Course Syllabus
HR 5733 - Program Assessment and Evaluation
Contact Information
Course Details
Course Prerequisites
Students must have graduate standing in the Human Relations program.
Course Materials
Required:
There are no required textbooks to purchase for this course. Required readings and videos are available on the Required Resources page of each module.
Recommended (not required):
- Fitzpatrick, J. L., Sanders, J. R., Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines, 4th edition. Pearson. ISBN: 978 0 205 57935 8
- Newcomer, K. E., Hatry, H. P., & Wholey, J. S. (2015). Handbook of practical program evaluation, 4th edition. John Wiley & Sons.
Note: Many of the course readings for weeks 3–8 are taken from the second and third editions of the Newcomer et al. (2015) text. The citations for the earlier editions are below:
- Wholey, J. S., Hatry, H. P., & Newcomer, K. E., (2004). Handbook of practical program evaluation, 2nd edition. John Wiley & Sons.
- Wholey, J. S., Hatry, H. P., & Newcomer, K. E., (2010). Handbook of practical program evaluation, 3rd edition. John Wiley & Sons.
Grades
Breakdown
| Graded Assignments & Activities |
Description | Individual Points |
Total Points |
|---|---|---|---|
| Weekly Live Sessions | Synchronous Zoom meetings | 8 Live Sessions × 10 points each | 80 |
| Discussion Board Participation | Asynchronous Discussion topics | 8 Discussions × 10 points each | 80 |
| Written Assignment #1 | Program Statement Memo | 50 | 50 |
| Written Assignment #2 | Evaluation Questions & Measurement Memo | 50 | 50 |
| Proposal Presentation | Present Evaluation Proposal | 50 | 50 |
| Final Evaluation Proposal | Evaluation Proposal—Final Paper | 100 | 100 |
| |
Total |
410 |
Scale
| Points | Letter Grade |
|---|---|
| 410-367 | A |
| 366-326 | B |
| 325-285 | C |
| 284-244 | D |
| 243-Below | F |
Course Components
Weekly Live Sessions
There will be eight Live Sessions (10 points each). Each student will participate in weekly Live Sessions over the course of the semester. The primary purpose of these Live Sessions is build an online community of learners.
Discussion Board Participation
There will be eight threaded discussion topic assignments (10 points each). Students will participate weekly in the online discussion board on Canvas. Questions will be based on assigned readings. For example, discuss the main features of each theory and identify two strengths and two weaknesses of each theory.
To receive full credit for a weekly Threaded Discussion assignment, students must answer all the questions posed, as well as comment on the response of at least two other classmates for each question posted. Additional expectations regarding original and response Threaded Discussion are provided below:
- Original posts must:
- Fully address the question(s) posed
- Be written in complete sentences and at least 200 words in length
- Include reference information for any unassigned learning resources cited
- Draw connections with observations of and/or experiences with transitioning theory to practice, when possible
- Response posts must:
- Be written in complete sentences and at least 100 words in length
- Be reasonable and courteous
- Include reference information for any unassigned learning resources cited
- Go beyond the general sentiments of “I disagree” or “I agree,” and specifically address why another post differs from or resonates with previous experiences and/or observations
Here are some questions to consider when formulating your responses to the weekly readings:
- What do you see as the most valuable contribution, thesis, or idea from this material?
- What aspects of the author’s findings or argument do you find especially useful, well-argued, problematic, confusing, or unconvincing?
- How does this connect to some of our key ideas or themes in the course?
Written Assignments
The written assignments for this course provide an evaluation of learning over the course content material that may not be adequately reflected in the standard format of an exam. The assignment descriptions here are not enough to complete assignments. Detailed instructions are provided on the assignment pages.
Program Statement Memo
Submit a short (3–4 page) description of a selected program that addresses the following:
- The problem/need addressed by the intervention
- The intended beneficiaries of the program
- The intended benefits
- The causal model/program theory underlying the program.
This memo is a preliminary step in writing the final evaluation proposal.
Evaluation Questions & Measurement Memo (3–4 pages)
Using the program model developed in the first memo, develop and present a logic model, specify the evaluation questions, operational definitions, and specific measures you would use in an evaluation of the program. This memo is a second step towards writing the final evaluation proposal.
Presentations & Peer Review Feedback
Using the program model and evaluation questions and measures developed in earlier assignments, each student presents an evaluation design proposal (a brief draft of the final project) and receives peer critique with the instructor's supervision. Presentations include program theory and descriptions and outcome measures from earlier assignments, as well as design rationale, and data collection strategies. Clarity, application of concepts discussed in class, and the rationale behind your evaluation design choices are emphasized.
Final Paper / Evaluation Proposal
The final paper builds on earlier assignments. Students will design a comprehensive evaluation proposal for a chosen program. The design proposal will focus on the outcome or impact of evaluation, with a strong emphasis on process evaluation and measurement strategies. Detailed instructions for the final paper/evaluation proposal are available on Canvas, including criteria for the project and assignment milestones.
Follow APA style in citing references that you use. The final paper should be typed and meet the following requirements:
- Use 12-point font
- Use double spacing
- Contain a title page
- Contain no more than 20 pages (not counting title page and references
Pay close attention to your writing style and carefully edit your papers.
Tentative Course Schedule
The topical course outline below presents the content topics that will be presented in the course and the approximate dates on which those topics will be presented. Specific readings will be assigned for each topic.
| Week |
Topics |
|---|---|
| Week 1 | Basic purpose of evaluation and assessment, uses, and conceptual definitions |
| Week 2 | Alternative evaluation approaches |
| Week 3 | Clarifying the evaluation request and responsibilities |
| Week 4 | Practical guidelines for planning evaluations; logic models |
| Week 5 | Collecting, analyzing, and interpreting quantitative data |
| Week 6 | Collecting, analyzing, and interpreting qualitative data |
| Week 7 | Reporting and using evaluation information |
| Week 8 | Conducting multi-site evaluation studies |
Course Policies
Communication
The instructor will make every effort to respond to emails within 24-48 hours of receipt, except on weekends. There are several modes of communication with the instructor – Canvas messages and email. The option of contacting the instructor directly for an appointment time is available and contact information is listed on the course syllabus. Please be courteous and respectful of the instructor’s time.
Announcements will periodically be made on the course homepage of Canvas. Additionally, university and advising information will be sent to students’ OU emails. Students must check both their Canvas messaging system and their OU email account regularly.
Grading
Discussion posts will be graded within 5 days of their due date and papers within approximately 7 days, depending on the depth and rigor of the assignment.
Late Policy
Assignment due dates are listed above and specific instructions for each assignment are listed in Canvas. Due to the accelerated nature of the course, late work is subject to a 50% grade reduction. However, if an unforeseen issue arises, please contact the faculty as soon as possible to discuss accommodations.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Land Acknowledgement
Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes.
We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people.
The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Student Support Services
OU offers a variety of services to support students. For more information, please refer to the Student Support Module in your Orientation course.
Online Library
Access digital materials and other resources at OU Libraries.
Copyright Statement and Privacy Information
Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.
Academic Integrity
As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. The Student Code is available from the Office of the Vice President for Student Affairs, and is contained in the Student's Guide to Academic Integrity.
Academic honesty is incredibly important within this course. Cheating is strictly prohibited at the University of Oklahoma, because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report academic misconduct.
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
Religious Observance
It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2].
Reasonable Accommodation for Disabilities
The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they are able to enjoy equal access to all components of their education. This includes your academics, housing, and community events. Please review OU's Accessibility Policy.
If you are experiencing a disability, a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.
To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.
Title IX Resources
Anyone who has been impacted by gender-based violence, including dating violence, domestic violence, stalking, harassment, and sexual assault, deserves access to resources so that they are supported personally and academically.
The University of Oklahoma is committed to offering resources to those impacted, including: speaking with someone confidentially about your options, medical attention, counseling, reporting, academic support, and safety plans. If you would like to speak with someone confidentially, please contact OU Advocates (available 24/7 at 405-615-0013) or another confidential resource (see "Can I make an anonymous report?").
You may also choose to report gender-based violence and discrimination through other means, including by contacting the Institutional Equity Office (ieo@ou.edu, 405-325-3546) or the police (911).
Because the University of Oklahoma is committed to the safety of you and other students, I, as well as other faculty, Graduate Assistants, and Teaching Assistants, are mandatory reporters. This means that we are obligated to report gender-based violence that has been disclosed to us to the Institutional Equity Office. This includes disclosures that occur in class discussions, writing assignments, discussion boards, emails, and during Student/Office Hours.
For more information, please visit the Institutional Equity Office.
Adjustments for Pregnancy/Childbirth Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.
Mental Health Support Services
If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment, call 405-325-2911. For more information, please visit the University Counseling Center.
Final Exam Preparation Period
Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU's Final Exam Preparation Period policy.
Required Policies for Students On Campus
Emergency Protocol
During an emergency, there are official university procedures that will maximize your safety.
Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather:
- Look for severe weather refuge location maps located inside most OU buildings near the entrances
- Seek refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building.
- Go to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in an innermost room. Avoid outside doors and windows.
- Get in, Get Down, Cover Up.
- Wait for official notice to resume normal activities.
Additional Weather Safety Information is available through the Department of Campus Safety.
Severe Weather Preparedness Video
Armed Subject/Campus Intruder
If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:
- Avoid: If you believe you can get out of the area without encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.
- Deny: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.
- Defend: As a last resort fight to defend yourself. For more information, visit:
OU's Emergency Preparedness site
Shots Fire on Campus Procedure
Fire Alarm/General Emergency
If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates:
- Leave the building. Do not use the elevators.
- Know at least two building exits
- Assist those that may need help
- Proceed to the emergency assembly area
- Once safely outside, Notify first responders of anyone that may still be inside the building due to mobility issues.
- Wait for official notice before attempting to re-enter the building.
Course Summary:
| Date | Details | Due |
|---|---|---|