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and Lincoln Electric SystemSimulation studies evaluation utilization employing communication theory as aparadigm have found that characteristics of the message sender (evaluator), the content of the message (the evaluation report), and characteristics of the receiver (evaluation audience) affect the evaluation audience's reactions. Among the independent variables examined were title and sex of evaluator, language and content of the report, and professional role and personality characteristics of the audience. Dependent measures include indices of credibility and acceptance of the recommendations. recently there has been much discussion about utilization-or ~ lack of utilization-of evaluation. Different strategies for studying utilization have been used (Weiss, 1979). Most rely heavily on descriptions of users by practicing evaluators and users of evaluative information. From these accounts, researchers ferret out dimensions and factors associated with utilization (e.g., Patton, 1978;Alkin, et al., 1979). This article reviews a series of studies using simulation for the study of evaluation utilization. Communication theory is used as the conceptual framework to interpret the potential influences on utilization. Following the review of the simulation studies, implications for the practitioner are presented. CONCEPTUAL FRAMEWORKCommunication theory provided the conceptual framework for the series of studies. Controlled investigation of major variables in communication have led to several theories and models of communication effects (Fishbein and Ajzen, 1975). A common framework has been answering the question: &dquo;Who says what how to whom with what effectst' For the study of evaluation utilization this means: Who (source or evaluator) says what (type of evaluative information, report contents) how (mode, medium) to whom (audiences, decision makers, users) with what effects (audience reactions including attitudes, agreement, decisions, and actions)? Methodologically, the who, what, how, and to whom are manipulated independent variables and the effects are dependent on outcome variables. METHODOLOGYIn the twelve studies reviewed in this article, the participants first read a simulated written evaluation report and then responded to a number of questions about the report. The materials generally included descriptive information about the evaluator of the program (educational background and experience), the nature of the program being evaluated, evaluation results, conclusions, and recommendations. The audiences were asked to read the reports as if they were the decision makers in the situation. Depending on the study, they rated the evaluator on dimensions such as believability and expertise and the information on dimensions such as difficulty, credibility, and usefulness. If recommendations were included, they were asked to indicate the extent of their agreement with the evaluator's recommendations.Respondents were obtained from intact groups such as classes, workshops, seminars, and professional meetings, but were...

This in-depth case study tracks the development of a district's adoption of an educational technology plan over the course of a three-year time span. The site consisted of an urban city school district implementing a technologysupported curriculum involving support from administration, teachers, students, and parents. Key activities included technology planning, professional development training, development of technology supported curriculum, and technology implementation in the classroom. Analysis of the process allowed identification of a six-stage cycle of intervention: planning, applications training and learning styles, product development, implementation, assessment, and redesign. Further review indicated that the model was cyclical in nature, allowing for "loops" or cycles within and across stages. The model, as developed, is believed to be generalizable to other settings, being bounded only by the time frame and resources available for implementation.The room is filled with 30 people. Participants include teachers, district administrators, evaluators, and graduate assistants, all charged with the responsibility of developing an integrated technology-based curriculum plan. This plan is to be incorporated into the recently passed district-wide technology initiative; the goal is to have a working document ready for implementation within three months. The room is filled with tension and mixed expectations. Many of the participants have not worked together before and 81

Kenneth Connor is a professor in the Department of Electrical, Computer, and Systems Engineering (ECSE) where he teaches courses on electromagnetics, electronics and instrumentation, plasma physics, electric power, and general engineering. His research involves plasma physics, electromagnetics, photonics, biomedical sensors, engineering education, diversity in the engineering workforce, and technology enhanced learning. He learned problem solving from his father (ran a gray iron foundry), his mother (a nurse) and grandparents (dairy farmers). He has had the great good fortune to always work with amazing people, most recently professors teaching circuits and electronics from 13 HBCU ECE programs and the faculty, staff and students of the SMART LIGHTING ERC, where he is Education Director. He teaches courses in both analog and digital electronic circuit design and instrumentation, with a focus on wireless communication. He has more than 15 years experience in the development and delivery of synchronous and asynchronous web-based course supplements for electrical engineering courses. Dr. Astatke played a leading role in the development and implementation of the first completely online undergraduate ECE program in the State of Maryland. He has published over 50 papers and presented his research work at regional, national and international conferences. He also runs several exciting summer camps geared towards middle school, high school, and community college students to expose and increase their interest in pursuing Science Technology Engineering and Mathematics (STEM) fields. Dr. Astatke travels to Ethiopia every summer to provide training and guest lectures related to the use of the mobile laboratory technology and pedagogy to enhance the ECE curriculum at five different universities. Dr. Charles J. Kim, Howard UniversityCharles Kim is a professor in Electrical and Computer Engineering at Howard University. He received a Ph.D. degree in Electrical Engineering from Texas A&M University in 1989, and worked as a researcher at Texas A&M University before he took an assistant professor at the University of Suwon in 1994. Since 1999, he is with Howard University. Dr. Kim's research interests include energy systems, fault detection and anticipation, embedded computing, safety-critical computer systems, and intelligent systems application. Dr. Kim is active in practicing experiential learning in engineering education with personal instrumentation such as mobile studio. Dr. Mohamed F. Chouikha, Howard UniversityDr. Mohamed Chouikha is a professor and chair of the Department of Electrical and Computer Engineering at Howard University. He received his M.S. and Ph.D. in Electrical Engineering from the University of Colorado-Boulder. Dr. Chouikha's research interests include machine learning, intelligent control, and multimedia signal processing communications for secure networks, among other areas. He also focuses on enhancing recruitment and retention of underrepresented minorities in the STEM areas in general, engineering in...