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Within each session, we want to offer time for "stories from the field", engagement with the eeVAL values, participant discussion, and sharing of a guiding worksheet tool.

Do you have other ideas about elements, format or structure that would work well for you?

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In this session, we’ll listen to stories from the field, and hear from our colleagues who have evaluated, learned and improved before us.

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Now that your evaluation process has given you new insight … what’s next?  We’ll discuss ways to apply your learning and make informed choices for program improvement.

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We’ll explore what meaningful stories we might be able to uncover from data, how our own assumptions can influence our understanding, and ways to address these assumptions.

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What counts as “data”?  What questions can you answer with the data you have? We’ll share examples of the many ways to work with and understand data.

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I love getting verbal data through conversations with students, teachers and families and am interested in looking into ways to turn this data into a quantitative format?

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I love getting verbal data through conversations with students, teachers and families and am interested in looking into ways to turn this data into a quantitative format?

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Maybe Katie can tell us :)

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Are there models of utilizing community members/resources to analyze data for programs?  Are there programs already doing this?  Who do we involve in the meaning making?

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Are there models of utilizing community members/resources to analyze data for programs?  Are there programs already doing this?  Who do we involve in the meaning making?

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I find it challenging to have seasonal staff take on more responsibility of collecting data on built in evaluations, specifically, collecting data from our skits. Does anyone have advice on how to inspire others to participate in the evaluation process?

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I would love to see a variety of examples of evaluative techniques- whether in a resource sharing format or otherwise.

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I would love to see a variety of examples of evaluative techniques- whether in a resource sharing format or otherwise.

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In the last Learning in Places virtual summit (I think that's what it was called), Megan Bang shared about the iteration they did to improve a lesson. I thought it was such an interesting and concrete example. I wonder if it's recorded.

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What are best practices for analyzing qualitative data from interviews, focus group discussions, open-ended survey responses, observations, personal narratives, case studies, field journal entries, photographs, video clips, and artwork, etc. i.e., descriptive, non-numerical information about outdoor school? What are some effective ways to counter the potential for inherent racial, cultural, identity biases through the inclusion of qualitative data in analyses?

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Meaning making in our programs largely happens after the program is over and the students, parents/guardians/caregivers, and school staff are often not available to participate. And if they were, our outdoor education programs, for the most part, can't accommodate a budget line item for this expense (convening meaning-making focus groups - with translators and potentially other support services - and the staff time to draft conclusions and actionable recommendations from multiple perspectives). Thus, analyses and meaning making often get shortchanged (hence the stacks of unread surveys and hundreds of digitized field journal entries that take up space on our server). How can we include all voices in the "back half of the evaluation cycle" in inclusive and cost effective ways? The expenses associated with the second part of the evaluation cycle are definitely not included in our outdoor school cost modelling at present.

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We are currently gathering qualitative and quantitative data about last year's program this year, before the next round of spring and summer programs begin (in addition to the standard data gathering that happens immediately after the program), so the people providing this feedback (school staff, parents/guardians, and returning students) will be able to see the how we incorporate their input to plan and adjust our programs. For outdoor school, it's primarily the school staff who will see this follow-through. For our summer programs, it will be the parents/guardians and returning students. Our objectives are to be accountable with respect to using the data in constructive ways and in a timely manner and empowered those who have provided the data, knowing their input has been acted upon. Are there things we should be mindful of as we move forward with this customized version of the evaluation cycle?

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Listening to the case studies (stories) has been incredibly valuable. Speaking only for myself, spending a lot of time in the theoretical sphere can make my head swim with terminology and constructs. As an outdoor education practitioner, as well as an administrator, the practical applications of evaluation theories and tenets are very important for me to learn about and discuss - easily as much as the concepts that undergird them. I need to be able to draw a straight line from theory to practice and peer-to-peer sharing helps me draw those lines.

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Ditto what Bubbly Jackrabbit suggested. More practice, less theory. (Please don't shortchange the theory, but I want and need to know how to apply specific tools in specific situations and acquire new cost- and time-effective evaluation "hacks" that also include individuals who often aren't invited to the evaluation table.) For instance, how can we gather data from those children who don't participate in our outdoor school programs? Who has had success in doing this in a responsive, respectful way? Often, the kids that don't attend outdoor school (for instance) are already marginalized. Are we compounding this marginalization by not figuring out a way to include their voices in the evaluative process?

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Having multiple presenters and taking turns leading different facets of each session really keeps my engagement level up, as do the breakout sessions and group padlet exercises. I am a visual person, so continuing to include as many photos and diagrams as possible to illustrate key points has also been helpful. Sometimes, the theoretical conversations in these sessions start to feel and sound like word salads (to me as I try to process them). Using concrete examples of each point or concept and illustrating the examples with imagery is extremely helpful for me as a visual-spatial processor.