8:00 am–9:00 am: Check-In and Continental Breakfast
9:00 am–9:15 am: Morning Welcome and Introductions
9:15 am: Workshops Begin
10:45 am–11:00 am: Break
12:00 pm–1:30 pm: Lunch Break
3:00 pm–3:15 pm: Break
4:45 pm: Workshops Conclude
For those attending webcasts, please note that all times listed are in the Pacific time zone. The Morning Welcome will be webcast; webcasts begin at 9:00 am, but webcast attendees are advised to log in by 8:45 am to test their connections.
Each workshop lasts one full day, from 9:00 am to 4:45 pm. On days when there are multiple workshops, you can physically attend only one, but you may sign up for concurrent online workshops and view them afterward.
To register in advance or for online workshop attendance, visit the registration page. Registration for on-site workshop attendance is available to walk-in registrants.
Wednesday, August 14
- Foundations of Evaluation & Applied Research Methods (Stewart I. Donaldson and Christina A. Christie)
- Mixed Methods in Evaluation (Tarek Azzam)
Thursday, August 15
- Applications of Correlation and Multiple Regression: Mediation, Moderation, and More (Dale Berger)
- Introduction to Qualitative Research Methods (Kendall Cotton Bronk)
- Culturally Responsive Evaluation (Katrina Bledsoe)
Friday, August 16
- Quasi-Experimental Design (William D. Crano)
- Using Research to Drive Program Design and the Evaluation of Educational Interventions (Tiffany Berry and Rebecca M. Eddy)
- Expanding Pathways to Leadership (Michelle Bligh)
Saturday, August 17
- Survey Research Methods (Jason T. Siegel)
- Introduction to Grant Writing (Allen M. Omoto)
- Improving Performance Monitoring for Social Betterment (Leslie Fierro)
Sunday, August 18
- The Science of Well-being: Theory, Research, Methods, & Applications (Stewart I. Donaldson and Saeideh (Saida) Heshmati)
Monday, August 19
- Principles-Focused Evaluation (Michael Quinn Patton) Online only
Wednesday, August 14
Foundations of Evaluation & Applied Research Methods
Stewart I. Donaldson and Christina A. Christie
This workshop will provide participants with an overview of the core concepts in evaluation and applied research methods. Key topics will include the various uses, purposes, and benefits of conducting evaluations and applied research, basics of validity and design sensitivity, evaluation theory, theories of change, strengths and weaknesses of a variety of common applied research methods, and the basics of program, policy, and personnel evaluation. In addition, participants will be introduced to a range of popular evaluation approaches including the transdisciplinary approach, program theory-driven evaluation science, experimental and quasi-experimental evaluations, empowerment evaluation, inclusive evaluation, utilization-focused evaluation, developmental evaluation, and realist evaluation. This workshop is intended to provide participants with a solid introduction, overview, or refresher on the latest developments in evaluation and applied research, and to prepare participants for intermediate and advanced level workshops in the series.
Recommended background readings include:
- What is Evaluation? American Evaluation Association (2019)
- Program Theory-Driven Evaluation Science: Strategies and Applications (2007) by Stewart I. Donaldson
- Credible and Actionable Evidence: The Foundation for Rigorous and Influential Evaluations, 2nd Edition (2015) by Stewart I. Donaldson, Christina A. Christie, and Melvin M. Mark
Questions regarding this workshop may be addressed to Stewart.Donaldson@cgu.edu.
Mixed Methods in Evaluation
This workshop aims to strengthen participants’ understanding of qualitative and quantitative research methods. This course will explore mixed methods research and describe the history and foundations of this form of research. We will then examine the types of mixed methods designs available and discuss the process of research and evaluation as it relates to various mixed method designs. Ultimately, participants will have an understanding of the various types of mixed methods designs and how they have been applied to research and evaluation. Learning Outcomes: 1. Examine and describe mixed methods research designs.
2. Examine the historical, philosophical, and theoretical foundations for conducting mixed methods research
3. Examine the steps in mixed methods data collection used in the different types of designs.
4. Introduce the different procedures available for analyzing, mixing, and validating quantitative and qualitative data within mixed methods designs.
5. Evaluate the quality of mixed methods studies.
Questions regarding this workshop may be addressed to email@example.com
Thursday, August 15
Applications of Correlation and Multiple Regression: Mediation, Moderation, and More
Dale E. Berger
Multiple regression is a powerful and flexible tool that has wide applications in evaluation and applied research. Regression analyses are used to describe relationships, test theories, make predictions with data from experimental or observational studies, and model complex relationships. In this workshop we’ll explore preparing data for analysis, selecting models that are appropriate to your data and research questions, running analyses including mediation and moderation, interpreting results, and presenting findings to a nontechnical audience. The presenter will demonstrate applications from start to finish with SPSS and Excel. In recognition of the fact that it is difficult to remember everything in a presentation, participants will be given detailed handouts with explanations and examples that can be used later to guide similar applications.
Level: Intermediate; participants should have some familiarity with correlation and statistical analyses.
Questions about this workshop may be addressed to Dale.Berger@cgu.edu.
Introduction to Qualitative Research Methods
Kendall Cotton Bronk
This workshop is designed to introduce you to qualitative research methods. The session will focus on how qualitative research can be effectively utilized in applied research and evaluation contexts. We’ll talk about how to devise qualitative research questions, how to select purposive samples, and what kinds of data to collect for qualitative investigations. We’ll also discuss a few approaches to analyzing qualitative findings, we’ll explore strategies for enhancing the validity of qualitative studies, and we’ll discuss the types of claims qualitative researchers can make based on their methods. Finally, we’ll dedicate time in the afternoon to addressing specific issues class participants are having with qualitative work they’re currently doing or plan to do.
Questions regarding this workshop may be addressed to Kendall.Bronk@cgu.edu.
Culturally Responsive Evaluation
Katrina L. Bledsoe
The beauty of the field of evaluation is in its potential responsiveness to the myriad of contexts in which people—and programs, policies, and the like—exist. As the meaning and construction of the word “community” expands, the manner in which evaluation is conducted must parallel that expansion. Evaluations must be less about a community and more situated and focused within the community, therefore increasing its responsiveness to the uniqueness of the setting/system. To do this, however, requires an expanded denotative and connotative meaning of community. Moreover, it requires us to think innovatively about how we construct and conduct evaluations, and to broadly consider the kind of data that will be credible to stakeholders, and consumers. The goal of this workshop is to engage the attendee in thinking innovatively about what evaluation looks like within a community, rather than simply about a community. We will engage in a process called “design thinking” (inspired by Design Innovation Consultants IDEO and Stanford’s Design School) to help us consider how we might creatively design responsive and credible community-based evaluations. This interactive course includes some necessary foundation-laying, plenty of discussion, and of course, opportunities to think broadly about how to construct evaluations with the community as the focal point.
Questions regarding this workshop may be addressed to Katrina.Bledsoe@gmail.com.
Friday, August 16
William D. Crano
Conducting, interpreting, and evaluating research are important aspects of the evaluator’s job description. To that end, many good educational programs provide opportunities for training and experience in conducting and evaluating true experiments (or randomized controlled trials—RCTs—as they sometimes are called). In applied contexts, the opportunity to conduct RCTs often is limited, despite the strong demands on the researcher/evaluator to render “causal” explanations of results, as they lead to more precise understanding and control of outcomes. In these restricted contexts, which are considerably more common than those supporting RCTs, quasi-experimental designs may prove useful. Though they usually do not support causal explanations (with some noteworthy exceptions), they sometimes provide evidence that helps reduce the range of plausible alternative explanations of results, and thus, can prove to be of real value. This workshop is designed to impart an understanding of quasi-experimental designs. After some introductory foundational discussion focused on “true” experiments, we will consider quasi-experimental designs that may be useful across a range of settings that do not readily admit to experimentation. These designs will include time series and interrupted time series methods, nonrandomized designs with and without control groups, case control (or ex post facto) designs, regression-discontinuity analysis, and other esoterica. Participants are encouraged to bring to the workshop design issues they are facing in real world contexts.
Questions regarding this workshop may be addressed to William.Crano@cgu.edu.
Using Research to Drive Program Design and the Evaluation of Educational Interventions
Tiffany Berry and Rebecca M. Eddy
Level: Advanced beginner; participants should have prior familiarity with social science research methods, evaluation terminology and some experience in educational settings.
Educational interventions are often designed with well-intentioned goals; however, they are not always designed based on established research literature first, but rather as an afterthought. Designing effective program interventions based on research literature can be: a) efficient; b) cost-effective; and c) lead to a greater likelihood of positive program outcomes. Skilled evaluators are in a unique position to guide stakeholders to integrate research-based interventions into program design as well as ensure the design of evaluations for these interventions are appropriate. In this workshop, participants will consider how high-quality social science research literature can serve as the basis for educational program design and subsequent evaluation.
As practicing educational evaluators and academics for almost 20 years, we will share our experiences in the trenches as well as explore key issues that are important for contemporary educational evaluators to know. Using lecture, interactive activities, and shared discussion, participants will learn:
- The importance of relying on high-quality research to both design and evaluate educational interventions.
- The current educational policy and accountability landscape.
- Which educational strategies have been shown to improve student learning outcomes.
- How to integrate educational research into logic models to structure strong educational initiatives and interventions.
- How to measure program implementation to determine if educational strategies produce measurable changes in student outcomes.
- How to measure educational outcomes beyond traditional academic indicators, including social-emotional learning and college/career readiness.
These concepts will be explored using fun, interactive activities. The workshop is designed to engage the audience, so be ready to participate and add your voice to the mix! We will also supply a reading list to any participant who wants more evaluation resources about these concepts.
Questions regarding this workshop may be addressed to firstname.lastname@example.org.
Expanding Pathways to Leadership
There is no question that leadership profoundly affects our lives through our roles as researchers and evaluators. Organizational and programmatic successes and failures are often attributed to leadership. However, leadership is more than just a collection of tools and tips, or even skills and competencies; the essence of leadership is grounded in values, philosophies, and beliefs. In addition, pathways to leadership are complicated by the various challenges and opportunities rooted in gender, race, ethnicity, age, class, citizenship, ability, and experience.
Through the metaphor of the labyrinth, we will explore the following questions: What is effective leadership, and how can we encourage more researchers and evaluators to identify as leaders and proactive followers? How can we develop more inclusive leadership programs that allow diverse leaders to rise to the new challenges and demands of a global world? We will examine what successful 21st-century leaderships looks like, drawing on theories of philosophy and ethics, charismatic and transformational leadership, and followership. Using research, cases, and exercises, we will examine constructs critical to practicing leadership, including empowerment, authenticity, accountability, courage, influence, and humility.
Questions regarding this workshop may be addressed to Michelle.Bligh@cgu.edu.
Saturday, August 17
Survey Research Methods
Jason T. Siegel
The focus of this hands-on workshop is to instruct attendees how to create reliable and valid surveys to be used in applied research. A bad survey is very easy to create. Creating an effective survey requires a complete understanding of the impact that item wording, question ordering, and survey design can have on a research effort. Only through adequate training can a good survey be discriminated from the bad. The daylong workshop will focus specifically on these three aspects of survey creation. The day will begin with a discussion of Dillman’s (2007) principles of question writing. After a brief lecture, attendees will then be asked to use their newly gained knowledge to critique the item writing of selected national surveys. Next, attendees will work in groups to create survey items of their own. Using Sudman, Bradburn, and Schwatrz’s (1996) cognitive approach, attendees will then be informed of the various ways question order can bias results. As practice, attendees will work in groups to critique the item ordering from selected national surveys. Next, attendees will propose an ordering scheme for the questions created during the previous exercise. Lastly, using several sources, the keys to optimal survey design will be provided. As practice, the design of national surveys will be critiqued. Attendees will then work with the survey items created, and properly ordered, in class and propose a survey design.
Questions regarding this workshop may be addressed to Jason.Siegel@cgu.edu.
Introduction to Grant Writing
Allen M. Omoto
This workshop covers some of the essential skills and strategies needed to prepare successful grant applications for education, research, and/or program funding. It will provide participants with tools to help them conceptualize and plan research or program grants, offer ideas about where to seek funding, and provide suggestions for writing and submitting applications. Some of the topics covered in the workshop include the pros and cons of grant-supported work, strategies for identifying sources of funding, the components and preparation of grant proposals, and the peer review process. Additional topics related to assembling a research or program team, constructing a project budget, grants management, and tips for effective writing also will be covered. The workshop is intended primarily as an introduction to grant writing, and will be most useful for new or relatively inexperienced grant writers. Workshop participants are invited to bring their own “works in progress” for comment and sharing. There will be limited opportunities for hands on work and practice during the workshop. At its conclusion, workshop participants should be well positioned to read and evaluate grant applications, as well as to assist with the preparation of applications and to prepare and submit their own applications in support of education, research, or program planning and development activities.
Questions regarding this workshop may be addressed to Allen.Omoto@cgu.edu.
Improving Performance Monitoring for Social Betterment
Frequently in the field of evaluation individuals refer to “M&E”—the short-form for “monitoring and evaluation.” The field of evaluation in academic and professional development contexts often focuses on the “E” part of this equation. However, in addition to performing evaluation, many programs that aim to improve wellbeing and strive for social betterment are required to report program performance metrics to funders and/or see value and utility in gathering data for their own learning purposes that can be obtained quickly, analyzed easily, and summarized at a glance. This is the realm of performance monitoring (aka performance measurement). In this workshop, we will briefly cover the history of performance monitoring (compared to evaluation) and discuss some of the debates (and empirical literature) regarding the strengths and limitations of this technique. The bulk of the workshop will focus on considerations and techniques for designing good performance measures and increasing the reliability and validity of data collection and reporting strategies. Finally, we will compare and contrast performance monitoring with evaluation and consider where important synergies exist between these two performance improvement approaches.
Questions regarding this workshop may be addressed to email@example.com.
Sunday, August 18
The Science of Well-being: Theory, Research, Methods, & Applications
Stewart I. Donaldson and Saeideh (Saida) Heshmati
Since its formal introduction at the American Psychological Association Convention in 1998, the positive psychology movement has blossomed, giving birth to a vibrant community of scholars and practitioners interested in understanding and improving various aspects of individual, social, organizational, community, and societal well-being.
In this full-day workshop, you will be provided with an overview of the positive psychology movement, and its relationship with new directions in the science of well-being. Through lectures, small group discussions, exercises, and cases, you will learn about the latest theories, research, methods, and theory-driven applications of well-being science. This emerging body of scientific knowledge can help you learn how to enhance your own well-being, the well-being of your loved ones, and how to improve the lives of underserved and disadvantaged populations often experiencing a range of social injustices that prevent them from flourishing.
- Donaldson, S. I., Dollwet, M., & Rao, M. (2015). “Happiness, excellence, and optimal human functioning revisited: Examining the peer-reviewed literature linked to positive psychology.”Journal of Positive Psychology, 9(6), 1–11.
- Rao, M., and Donaldson, S. I. (2015). Expanding opportunities for diverse populations in positive psychology: An examination of gender, race, and ethnicity.Canadian Psychology/Psychologie, 56(3), 271–282. (Special issue on Positive Psychology)
- Kim, H., Doiron, K, Warren, M. A., & Donaldson, S. I. (2018). The international landscape of positive psychology research: A systematic review.International Journal of Well-Being, 8(1), 50-70.
- Warren, M. A., & Donaldson, S. I. (2017). Scientific advances in positive psychology. Westport, Connecticut: Praeger.
Monday, August 19
Michael Quinn Patton
Principles-driven leaders engage in principles-based initiatives that call for principles-focused evaluation. Principles-focused evaluation makes principles the focus of evaluation. Three questions are the focus of evaluation: (1) To what extent and in what ways are the principles meaningful to those meant to be guided by the principles? (2) If meaningful, to what extent and in what ways are the principles adhered to? (3) If adhered to, to what extent and in what ways do principles guide results?
The webinar will present and explain the GUIDE approach to developing and evaluating principles. GUIDE calls for principles to be directive, useful, inspiring, adaptable to contexts, and evaluable. Examples of principles-focused initiatives and corresponding principles-focused evaluations will be shared. This innovative approach to evaluation is on the leading edge of the field and is attracting attention around the world as a way of engaging with change and transformation in complex dynamic systems.
Participants will know (1) the niche, nature, and purpose of principles-focused evaluation; (2) the evaluation criteria for conducting a principles-focused evaluation; and (3) the GUIDE framework for principles-focused evaluation.