Course Syllabus 

Course Number: HIED 877

Course Title: Advanced Program Assessment & Evaluation

Course Sequencing and Prerequisites: Permission of the Instructor

Community College Leadership Program Summer Institute 2009

Hybrid Format

Blackboard Meetings: May 11 - 31 and June 15 - August 1, 2009

Videoconfernce meetings: May 14, May 28  5-7 pm (http://connect.odu.edu/programevaluation/)

Face-to-Face Meetings: June 1 - June 5, 2009 (location TBA) MWF, 9 am-3 pm MANDATORY!

Catalog Course Description: Overview of educational evaluation, practices, and methods. The design of an evaluation study and an evaluation manuscript. Assessment of ethical considerations and impact of various assessment and evaluation processes for instructional and supervisory personnel. Lecture 3 hours; 3 credits

Course Sequencing and Prerequisites: Permission of the instructor

Course Competencies: The goal of this course is to provide the students with a substantive introduction to the key concepts, concerns, tools, and practices of educational program evaluation, practices, and methods in higher education settings. Students will be exposed to evaluation strategies and issues related to evaluation design.

Objectives: After successfully completing this course, students will be able to:

1. Define program evaluation.

2. Discuss the purposes of various types of program evaluation.

3. Implement an evaluation study.

4. Prepare an evaluation report.

5. Summarize and interpret data gathered for a program evaluation.

6. Present the evaluation findings using presentation software.

7. Review and critique the design, implementation, and findings of an evaluation.

8. Comprehend unique evaluation-related issues in higher education.

Course Requirements and Course Overview: This course introduces students to the subject of evaluating programs in higher education settings. Within the higher education community, interest in program evaluation and assessment has increased as community colleges as well as other colleges and universities have come under increasing pressure to demonstrate the effectiveness of their programs and make themselves more accountable to a variety of constituencies both inside and outside the academy. For example, student affairs divisions are now being challenged to demonstrate the effectiveness of their programs, and universities are being asked to meet specific performance objectives that may be tied to a fixed portion of their budgets. Traditionally, higher education (as other organizational types) has not always done a credible job of planning programs, evaluating their results, and improving them based on these evaluations.

This course will provide students with an overview of the program evaluation models and perspectives currently being applied in higher education. Toward that end, class time and assignments will emphasize how to construct program plans and perform program evaluations. We will spend some time, as a result, discussing specific evaluation models, theories, and research methods. Students will work in groups on several class assignments and individually to complete a program evaluation of a community college-based program.

This class is a hybrid design, meaning the class meets both on-line and face-to face. Part I of this class is Pre Summer Institute (May 11-31.). During this time in the course, students will "attend" class online through Blackboard, completing the assigned learning modules. Part II of this class takes place during the CCL Summer Institute, when we meet face-to-face on the main campus from June 1-5. Part III takes place Post Summer Institute, from June 15-August 1, 2009, where students will once again meet online through Blackboard for discussion while completing their program evaluation manuscripts.

NOTE: A significant amount of self-regulation and scheduling is necessary to successfully complete a hybrid course. Students are expected to budget their time and be aware of upcoming deadlines.

Learning modules are designed around individual course topics, arranged in a sequence that provides students with the necessary skills to complete a program evaluation.Each learning module contains learning objectives and class readings, along with a variety of activities, including, but not limited to, threaded discussion forums, PowerPoint presentations, handouts, assorted activities, and some form of assessment.

Students are expected to (1) complete the modules in the assigned order by their due dates; (2) read all assigned readings from course text(s) and all additional readings; (2) actively participate in class threaded discussions and activities; and (3) contribute professional experiences and program development and evaluation material as appropriate during the class.

All assignments and work must be submitted (1) according to requirements or detailed guidelines to be provided in class materials; (2) in professionally appearing form; (3) following APA style guidelines where relevant; and (4) on time.

All students are expected to have access to email, and competency with communication technology, including word processing, presentation technology, and electronic searching.

Required Texts and Readings:

American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: American Psychological Association.

Fitzpatrick, J, Sanders, J, and Worthen, B. (2004). Program evaluation: Alternative approaches and practical guidelines (3rd ed). New York: Pearson.

ERIC Clearinghouse on Assessment and Evaluation. (1995). Program evaluation standards (ED385612). Washington, DC: Author. Available: http://www.ericdigests.org/1996-1/the.htm

Suggested Text:

Weight of Assignments: Student grades will be based on the following:

Grading:

92.5 - 100	A		80 - 82.4	B-
90 - 92.4	A-		77.5 - 79.4	C+
87.5 - 89.9	B+		72.5 - 77.4	C
82.5 - 87.4	B		70 - 72.4	C-

E-Mail and Blackboard Account:Students must activate and use their ODU student e-mail accounts. You will be responsible for checking your ODU account regularly during the semester and checking Blackboard at least twice a week for posted announcements and handouts. All students must have an activated ODU e-mail account and must appear on Blackboard no later than the first Friday of the semester. Since all class handouts are only available through Blackboard, it is imperative that each student confirms that his or her Blackboard account is working. It is the student's responsibility to work with OCCS in correcting any problem as the instructor is unable to correct these errors for the student. Students with problems activating their Blackboard account should immediately send an e-mail to OCCS at: occshelp@odu.edu. Blackboard can be accessed at: http://blackboard.odu.edu

Class Attendance & Participation: In this course, students will become important resources for each other. Therefore, full class participation and completion of each learning module are required. Students are expected to arrive at the face-to-face sessions on time; attend entire class meetings; contribute to class discussions; and actively participate in activities, exercises, demonstrations, and practice sessions.

Although this course meets primarily through BB, we wll meet twice through videocpnferencing and during the CCL summer institute (dates at top of the page). The videoconferncing meetings will take place using Adobe Connect.

Special Needs: In accordance with university policy, a student who wishes to receive some instructional accommodation because of a documented sensory and/or learning disability, should meet with the instructor to discuss this accommodation. Any student who has a concern or needs to make special arrangements for meeting the requirements of the course is encouraged to speak with the instructor.

Honor Pledge: "I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to Honor Council hearings if summoned." By attending Old Dominion University you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors.

Office Hours: Instructor available by e-mail and by appointment.

Professional Information and Background Statement:

Specialties: career development, workforce development, use of animated agents in online learning, dislocated workers, program assessment & evaluation, and transfer student retention. Member American College Personnel Association (ACPA), Member National Council for Research & Planning (NCPA), HUman Services Information Technology Applications (HUSITA), Member National Organization for Human Services (NOHS), Member Southern Organization for Human Service Educators(SOHSE), Web Designer SOHSE 2005 Conference, Member Virginia Counseling Association, and Member University Transfer Student Retention Committee.

Publications include "Program Evaluation in Human Service Education: Applying a Chain of Objectives Model"  with Schwitzer (Human Service Education),  "Distance Learners - Welcome to Campus" with Schwitzer (About Campus), "Career Counseling in Women's Groups: A Relational Approach" with Jurgens (VCA Journal), and "STD 105: Process Groups as an Instructional Medium for Re-entry Women at Paul D. Camp Community College" with Creamer and Kidd (Inquiry). Lead author of The Human Service Professional's Complete Guide to Career Interventions and Techniques.