Learning From a Challenging Fieldwork Evaluation Experience
Perspectives of a Student and an Instructor
Bibliographic Data
| ID | 12470695 |
|---|---|
| Authors | C Harold Hurley (Northern Arizona University, corresponding author), Carolyn Hurley (Northern Arizona University), Ralph Renger (0000-0002-0224-1444, University of Arizona), Blanche Brunk (University of Alaska Fairbanks) |
| Year | 2005 |
| Volume | 26 |
| Issue | 4 |
| Pages | 562-578 |
| Publication date | 2005-11-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Journal of Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 1098-2140 • E-ISSN: 1557-0878 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1098214005281323 |
| OpenAlex | W1999869282 |
| Language | EN |
| Citations received | 9 |
| References cited | 26 |
The use of fieldwork experiences has been widely accepted by teachers of evaluation as a method of preparing future practitioners for challenges encountered in the field. However, several challenges must be addressed to make fieldwork experiences a useful tool in preparing students for their professional careers. The authors present a case study in which a graduate student in an evaluation class approached an agency seeking a fieldwork project. The experience was not positive. Both a student’s and an instructor’s perspectives are offered in understanding the reasons for the negative experience. Suggestions are provided from both perspectives as to how the experience could have been improved. The article is intended as a teaching tool to be provided by instructors to students seeking applied experiences before approaching agencies. This article provides an opportunity for student evaluators to learn from the experiences of another student; likewise, the instructor in this case study provides insights that other instructors of evaluation may find helpful
Agency (philosophy · Class (philosophy · Field (mathematics · Graduate students · Medical education · Pedagogy · Political science · Program evaluation · Sociology · Child and Adolescent Health · Computer Science · Evaluation and Performance Assessment · Medicine · Psychology · Service-Learning and Community Engagement
What do we know about evaluator education? A review of peer-reviewed publications (1978–2018)
Navigating Theory and Practice Through Evaluation Fieldwork
Challenges and Opportunities in Experiential Learning
The Impact of Practice on Pedagogy
Fieldwork Experience as Cultural Immersion
Collaborative Evaluation Designs as an Authentic Course Assessment
Reactions of students to different settings of field experience
Applied Research Consultants (ARC)
An Exploration of Two Novice Evaluation Educators’ Experiences Developing and Implementing Introduction to Evaluation Courses
Practical Training in Evaluation
Program Staff Perceptions of Barriers to Evaluation Implementation
The Use of Role-Play in Teaching Evaluation
A Mentoring Approach to the One-Year Evaluation Course
Enhancing Practical Evaluation Training Through Long-Term Evaluation Projects
Program Staff Perceptions of Barriers to Evaluation Implementation
A Mentoring Approach to the One-Year Evaluation Course
Teaching Program Evaluation
Teaching Program Evaluation
Lessons learned from the directed evaluation experience
Enhancing Practical Evaluation Training Through Long-Term Evaluation Projects
Lessons Learned from the Directed Evaluation Experience
Power between evaluator and community
| Citations per year | 0.5 |
|---|---|
| Citation span | 2008 - 2021 (14) |
| Highly cited | No |