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Updated: Jan 4, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
Published on: June 6, 2020
From plan to action: Adapting evaluation to serve the developmental needs of a newly-funded multidisciplinary
Rachel Claire Mitchell1, Glenn D Israel2, David C Diehl3
1Department of Agricultural Education and Communication at the University of Florida, 213 Rolfs Hall, PO Box 110540, 32611, Gainesville, FL, United States.
Abstract:
The Southeastern Coastal Center for Agricultural Health and Safety (SCCAHS) is one of many newly-funded federal research centers, housing five multidisciplinary research projects and seven pilot projects, and serving a multi-state region. In the early stages of such a complex project, with multiple teams separated by geography and disciplines, the evaluation program has been integral in connecting internal and external stakeholders at the center and project levels. We used a developmental evaluation (DE) framework to respond to the complex political environment surrounding agricultural health and safety in the southeast; to engage external stakeholders in guiding the center's research and outreach trajectories; to support center research teams in a co-creation process to develop logic models and tailored indicators; and to provide timely and feedback within the center to address communications gaps identified by the evaluation program. By using DE principles to shape monitoring and evaluation approaches, our evaluation program has adapted to the dynamic circumstances presented as our center's progress has been translated from a plan in a grant proposal to implementation.
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