Program Evaluation


PRT 509: Program Evaluation

Course Description

This course focuses on the development of a working knowledge of the rationale, procedures and tools for conducting sound program evaluation assessments in parks, recreation, tourism, and sport management. Effective skills for mastering comprehensive program evaluation strategies including formative, summative, and knowledge building strategies are taught. Students explore social science methods specifically appropriate for evaluation of recreation programs.

Learning Objectives

  • Understand the theoretical, practical, and ethical uses for program evaluation in PRTS.
  • Understand the concept of stakeholder analysis in the context of program evaluation and identify relevant stakeholders for program evaluation efforts.
  • Understand the key types of program evaluation, including needs assessment, evaluability, program process, program outcomes/impact, and program efficiency.
  • Develop the purpose for a program evaluation and develop relevant evaluation questions.
  • Identify appropriate methods to evaluate a program based on the stated purpose of the evaluation.
  • Develop meaningful outcomes for a program.
  • Develop a proposal for program evaluation in the context of PRTS.

Reflections and Summary:

PRT 509 was one of the most interesting courses I have taken in my academic career.  Program evaluation is one of the most important components of an organizations growth and sustainability. The way the class was structured allowed me to get constant feedback as I researched and put together my final project. Each week we had required readings as well as numerous supporting resources. Dr. Barcelona was generous enough to share with the class some  examples of his work in the field of program evaluation. Each week I completed a  project draft that was related to one of are learning objectives. Project draft #1 BriggsAveneuegarden (1) was a chance for me to examine the Briggs Avenue garden. The first draft included the structure and context of the program, description of the problem, community demographics, stakeholder evaluation and the purpose of the evaluation. This draft was the genesis of my proposal development process. Project draft #2 ProjectDraft2 was meant to get me to explore the research literature and to help me identify my target population and form a sampling strategy. Project draft #3 Draft3  dealt with a subjects prevalent throughout my two years in this program; data gathering techniques, measurement,reliability and validity. Over and over again I heard professors stressed the importance of valid and reliable data.

Grade 9.50 / 10.00
Graded on Tuesday, July 21, 2015, 3:41 PM
Graded by Picture of Robert BarcelonaRobert Barcelona
Feedback comments
View summaryExcellent job Ameer – deep and good information here, and studies identified will help guide your evaluation efforts. Good use of data in your description of the population!

Artifact Title: PRT509EvaluationFinal, Author: Ameer K. Edwards Date July 27, 2015.

This artifact was a culmination of the 3 drafts that I worked on during the course of the semester. My goal was to show the communities gardens ability to address issues of malnutrition, poor diet, poverty, education, and community and family wellness. The goal of the evaluation was to  measure the effectiveness of the community gardens efforts to decrease malnutrition, improve diet, alleviate poverty, and improve family wellness in the communities it serves.  The ability to identify appropriate methods to evaluate a program, is a skill I can use as I advocate for programs to increase the health of my community. The evaluation improved my ability to critically analyse and apply the information I learned during the semester. I grew to understand over the course of the semester that a need for a program does not necessarily justify its creation. Stakeholders want to know  what meaningful outcomes will a program create. This project was especially close to my heart because I believe that community gardens can transform communities. I decided to pursue a career in PRTS while working in a community garden in the summer of 2012. During that summer I worked with a group of at risk youth and taught them how to build,grow, and maintain gardens. I decided that summer to pursue a career in PRTS, in order to acquire the skills and knowledge to support efforts to create healthy, physically active, safe communities. After almost two years in this program I have no doubt I made the right decision.