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Graduate Course Proposal Form Submission Detail - EDF6461
Tracking Number - 2404

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Current Status: Approved, Permanent Archive - 2011-05-10
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: reviewed by GC 11/30/10; obj/learning outcomes needed revision. Revision rec'd 1/15/11. GC approved 2/21/11; USF System notification 3/11/11; to SCNS 3/17/11. Approved effective 5/1/11. posted in banner

Detail Information

  1. Date & Time Submitted: 2010-11-03
  2. Department: Educational Measurement and Research
  3. College: ED
  4. Budget Account Number: 171100000
  5. Contact Person: Liliana Rodríguez-Campos
  6. Phone: 9741163
  7. Email: liliana@usf.edu
  8. Prefix: EDF
  9. Number: 6461
  10. Full Title: Foundations of Applied Evaluation
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Foundations Applied Evaluation
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites: EDF 6481
  23. Corequisites: None
  24. Course Description: Fundamentals of evaluation approaches and practices; tools & techniques used in evaluation; standards of quality for professional practice; evaluation ethics; appropriate evaluation uses; and impact of evaluation on decision making.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Given the widespread application of evaluation in education and related fields, it is anticipated that many students in the program and from other programs will choose this course.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 2 times
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree in Educational Measurement and Research or related field; specialization coursework in evaluation methods; experience conducting evaluations; and meet the Department criteria for teaching doctoral level courses in the area of evaluation.
  29. Objectives: EDF 6461 Foundations of Evaluation

    1. Identify and distinguish the purposes and general approaches of program evaluation. CF 2; AEAGP A, B.

    2. Recognize and address key issues in the implementation and management of program evaluations. CF 2, 4; AEAGP A, E.

    3. Demonstrate knowledge of the professional standards for program evaluation. CF 2; AEAGP B, C, D.

    4. Analyze the benefits and drawbacks of various techniques used in program evaluation. CF 4; AEAGP A.

    5. Identify the means for reporting and using program evaluation results. CF 2, 4; AEAGP A, B, E.

    6. Justify selection of specific techniques and processes for a planned program evaluation. CF 2, 4; AEAGP A.

    7. Demonstrate ability to develop a program evaluation proposal. CF 2; AEAGP A, B, E.

    *CF denotes the College of Education Conceptual Framework and AEAGP denotes the American Evaluation Association Guiding Principles for Evaluators.

  30. Learning Outcomes: Upon completion of this course, students will be able to:

    1.Identify and distinguish the purposes and general approaches of program evaluation.

    2.Recognize and address key issues in the implementation and management of program evaluations.

    3.Demonstrate knowledge of the professional standards for program evaluation.

    4.Analyze the benefits and drawbacks of various techniques used in program evaluation

    5.Identify the means for reporting and using program evaluation results.

    6.Justify selection of specific techniques and processes for a planned program evaluation.

    7.Demonstrate ability to develop a program evaluation proposal.

  31. Major Topics: 1.Fundamentals of program evaluation

    2.Philosophy and approaches to program evaluation

    3.Components of the program evaluation proposal

    4.Program evaluation standards

  32. Textbooks: Boulmetis, J. & Dutwin, P. (2005). The ABCs of Evaluation: Timeless techniques for program and project managers (2nd ed.). San Francisco, CA: John Wiley & Sons, Inc.

    Joint Committee on Standards for Educational Evaluation (2010). The program evaluation standards: A guide for evaluators and evaluation users. Thousand Oaks, CA: Sage Publications, Inc.

  33. Course Readings, Online Resources, and Other Purchases: Alkin, M. C. (2004). Evaluation roots: Tracing theorists’ views and influences. Thousand Oaks, CA: Sage Publications, Inc.

    Davidson, E. J. (2004). Evaluation methodology basics: The nuts and bolts of sound evaluation. Newbury Park, CA: Sage Publications, Inc.

    Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2003). Program evaluation. Alternative approaches and practical guidelines (3rd ed.). Boston, MA: Pearson Education, Inc.

    Kirkpatrick, D. L. & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Newbury Park, CA: Berrett-Koehler Publishers.

    Owen, J. M. (2006). Program evaluation: Forms and approaches (3rd ed.). New York, NY: Guilford Publications, Inc.

    Preskill, H. & Catsambas, T. (2006). Reframing evaluation through appreciative inquiry.

    Thousand Oaks, CA: Sage Publications, Inc.

    Rodríguez-Campos, L. (2005). Collaborative evaluations: A step-by-step model for the evaluator. Tamarac, FL: Llumina Press.

    Royse, D., Padgett, D.K., Thyer, B. A., & Logan, T. K. (2009). Program evaluation: An introduction (5th ed.). South Melbourne, Australia: Cengage Learning .

    Scriven, M. (1991) Evaluation thesaurus (4th ed.). Newbury Park, CA: Sage Publications, Inc.

    Stufflebeam, D. L. & Shinkfield, A. J. (2007). Evaluation theory, models, and applications. San Francisco, CA: John Wiley & Sons, Inc.

    For additional information, you may also visit: http://www.eval.org/Resources/ bibliography.asp

  34. Student Expectations/Requirements and Grading Policy: Class Activities 10 % 10 points

    Midterm Examination 30 % 30 points

    Evaluation Proposal 50 % 50 points

    Final Presentation 10 % 10 points

    Total: 100 % 100 points

    Grades will be assigned on the following basis:

    A 90 – 100

    B 80 – 89

    C 70 – 79

    D 60 – 69

    1.Class Activities: Periodically students will be given the opportunity to practice the material learned in class. These in-class assignments are designed to simulate and replicate real-life problems, challenges, and decisions related to the course topics.

    2.Midterm Examination: Students working individually will write a review of an evaluation book. (1) Summarize major arguments of the literature being reviewed, and then reflect upon: (2) how its content relates to your experience, and (3) does the content make sense (and why)? Please write a four-page report and make a presentation to the class (e.g., PowerPoint, posters). The maximum time for this presentation is five minutes with additional time for questions/comments. Please submit an electronic-copy (e.g., pdf, Word document).

    3.Evaluation Proposal: Students working individually or in groups (two members maximum) will develop a specific evaluation proposal of interest to them. The length of this report is about fifteen to twenty double-spaced pages (content). Please submit an electronic-copy (e.g., pdf, Word document) of this evaluation proposal. An example of the outline for this type of proposal will be distributed the first day of classes.

    4.Final Presentation. For the presentation of the evaluation proposal, students are encouraged to use visual aids (e.g., PowerPoint presentations, posters) to enhance the quality of their presentations. The maximum time for this presentation is five minutes with unlimited time for questions/comments afterwards from the audience. I will be glad to advice students with little experience in this area.

  35. Assignments, Exams and Tests: Introduction to evaluation.

    Evaluation’s basic purpose, uses, and conceptual distinctions.

    Philosophy and different approaches to evaluation.

    Models (e.g., Logic Model, CIPP, MCE).

    Consultation.

    Clarifying the evaluation request and responsibilities.

    Setting boundaries and analyzing the evaluation context.

    Clarifying the evaluation request and responsibilities.

    Setting boundaries and analyzing the evaluation context (Cont.)

    Identifying and selecting evaluation questions and criteria.

    Discussion about the evaluation proposal.

    Midterm Examination

    Planning and dealing with evaluation aspects.

    Quantitative and qualitative information.

    Reporting and using evaluation findings.

    American Evaluation Association Conference

    The Program Evaluation Standards.

    AEA Guiding Principles.

    Discussion about the evaluation proposal.

    Conducting multiple-site evaluation studies.

    Evaluating training programs.

    The future of evaluation.

    Discussion about the evaluation proposal.

    Presentation of the Evaluation Proposal (Part 1).

    Presentation of the Evaluation Proposal (Part 2).

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    All students have a right to expect that the University will reasonably accommodate their religious observances, practices, and beliefs. Students are expected to notify the instructor in writing by the second class if they intend to be absent for a class or announced examination, in accordance with this policy.

  37. Policy on Make-up Work: I believe that we are all held accountable for meeting deadlines, so I will be firm in my requirement to get work in on time. An assignment is late when it is submitted one day or later beyond the due date. Your grade on any late assignment will be reduced 10 percent for each day it is late. If an unexpected emergency does arise and you cannot get your assignment in on time, it is your responsibility to contact me in advance of the due date, as feasible, to avoid a reduction in your grade.
  38. Program This Course Supports: Measurement and Evaluation, M.Ed. and Graduate Certificate in Evaluation
  39. Course Concurrence Information: • Adult Education

    • Educational Leadership

    • Higher Education

    • Special Education

    • Instructional Technology

    • Secondary Education


- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.