Program Evaluation

Lecia commented on Groups 1 & 3: Experiential Learning
Darbi commented on Group 5: Narrative Learning 
Keersten commented on Group 3: Experiential Learning 
Ray commented on 
Jessica commented on Group 5: Narrative Learning 


Group Roles:

Lecia- Invite 1 Professional to evaluate our design program. (group leader)

Darbi- Fill out Student Response to 1 Professional Evaluation

Keersten- Answer two Group Reflection Questions. Table- Fill out and attach to the bottom.

Ray- Fill out Student Response to 1 Professional Evaluation.

Jessica- Invite 1 Professional to evaluate our design program.

Program Evaluation

Introduction

 Beth A. Riedeman and Dr. Hanan Osman were the two professionals we had review our program design. Our program is designed to help adult’s transition to graduate school by providing them with advanced resources to help make the transition easier. Adult learners who have previously received a bachelor’s degree and have not attended formal education in some time may find it difficult to excel in graduate programs, due to changes in technology and school requirements.  Our 8-step program will be aimed to ensure excellent on behalf of the adult learners while creating partnerships between the university and the student. 

Evaluator Profile #1- Beth A. Riedeman

Beth A. Riedeman holds a Master of Science in Education and a Bachelor of Science in Child Development and Family Studies from Purdue University. She is currently the Manager of Workforce Initiatives for Early Learning Indiana – Partnerships for Early Learners in Indianapolis, Indiana. She currently develops educational initiatives that build the pipeline into the field of early childhood, designs programs that enhance the skills of current early childhood educators, and develops project work plans and schedules.

Evaluator Profile #2- Dr. Hanan Osman

Dr. Hanan Osman holds a BA in Psychology and Preschool Education, an MA in Educational Psychology, an MA in Family Studies/Interdisciplinary Early Childhood Education and Doctorate of Philosophy in Early Childhood Education. Currently, she is the T.E.A.C.H. Senior Director at the Indiana Association for the Education of Young Children managing the T.E.A.C.H. Early Childhood® INDIANA project and staff, working closely with the Indiana AEYC Executive Director and Indiana Early Childhood Higher Education Forum. She taught at the School of Psychology and Preschool Education at Ahfad University for Women in Omdurman, Sudan. Hanan also served at the Governor’s Office of Child Development as a Head Start Collaboration Office Coordinator in Frankfort, Kentucky. With the Kentucky Department of Education, Hanan was the Community Early Childhood Councils Coordinator and then served as Kentucky State-Funded Preschool Branch Manager.

Evaluator 1- Beth A. Riedeman Feedback

Overall, Beth had a lot of helpful advice for us as we move forward with our program design. We appreciate Beth’s recommendations that were stated. One change we plan to implement is looking at ways to combine weeks one and two so that any overlap that exists between the two weeks will be consolidated into one session.

Another suggestion we plan to integrate is making all the program sessions after week 3 voluntary to all participants. We realize this could be a major time commitment for students and appreciated the feedback of organizing our program into a pre/post enrollment.

Finally, we will implement smart phone usage and Internet for our sessions. By incorporating this technology, we can provide an online format that is compatible to mobile phones so people can access resources both online and in person. We will also make sure to cover any additional resources, such as mental health services, that college students might need.

Evaluator 2- Dr. Hanan Osman Feedback

According to Dr. Osman, our program ensures that returning students will have the necessary resources to be successful in college.  Qualified officials should vet funding for these resources.  I would improve the program design by expanding the reach of community-based organizations aimed at promoting academia for graduate and older learners.  We will come up with a detailed plan for the city, companies, and other organizations to make sure not only education but workplace development is the top priority.  Team members would consist of educators, community leaders, and politicians to ensure there is equal and fair opportunity for all.   Communication between these entities will be monitored by a select group of professionals who are vetted by our organization.

            Work One of Indianapolis provides free resources to veterans, the disability, and older adults seeking higher education and job skills.  We could create a list (electronically, via regular mail) ensuring older adults who may not have technology in their lives have an opportunity to learn about our program.  Work One provides assistance to older adults to ensure that they have the tools needed to excel in graduate level program.  Counselors should be involved in making sure transformative learning is being monitored and making sure students know the workload require in graduate school. This ensures the success of the student.  Schedules would be based on time, family commitment, as well as work schedule.  This could provide an unnecessary obstacle that could be prevented.

            Members of financial aid could be required to work extended hours to explain the process of financial aid to adult learners.  Our program could use volunteers who are retired and have experience in the field to assist with questions and concerns regarding financial aid and admission questions.  In addition to volunteers, we could use interns in various departments to answer specific questions regarding our 8-week program.

Reflection

Highlights

            The uniqueness of our program design is that we made a program that would benefit the students that are currently enrolled in our class. We designed a program that we as students wished that we had before starting this graduate program. This makes our program unique in the fact that we designed a program in something that we know would help individuals who are in the same position as us.

Process

            We completed this project by each working on the parts that we were assigned. We had two individuals evaluate our program design first and then added the other parts in after. We learned one important lesson while completing this assignment. We learned that we need to ask more than two individuals to evaluate our program so that we know for sure that we have two evaluations earlier in the week. We work well as a group because we help each other if we have questions.

Evaluators	Ideas for Improving Program	Revisions/Your Responses
Beth A. Riedemen	·      Change up week 2 because it is redundant. ·      Look into similar programs being made to get ideas. ·      Class needs to be shorter in weeks and make participation optional after three weeks into the program. ·      Make program available online and on smart phones. ·      In the last week, make sure you give resources such as mental health services.	·      We appreciate Beth’s recommendations that are stated. ·      We will change week 2 so that it is different from week 1. ·      We will make all the program sessions after week 3 voluntary to participants. ·      We will implement smart phone usage and Internet for our sessions. ·      We will make sure to cover all resources that college students might need.
Dr. Hanan Osman	·      Not many ideas for improving the program. She thinks that our program was well thought out and researched.	·      We will make sure to look over our program and proofread what we have. ·      We wish we had gotten more constructive criticism on our program so that we can make it the best program possible.

Professional Evaluation #1- Beth A. Riedemen Reflection

I have very positive feelings about your program. As a person who returned to graduate school after being in the field for a few years, I know firsthand that something like this is needed! I think your ideas and plan is well thought out and researched but I have just a few suggestions that may assist in making it better. First of all, you only cite programs that aren't related to graduate students. I see above where you mentioned that you didn't find anything. You may state that so the reader knows. You might though look at some of the work Purdue is doing - https://www.purdue.edu/spanplan/ (I just know this program exists but don't know a lot of the details like whether they serve graduate students or not). Additionally, I feel like this is quite large commitment for someone not yet "committed" to a program. Maybe have it broken out to re-enrollment - with weeks 1, 2, and 4 and then the remaining five can be after enrolled. I would also suggest a hybrid model with some "coursework" online and some in person.

As it pertains to the specific weeks of programming, for week 1 I would suggest the addition of some backwards planning. Adult learners many times know what they want their "end product" to be, so to speak. So helping them work backwards from there and see which program best suites them may assist in their selection process. Week 2 has quite a bit of overlap with week 1, you may want to speak more about the supports offered in the process of enrolling versus choosing a program to enroll in which is covered in week 1. I think the guide in week 3 is a great idea and I would suggest also having it online on a format that is compatible to mobile phones so can access from anywhere when in need! For week 7 you may suggest a learning community/cohort be formed. This is a bit above and beyond your project but those consistent supports could be huge. Last, for week 8 you may touch upon resources available to students such as mental health services.

Once again, overall I feel this is a much-needed program and I commend all the hard work you have put into filling this void!

Professional Evaluation #2- Dr. Hanan Osman Reflection

I think the idea of this program is well needed. I come from a profession where most of our professionals end up getting their education after they start working in early childhood settings. The program outline meets the need of returning students- non-traditional students. As they had been out of academics or obtaining education for sometime, or they had unfortunate experience in their schooling. I like about these steps that can be implemented with undergraduate as well. The program is an individual learner based program with allowing students to express their interest as well an evaluating their goals.

Given the idea that high percentage of graduate students are returning students, the program design supports them navigating the technology which might be an intimidating areas or aspect. Also, due to the distance-learning mode, adult learner/student needs to create virtual relationships and build community of learners.

Resource guide mentioned in the program design is needed, not a lot of graduate programs offer this activity. As a graduate student, especially if you are not a full-time student, you miss resources that you might see and encounter every day. But having a guide ready for you to find names and contact with services is very beneficial.

Being an adult learner could be stressful, taking in consideration, having family and full-time job. These steps are well designed to meet the needs of those learners.

Overall, I think this program design is well thought off, well researched and could be implemented in various colleges and departments and embedded with admission, to delivery of coursework.