A Reaction to and Mental Metaevaluation of the Experiential Learning Evaluation Project

Abstract

Many professors of program evaluation courses look for ways to merge their students' theoretical understanding of program evaluation with practical experience. In this scenario, a professor arranges for his students to evaluate a series of workshops in campus residence halls sponsored by a university diversity center (DC). What follows in this article is a reaction to and mental metaevaluation of both the professor's and students' actions as they engage in this evaluation experience. Their actions are assessed within the context of the Joint Committee on Standards for Educational Evaluation (JCSEE) and the American Evaluation Association (AEA) guiding principles. It concludes with implications this experience has for teachers of program evaluation.

Keywords

experiential learning metaevaluation ethics reflective analysis

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References

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