Opportunities and Challenges Ahead for University-Based Evaluator Education Programs, Faculty, and Students

Abstract

The profession of evaluation continues to grow, generating more demand for evaluation services than can be fulfilled by the supply of well-trained evaluation practitioners. In this brief forum article, we discuss the current state of evaluator education in the United States and the ways in which university-based programs support the development of evaluation practitioners and scholars. We then discuss the opportunities and challenges university-based programs face, focusing on program design, the challenges of being an evaluation-focused faculty member, and the specific needs of evaluation graduate students. We conclude by providing a research agenda for evaluation scholars interested in advancing the knowledge base about university-based evaluator education.

Scoping recent investment in evaluation education in Australian universities

“…LaVelle and Donaldson (2021) identify five key considerations facing evaluator education programs: aligning programs and courses with evaluator competencies, choosing core program courses, developing interuniversity collaborations, establishing and maintaining evaluation faculty, and ensuring evaluation graduate students flourish. To overcome these, they suggest ensuring evaluation programs are aligned with the professional association competencies, have practical experience, focus on evaluation theory and prepare students to teach evaluation to stakeholders (LaVelle & Donaldson, 2021; LaVelle & Johnson, 2022).…”

Assessment: The power and potential of psychological testing, educational measurement, and program evaluation around the world.

“…Donaldson (2007Donaldson ( , 2021 described common steps that evaluators go through to determine which questions to answer in a program evaluation: (a) determining the theory behind the program, (b) developing and prioritizing evaluation questions, and (c) designing evaluations to answer evaluation questions with credible and actionable evidence (Donaldson et al, 2015). More than 75 universities worldwide provide degrees and certificates in program evaluation, and more than 150 professional organizations provide evaluators with networking opportunities and professional development (LaVelle & Donaldson, 2021). A great deal of research shows that careers in program evaluation can be lucrative, fulfilling, and socially meaningful.…”

Redesigning a University-Based Evaluator Education Program for Scholarship and Practice

“…We believe the goal of a doctoral-level evaluator education program is to build from the existing practice orientation of the master's degree, preparing students to conduct original scholarship on evaluation (LaVelle & Donaldson, 2021). Th is scholarship might take the form of discovery, integration, application, or teaching (Glassick et al, 1997).…”

“…Further, they should also look at other conceptual and logistical considerations (see Table 3). Working in a university environment can be challenging and politi cally fraught, and the slow pace of progress can be frustrating for both faculty and students (Bright & Richards, 2001;LaVelle & Donaldson, 2021). Designing a new course requires between one-and-a-half and two years and university-level approval, while starting a new curriculum often requires an empirical needs as sessment and permission from University Regents.…”

“…The pre-service education and socialization of evaluators are critical issues facing professional evaluation associations and universities across the world (LaVelle & Donaldson, 2021;Stufflebeam, 2001). Recent works ( Gullickson et al, 2019;King & Ayoo, 2020) have taken an evaluator's view of evaluator education systems and programs; however, explicit examples of curricular design/redesign are lacking.…”