GUIDE FOR PROGRAM EVALUATIO??

Extension programs must be evaluated in order to assess their value to participants, institutions, funders, and all other stakeholders. Evaluations can be especially useful when the program has specific objectives that are measurable, either qualitatively and quantitatively. There are many different methods and formats for evaluation, and choosing the correct evaluation can be critical to ensuring the accuracy and relevance of the evaluation results. Considerable thought must be put into determining the correct method for an evaluation, and they must always be focused on the specific objectives of the extension program. After administering an evaluation, the results should be communicated back to the stakeholders of the program in an effective manner and, after some deliberation, the program should be considered for alteration if deemed necessary. This paper aims to be a ‘how-to’ guide for development, administration, and appraisal of evaluations and evaluation results for a broad spectrum of extension programs.extension program, evaluation, LOGIC

Writing In and Around Video Games

This undergraduate course uses video games as a lens through which to explore the infinitely broader topic of digital rhetoric. Students encounter games in several different ways: as texts to analyze, raw material for video compositions, systems to create and explore. Key topics include genre conventions and constraints, audience, procedural rhetoric, interface design, and convergence culture

Academically Underprepared First Year Writing Students\u27 Perceptions and Implementation of Teacher and Peer Feedback

When entering the university, students from under-resourced schools may not have the same educational experiences as their peers and are more likely to be held back by a lack of instruction in writing. Framed by sociocultural theory and viewing both peer and teacher feedback as dynamic conversations and literacy events, the purpose of this mixed methods action research study was to measure academically underprepared students’ perceptions of feedback and to understand how these perceptions of writing feedback align with the decisions they make about implementing changes to their essays. Focusing on first-year writing students (n=29) at a diverse state university, the researcher attempted to learn how students perceive feedback as a tool for revision. Quantitative and qualitative data consisting of survey data, teacher and peer feedback, open-ended survey responses, peer review surveys, and focal student interviews were collected. The findings of the study suggest that even though academically underprepared students perceived feedback as valuable and helpful, there was also a strong negative emotional component. Students expressed a preference for specific feedback that appears in the margin of the papers rather than end notes. The results indicate that although students perceive feedback as a conversation with their teachers and peers, it is not occurring as such. The major finding of this study is that academically underprepared students are still transitioning from the mentality that teacher is authority to having a role and choice in their development as a writer. For academically underprepared students, feedback mediates the transition from dependence on teacher to becoming an autonomous writer. Included are suggestions for practice that can help this population transition from viewing learning to write as top-down to understanding and engaging in a relationship where teacher is mentor and student is apprentice

The National Dialogue on the Quadrennial Homeland Security Review

Six years after its creation, the Department of Homeland Security (DHS) undertook the first Quadrennial Homeland Security Review (QHSR) to inform the design and implementation of actions to ensure the safety of the United States and its citizens. This review, mandated by the Implementing the 9/11 Commission Recommendations Act of 2007, represents the first comprehensive examination of the homeland security strategy of the nation. The QHSR includes recommendations addressing the long-term strategy and priorities of the nation for homeland security and guidance on the programs, assets, capabilities, budget, policies, and authorities of the department.Rather than set policy internally and implement it in a top-down fashion, DHS undertook the QHSR in a new and innovative way by engaging tens of thousands of stakeholders and soliciting their ideas and comments at the outset of the process. Through a series of three-week-long, web-based discussions, stakeholders reviewed materials developed by DHS study groups, submitted and discussed their own ideas and priorities, and rated or "tagged" others' feedback to surface the most relevant ideas and important themes deserving further consideration.Key FindingsThe recommendations included: (1) DHS should enhance its capacity for coordinating stakeholder engagement and consultation efforts across its component agencies, (2) DHS and other agencies should create special procurement and contracting guidance for acquisitions that involve creating or hosting such web-based engagement platforms as the National Dialogue, and (3) DHS should begin future stakeholder engagements by crafting quantitative metrics or indicators to measure such outcomes as transparency, community-building, and capacity

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

The Rhetoric of Health and Medicine as a “Teaching Subject”: Lessons from the Medical Humanities and Simulation Pedagogy

The rhetoric of health and medicine has only begun to intervene in health pedagogy. In contrast, the medical humanities has spearheaded curriculum to address dehumanizing trends in medicine. This article argues that rhetorical scholars can align with medical humanities’ initiatives and uniquely contribute to health curriculum. Drawing on the author’s research on clinical simulation, the article discusses rhetorical methodologies, genre theory, and critical lenses as areas for pedagogical collaboration between rhetoricians and health practitioners

Reuse remix recycle: repurposing archaeological digital data

Preservation of digital data is predicated on the expectation of its reuse, yet that expectation has never been examined within archaeology. While we have extensive digital archives equipped to share data, evidence of reuse seems paradoxically limited. Most archaeological discussions have focused on data management and preservation and on disciplinary practices surrounding archiving and sharing data. This article addresses the reuse side of the data equation through a series of linked questions: What is the evidence for reuse, what constitutes reuse, what are the motivations for reuse, and what makes some data more suitable for reuse than others? It concludes by posing a series of questions aimed at better understanding our digital engagement with archaeological data

Evidence-Based Management in "Macro" Areas: The Case of Strategic Management

Despite its intuitive appeal, evidence-based management (EBMgt) faces unique challenges in "macro" areas such as Organization Theory and Strategy Management, which emphasize actions by organizations, and business and corporate leaders. The inherent focus on complex, multi-level and unique problems present serious challenges. EBMgt will nurture the establishment of a new model of research that is not only cumulative in its knowledge-building but also promotes engaged scholarship. Further, the uncertainty and conflict that characterize "macro" decision contexts heighten the need for EBMgt. We put forward four recommendations to advance EBMgt: (1) using more sophisticated meta-analyses; (2) providing syntheses that go beyond quantitative summaries; (3) engaging in a disciplined conversation about our implicit "levels of evidence" frameworks; and (4) developing decision supports.