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Program Design Program Evaluation Speaking

Presentation recap for my AEA 2015 (#eval15) Presentations on #ProgDes

AEA 2015 was a special one for me for it was the first time the concept of program design got traction. I presented with fellow design-minded evaluators in two sessions.

In the first one, I reported on my experience of embedding design principles into a developmental evaluation. The presentation was entitled,  Lessons-learned from embedding design into a developmental evaluation: The significance of power, ownership, and organizational culture. And, here’s the abstract:  

Recent attempts at developmental evaluation (DE) are incorporating human-centered design (HCD) principles (Dorst, 2011; IDEO, n.d.) to facilitate program development. HCD promotes a design-oriented stance toward program development and articulates a set of values that focuses the evaluation beyond those ideals expressed by stakeholders. Embedding design into DE promises to offer a more powerful means to promoting program development beyond either approach alone. Yet, embedding design into DE introduces additional challenges. Drawing on a case study into a design-informed DE, this panelist discusses the tensions and challenges that arose as one developmental evaluator attempted to introduce design into a DE. Insights from the case study point to the importance of:

– Attending to power dynamics that could stifle or promote design integration; and,

– Evaluator sensitivity over the deep attachment program developers had over program decisions

These findings allude to the significance of organizational culture in enabling a design-informed DE.

In the second presentation, Chithra Adams (@ChithraAdams), John Nash (@jnash), Beth Rous (@bethrous), and I discussed how principles of human-centered design could be applied to the development of programs.

Specifically, we introduced two design exercises–Journey Mapping, and User Archetyping–as means to bringing human-centered design principles into program design and evaluation.

In an upcoming post, we’ll take a deep dive into these design exercises and examine their application to program design.

Are you curious about program design? Have you any particular questions about its methods and methodologies that you’d like us to write about? Drop me a note below or find me on Twitter @chiyanlam, where I curate tweets on evaluation, design, social innovation, and creativity.

Until next time. Onwards!

Categories
Conference

5 things I’m resolving to doing post-conference #eval15.

I don’t know about you, but after every conference, I go into hermit mode. This often means that I fail to follow up with dear colleagues whom I meet only once a year or act on important ideas and learning. But, slack no more.

Here are five things I’m resolving to doing post-conference #eval15.

1. Follow up with contacts e-mails.

2. Upload my slides to TIG libraries.

3. Consolidate and review my conference notes. Follow up on new resources.

4. Declare that I am a part of a global eval community

5. Heed the call to embrace and report on failure in evaluation, and to learn from failure. To that end, I’m committing to writing up a less-than-successful developmental evaluation.

So, who’s with me?

Categories
Conference

PD-TIG #EVAL15 Panel: Huey, Gargani, Stead, & Norman on Program Design: Evaluation’s New Frontier?

I’m really looking forward to #EVAL15 because this will be the first year that the conference will feature a program track in program design. Here’s a look at the full agenda.
I am especially looking forward to the PD TIG-sponsored panel,  “Program Design: Evaluation’s New Frontier?”. The session will feature:
The panelists been asked to consider what program design could mean in the context of evaluation theory and practice. The goal of the session is to attempt to arrive at an initial articulation of what program design could mean in terms of theory and practice.
Here’s the abstract: Notions of design have entered the mainstream in both public and private sectors. Underpinning this shift is an emerging realization that the once-professionalized approaches and mindsets designers employ to solve complex problems may be applied to other contexts. Bridging evaluation with design holds potential to reconceptualize both the theories and practices of evaluation, and as a consequence, enhance evaluation influence.  This panel of expert evaluators draws on their theoretical and practical experiences to explore what ‘program design’ could mean for evaluators and evaluation practice.
 Without giving too much of the plan away, the speakers will be responding to the following prompts:
  • How have you come to ‘program design’? What do you mean by it?
  • What potential do you see in program design in enhancing evaluation, if at all? What hazards do you see in evaluators engaging in program design?
  • Are there any dangers in evaluators assuming the role of a program designer? Is there not a risk of cooptation?
  • What competencies or skills do you see as critical to doing PD work? How might newcomers go about learning these skills?
  • If there is potential in program design, what might be next step toward growing or legitimizing its practice? What should we strive to understand better? What might this body of knowledge be comprised of?
 It promises to be an exciting panel. This session has been scheduled for November 12th, 2015 (3:00PM – 4:30PM) in “Field”. Come for the panel and stay for the business meeting, which will be short!
 See the session details in full here: http://www.evaluationconference.org/e/in/eid=13&s=2000&print=1&req=info
See you there!
Categories
Graduate Student Development

Haggerty and Doyle on 57 ways to screw up in grad school.

Who hasn’t screwed up in grad school? Been there, done that.

Professors Kevin Haggerty (Professor of Sociology and Criminology, University of Alberta) and Aaron Doyle (Associate Professor in the Department of Sociology and Anthropology, Carleton University) recently published a book on the many ways one could screw up in grad school.

“The book, written by two former graduate directors, covers the rookie mistakes made by new graduate students and delivers a how-to guide that sets would-be PhDs on the right track and off the path to failure—which these days includes a only 50 percent completion rate. The authors’ have a bang-up website, the aptly named gradscrewups.com, and the book has recently been profiled by Inside Higher EdScience, and CBS News’s Money Watch.”  – http://pressblog.uchicago.edu/2015/10/20/57-ways-to-screw-up-in-grad-school.html 

In their book, they identified 57 ways one could “screw up” (reproduced below from the book’s table of contents).

And on Times Higher Education,  Haggerty and Doyle shared 10 of them.

I may be too far along to change course. But for many of you, this book may be just what you need.

Onwards!

Amazon.com: http://www.amazon.com/Ways-Screw-Grad-School-Professional/dp/022628090X/ref=sr_1_fkmr1_1?ie=UTF8&qid=1446340465&sr=8-1-fkmr1&keywords=screwing+up+in+grad+school


An Introduction to Screwing Up
Who are I?
Gendered Pronouns
Thesis vs. Dissertation

THE SCREW UPS
Starting Out
1. Do Not Think about Why You Are Applying
2. Ignore the Market
3. Stay at the Same University
4. Follow the Money Blindly
5. Do an Unfunded PhD
6. Do an Interdisciplinary PhD
7. Believe Advertised Completion Times
8. Ignore the Information the University Provides You
9. Expect the Money to Take Care of Itself

Supervisors
10. Go it Alone and Stay Quiet
11. Choose the Coolest Supervisor
12. Have Co-Supervisors
13. Do Not Clarify Your Supervisor’s (or Your Own) Expectations
14. Avoid Your Supervisor and Committee
15. Stay in a Bad Relationship
16. Expect People to Hold Your Hand

Managing Your Program
17. Concentrate Only on Your Thesis
18. Expect to Write the Perfect Comprehensive Exam
19. Select a Topic Entirely for Strategic Reasons
20. Do Not Teach, or Teach a Ton of Courses
21. Do Not Seek Teaching Instruction
22. Move Away from the University Before Finishing Your Degree
23. Postpone Those Tedious Approval Processes
24. Organize Everything Only in Your Head
25. Do Not Attend Conferences, or Attend Droves of Conferences

Your Work and Social Life
26. Concentrate Solely on school
27. Expect Friends and Family to Understand
28. Socialize Only With Your Cliques
29. Get a Job!

Writing
30. Write Only your PhD Thesis
31. Postpone Publishing
32. Cover Everything
33. Do Not Position Yourself
34. Write Only to Deadlines
35. Abuse Your Audience

Your Attitude and Actions
36. Expect to be Judged Only on Your Work
37. Have a Thin Skin
38. Be Inconsiderate
39. Become “That” Student
40. Never Compromise
41. Gossip
42. Say Whatever Pops Into Your Head on Social Media

Delicate Maters
43. Assume That the University is More Inclusive Than Other Institutions
44. Rush into a Legal Battle
45. Get Romantically Involved with Faculty
46. Cheat and Plagiarize

Am I Done Yet? On Finishing
47. Skip Job Talks
48. Expect to Land a Job in a Specific University
49. Expect People to Hire You to Teach Your Thesis
50. Turn Down Opportunities to Participate in Job Searches
51. Neglect Other People’s Theses
52. Get an Unknown External Examiner
53. Do Not Understand the Endgame
54. Be Blasé about Your Defense
55. Do Not Plan for Your Job Interview
56. Persevere at All Costs
57. Consider a Non-Academic Career a Form of Failure

Final Thoughts
Appendix: A Sketch of Grad School
The Thesis
The Program
Your Department
The People
Acknowledgements
Index

(via http://press.uchicago.edu/ucp/books/book/chicago/Other/bo20832370.html)

Categories
Conference

On launching the Program Design Topical Interest Group

I recently wrote about our motivation behind starting a Topical Interest Group (TIG) on Program Design on AEA365.

Our interest in organizing the PD-TIG grew out of a casual conversation. We (Karen Widmer, Terence Fitzgerald, and I) realized that we each held responsibilities for program design in our respective practice. We were inspired by the potential for infusing evaluative thinking and evidence into program development, and in doing so, evaluators might further contribute to clients’ goals of developing robust, impactful programs. However, even among ourselves, we had differing perspectives on what this might look like in practice. As a group, we were inspired by Gargani and Donaldson’s work on program design, Patton’s work on developmental evaluation, and more generally, writing on theory-driven evaluation. We said to ourselves: Wouldn’t it be great if we could get together with others who might share our passion and curiosity about program design?

It’s been over two years since that initial conversation, and it has taken a lot of work behind-the-scene to get the TIG up and running.

I am most excited by the idea that the TIG can engage the broader evaluation community on program design than individuals alone.

New this year to the annual AEA conference is the program design track to the program. A program schedule can be found on the PD-TIG web site.

In an upcoming post, I’ll profile an all-star panel session being organized during the PD-TIG Business Meeting. It features Dr. Huey Chen, Dr. John Gargani, Brenda Stead, and Dr. Cam Norman as panelists.

Until then, onwards!

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About this Blog

A Developmental Reflection and to a New Beginning.

Well, it’s been a while. My last concerted effort at blogging was in 2013 when I launched the 52×5 project. I set out to blog once every workday for an entire year. I sputtered out fairly quickly. Projects got in the way. Writing projects took precedent. In retrospect, my goal was too ambitious. Evaluating this undertaking in a summative sense would suggest it to be an utter failure. Neither its objectives nor its goals were met.

Evaluating my efforts developmentally might lead one to render a different judgment. To do that we would have to look to the reasons for undertaking the project and its activities in the first place. At the time, I knew I had several writing projects coming online, and so, I had wanted to develop myself as a writer. I saw blogging as a means to stretching my writing muscles and warming up for my writing projects; setting out to write 52×5 posts was only a means to an end. And at that, I’ve some demonstrable success.

Between now and then, I’ve been busy preparing manuscripts for publication. I also went through the credentialing process with the Canadian Evaluation Society and was successfully awarded the Credentialed Evaluator designation. All the while, I finished three major evaluation projects—of which two were developmental evaluation projects.

Moving forward, I hope you will find a renewed energy on this blog. There’s much that I hope to share on evaluation theory, principles, and practices—especially those that operate at the intersections of design, evaluation, and social innovation. And I can’t wait to get started. Only this time I won’t commit to as ambitious a publishing schedule as I had before.

Please say hi. It’s been a while!

Onwards,
Chi