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Bringing Theory to Practice Evaluation: What do we know after 2 years?

Bringing Theory to Practice Evaluation: What do we know after 2 years?. Ashley Finley Dickinson College. Major Findings & Commonalities Across 7 Project Campuses. Where have we been? How far have we come? Overview of thematic findings after Year 1 How have those changed after Year 2?.

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Bringing Theory to Practice Evaluation: What do we know after 2 years?

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  1. Bringing Theory to Practice Evaluation: What do we know after 2 years? Ashley Finley Dickinson College

  2. Major Findings & Commonalities Across 7 Project Campuses • Where have we been? • How far have we come? • Overview of thematic findings after Year 1 • How have those changed after Year 2?

  3. We Are Not Wasting Our Time Programs are helpful and well-liked Reality Check Students gain realistic perspective on what it means to be “civically engaged” – time commitment, lose romantic notions of involvement Questions = More Questions Complexities of variables, measurement, and campus environments Time is Key Untangling relationships Stabilizing variation in engagement programs Increasing participation across campus constituencies Year 1: 4 Major Thematic Findings

  4. What we knew then & what we know now…

  5. Theme 1: Why do these programs work? • Institutional Perspective: • Growth across constituencies on project campuses • Faculty • Administrators – at all levels • Community Partners • Growth = sustainability & the potential for change • Student Perspective • Enriches learning exp. • Creates (+) interax with faculty • Builds social networks • Faculty Perspective • Students are better learners/do better work • Meaningful interax with students • Opportunity for collaboration

  6. What do we know about engaged learning & civic engagement? • Engaged learning = (+) Process of Self-Discovery • Most enhanced by living-learning & Civic Eng. • Self-reflection upon individual behaviors & others’ behaviors • Helps challenge stereotypes and/or re-enforces attitudes toward social justice • BUT Reflection = uncomfortable reality

  7. What do we know about engaged learning, civic engagement & well-being • Alcohol Use • Living-learning &/or civic eng. = recurring link with lower alcohol use • Self-reflection linked with modification of behaviors assoc. with alcohol use • Consideration of care-taking behaviors • What do students say about this connection? • Mental Health • Mixed results for depression, self-esteem, optimism • BUT stress recurring issue • Esp. civic eng. programs • How big of a problem is a little stress? • Tipping point • Social networks promote better mental health • Well-being is individual AND social

  8. Theme 2: Putting Practice into Place • Similar obstacles for program implementation reported across campuses • Variation across courses/Faculty • Strain on resources • Time • Administration • Student Recruitment/getting the word out • Response rates • Sustainable funding • Though less reporting of logistical issues

  9. Theme 3: Time has been kind… • Still learning complexities & shortcomings but… • Selection bias • Do students “select” in and why? • Who else selects in? • Intensive site institutions = Intended to directly assess selection issues • Evaluation • Is an additive approach enough? • Development of a BTtoP “toolkit” instrument • Inclusive assessment of multiple dimensions of engaged learning, well-being & substance use, and civic engagement

  10. What is next for BTtoP evaluation? • Collection of data from 4 demonstration sites and 2 intensive sites through 2009 • Further assessment of complexities with emphasis on identifying outcomes • Continued discussion of best practices

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