Seeking consensus: Defining foundational concepts for a graduate level introductory program evaluation course.

Area of Science:

• Education
• Social Sciences
• Applied Psychology

Background:

• Inconsistent teaching of program evaluation in graduate courses is documented.
• Lack of consensus on essential curriculum components for introductory evaluation courses.

Purpose of the Study:

• To empirically investigate faculty, student, and employer perceptions of essential content for an introductory graduate program evaluation course.
• To build consensus on key elements and time allocation for core topics in program evaluation education.

Main Methods:

• Mixed methods approach combining surveys and focus groups.
• Stakeholder engagement to identify and prioritize curriculum topics.
• Data analysis to assess agreement on course content and duration.

Main Results:

• High degree of consistency found among faculty, students, and employers regarding core program evaluation topics.
• Agreement on the relative importance and time allocation for specific subject areas.
• Identification of key elements for a foundational program evaluation curriculum.

Conclusions:

• The identified consistent topics can form the basis for a standardized introductory program evaluation course.
• A consensus-driven curriculum can enhance consistency across instructors, programs, and institutions.
• This research provides a framework for developing a more uniform and effective graduate-level program evaluation education.