189 - Integrating Evaluation into a University-Based Research Center: Graduate Students’ Experiences

Abstract Information: University research and outreach centers allow evaluation practice to flourish, especially in centers that establish academic- and practice-based relationships with evaluator education programs. However, the mechanisms and key learning experiences involved in developing and implementing evaluation into such centers are neither well understood nor have they been contrasted across stakeholder groups such as students, center staff, and faculty. This presentation is based on students’ experience with evaluation in a University Center and will contrast student, faculty, and administration’s perspectives on the experience in terms of what worked well and what other centers might consider doing differently.

Relevance Statement: University research and outreach centers allow evaluation practice to flourish, especially in centers that establish academic- and practice-based relationships with evaluator education programs. However, the mechanisms and key learning experiences involved in developing and implementing evaluation into such centers are neither well understood nor have they been contrasted across stakeholder groups such as students, center staff, and faculty. This presentation is drawn from an under-review paper written from the lens of evaluation students and an evaluation educator. In this presentation, we will discuss a systematic process used to frame and understand graduate student reflections on their applied evaluation experience at an agricultural health and safety center in the midwestern region of the United States. By triangulating the experiences and stories of graduate students, supervisors, and faculty, we will propose a model for implementing high-quality evaluation experiences in university centers to benefit students, centers, and those they serve. The paper presentation will highlight AEA competencies of 1) methodology, as it provides an example of a process for systematic inquiry for learning and organizational development, 2) context, as it centers on the organizational structure and culture of a University-based center, and 3) interpersonal, as the findings highlight qualities such as trust, reflective practice, and intentional support for effective learning experiences. Attendees will leave with tangible next steps for professionals that wish to build relationships between University-based centers, evaluation students, and evaluator education programs.