Recent conversations in the field of evaluation concern the number of graduate degree evaluation programs (LaVelle & Donaldson, 2010), a high job-market demand for trained evaluators (Stufflebeam, 2001), and a call to meet that demand using evaluator competencies (Stevahn, King, Ghere, & Minnema, 2005; Russ-Eft, Bober, de la Teja, Foxon, & Kosxalka, 2008). There has also been an increase in the promotion of practice-based instructional strategies for the teaching of evaluation (Alkin & Christie, 2002; Kelly & Kaczynski, 2008; Oliver, Casiraghi, Henderson, Brooks, & Muslow, 2008; Patton & Patrizi, 2005; Skolits, 2009; Trevisan, 2004). This study examined six evaluation degree programs in the United States to describe the knowledge, skills, abilities, and values reflected in the program structure (course work and student experiences). This study utilized a purposeful sampling strategy to identify doctoral programs that had been sustained over time. Practices programs used to develop evaluation professionals were identified from material used to describe programs in terms of evaluator competencies, the program structure used to promote student achievement of those competencies, and the socialization experiences that prepared students for careers in evaluation. Data was collected from interviews with prominent theorists in the field and program-informants, program web-based documents, and evaluation-specific course syllabi. The practices for Developing Evaluation Professionals can be described in two dimensions: Socialization of Students and Individualized Career Preparation. Critical elements include (a) use of evaluator competencies to guide and inform student learning goals, (b) use of experiential learning strategies to facilitate learning, (c) fostering flexible coursework options in designing a program of studies that meets student career goals, and (d) creating tailored practica experiences that engage students with skill sets matched to their career goals. Programs framed these dimensions with two faculty approaches important to supporting, guiding, and enhancing the process of developing evaluation professionals: extensive faculty mentoring and practica experiences culminating in leadership roles. Like the Carnegie Initiate on the Doctorate, discussion addresses opportunities and challenges in identifying "the desired core ingredients of an enriched form" (Golde & Walker, 2002, p. 2) of university-based evaluation training for doctoral students. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Spring Semester, 2012. / March 16, 2012. / Includes bibliographical references. / Linda B. Schrader, Professor Co-Directing Dissertation; Robert A. Schwartz, Professor Co-Directing Dissertation; Vanessa Paz Dennen, University Representative; Richard C. Kunkel, Committee Member; Sande D. Milton, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_182696 |
| Contributors | Chandrasekhar, Michelle Minear, 1964- (authoraut), Schrader, Linda B. (professor co-directing dissertation), Schwartz, Robert A. (professor co-directing dissertation), Dennen, Vanessa Paz (university representative), Kunkel, Richard C. (committee member), Milton, Sande D. (committee member), Department of Educational Leadership and Policy Studies (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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