoing technical assistance and training to the U.S. Department of Education grantees in order to strengthen performance measurement.

Session 56. Performance Measurement
Scheduled: Sunday, November 9, 9:00 AM to 12:00 PM
Level: Beginner

57. Internet Survey Construction and Administration

This workshop will present introductory level information about online survey designs. We'll examine methods for generating clear and valid questions, by using appropriate response formats. Other topics include methodology for increasing response rates and reliability, along with online survey construction and administration. 

Information will be disseminated using mini-lectures, computer demonstrations, and hands-on exercises. You will be shown how to use online survey hosting sites such as surveymonkey.com and questionpro.com, and you will become familiar with programs such as Remark Web Survey and Broadcast mass e-mailing.

You will learn:

  • Web based survey formats and question design,
  • Web based survey reliability and validity,
  • To use free online web survey hosting sites,
  • Formats that are most frequently used for web-based surveys, including Remark Web survey and Broadcast programs.

Joel T Nadler and Nicole L Cundiff are primary trainers of web-based programs and techniques at Applied Research Consultants (ARC), a graduate student-run consulting firm at Southern Illinois University Carbondale (SIUC), and have written numerous reports utilizing web based surveys. Rebecca Weston is an associate professor of psychology at SIUC who has taught graduate and undergraduate classes in psychological measurement.

Session 57. Internet Survey
Scheduled: Sunday, November 9, 9:00 AM to 12:00 PM
Level: Beginner