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Abstract

In teaching program evaluation, the development of practitioner skills in real-world settings is a major issue. In-course projects, however, offer limited exposure to the complex evaluator role and also present logistical problems. After reviewing selected alternative ways to offer real-world experiences, this paper describes the directed evaluation experience, in which students and a professor are involved in short-term contracted evaluations separate from academic course-work. Our original purpose in offering directed evaluation experiences was to provide students practice in applying their technical skills. Data from a small focus group of prior participants indicated unanticipated benefits. Included were: (1) the modeling of communicative and interactive skills by the faculty member, (2) mentoring in the form of the support and guidance of the faculty member, and (3) “validation” of student capabilities as emerging professionals. Implications and challenges of the directed evaluation experience are discussed.

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Lessons Learned from the Directed Evaluation Experience

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