Learning from graduate students' non-formal evaluation experiences in university-based centers

Area of Science:

• Agricultural Safety and Health
• Program Evaluation
• Higher Education

Background:

• Graduate research assistants (GRAs) often engage in informal learning within research settings.
• University-based research centers provide unique environments for applied skill development.
• The evaluation team at an agricultural safety and health center serves as a case study for examining these experiences.

Purpose of the Study:

• To identify learning outcomes of GRAs' informal applied learning experiences in program evaluation.
• To determine factors that facilitated learning and skill development for GRAs.
• To explore the application of Fink's Taxonomy of Significant Learning to informal educational contexts.

Main Methods:

• A qualitative case study approach was employed.
• Semi-structured focus groups were used to gather student perspectives.
• Inductive qualitative analysis and deductive analysis using Fink's Taxonomy were conducted.

Main Results:

• Students reported enhanced perspectives on evaluation and increased evaluation knowledge.
• GRAs expressed greater comfort in utilizing evaluative tools and methods.
• Key facilitating factors included trust, respect, and reflective practice.

Conclusions:

• Informal applied learning experiences significantly contribute to student development in evaluation.
• A model of support can be developed to foster learning in diverse applied contexts.
• The findings underscore the importance of experiential learning in graduate research training.