||PED683 - Program Evaluation
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: This course focuses on history and foundations of program evaluation, to perform a needs assessment, variety of program evaluation methodologies, and evaluation of current empirically-based programs that address student needs. School Psychology candidates will learn skills necessary to implement a program to meet the needs of the schools they are servicing.
|Course Learning Outcomes:
- Demonstrate knowledge of the benefits and shortcomings of educational planning.
- Develop and coordinate prevention, early intervention, and remedial programs and services, appropriate to the diverse needs of the community, school, and district.
- Understand the roles of school-wide staff, parents, and community members in the delivery of multiple academic and behavioral intervention, prevention programs, involving community members who represent cultural, linguistic, and ethnic diversity.
- Identify key components of successful intervention programs and appreciate the impact of using data-based-decisions as used in program evaluation.
- Students will learn the leadership skills necessary to develop a proposal, implement programs, and evaluate results that are used for implementing program revisions.
- Develop increased professional consultation skills.
|Specified Program Learning Outcomes:
- Demonstrate knowledge of individual
differences, abilities, disabilities, and
other diverse characteristics; principles and
research related to diversity factors for children,
families, and schools, including factors
related to culture, context, and individual and
role differences; and evidence-based strategies
to enhance services and address potential
influences related to diversity; demonstrates skills to provide professional services that promote
effective functioning for individuals, families,
and schools with diverse characteristics, cultures,
and backgrounds and across multiple
contexts, with recognition that an understanding
and respect for diversity in development
and learning and advocacy for social justice are
foundations of all aspects of service delivery
- Demonstrate knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response; demonstrates skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
- Demonstrate knowledge of principles
and research related to family systems,
strengths, needs, and culture; evidence-based
strategies to support family influences on
children's learning, socialization, and mental
health; and methods to develop collaboration
between families and schools; demonstrates skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/interactions with community agencies for enhancement of academic and social-behavioral outcomes for children.
- Demonstrate knowledge of varied
methods of consultation, collaboration, and
communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services; demonstrates skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.
- Demonstrate knowledge of
research design, statistics, measurement, varied
data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data
in applied settings; demonstrates skills to
evaluate and apply research as a foundation
for service delivery and, in collaboration with
others, use various techniques and technology
resources for data collection, measurement,
analysis, and program evaluation to support
effective practices at the individual, group,
and/or systems levels.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures