Darcey commented on Groups 2 and 3.
Carol commented on groups 2 and 3
Program Evaluation: Fit ‘n Fun
Roles: Carol Freemen – Evaluator
1, Editing, Proofing, Posting
Darcey Mitschelen – Evaluator 2,
Introduction, Reflection, References, Editing
Ball State University
Introduction
Fit ‘n Fun is a program for adults
who are desiring the exploration of healthy lifestyle options, stemming from a
variety of reasons. The program is created and based on the narrative learning theory. Narrative learning presents
curriculum in story form, utilizes case studies and role-playing, and
encourages autobiography through journals, logs and blogs (Clark &
Rossiter, 2008). Narratives allow for filtering information, adding it to prior
knowledge, and developing a new understanding through the five senses. The Fit
‘n Fun program brings these fundamental aspects into its design by including
guest speakers, group discussion, reflection, and journaling in its
instructional segments. In addition, the objectives focus on the gathering of
information in order to rethink, re-evaluate, and re-story prior learnings
leading to the next healthy steps.
Two evaluators were contacted to
review the Fit ‘n Fun program to insure that the design supported the
objectives and that the narrative learning style was found in the program’s
structure and activities. Each evaluator was given an evaluation form, copy of
which can be found at the end of this design evaluation, and accompanied by the
program design. The first evaluator is Mr. Michael Gault and was contacted in
person. Gault earned his B.S. from Indiana Wesleyan University and his M.A.E.
from Ball State University. Retired from teaching, he is a Student Success
Coach at Indiana University Kokomo and serves on the Kokomo-Center School
Board. As an educator, he taught Health and Physical Education, qualifying him
as an expert in the process, benefits, and reasoning behind adapting a healthy
lifestyle.
The second evaluator is Ms. Deborah
Weaver. Weaver was contacted through email. A copy of the email is located at the end
of this document. Ms. Weaver is the Director of Adult and Community Education
for Elkhart Community Schools, Elkhart, Indiana. Weaver earned a B.S. in Social
Work and a M.P.A. with emphasis in Non-profits from Indiana University, South
Bend. Her extensive experience in program development, particularly in
community education, brings expertise in design elements of organization,
substance, and sustainability.
Program Evaluation
Evaluator: Mr. Gault
When Mr. Gault evaluated our program, he
initially focused on the logistics inasmuch as our target audience and grammar.
He stated that we were not clear in identifying our target audience or why we
chose the narrative learning method. In hindsight I realize we could write a
more in-depth introduction and conclusion to prepare someone who is not
currently enrolled in the class and therefore hasn’t read the blogs leading up
to this point. He also made some grammar notations that he said would make for
easier reading of the program.
Before making more comments on the program
design Mr. Gault actually came into my office, program in hand, to seek
clarity. He had printed the program design out and at a glance, I could see
multiple highlights and ink pen notations. At first I was a little intimidated
but I soon came to realize that he just wanted to make sure he understood the
program the way it was meant to be. This was actually very helpful realizing
the best information to provide if I would need to present a proposal for a new
program design in the future.
Upon rereading the design, post
corrections, Mr. Gault was very pleased with the idea of educating adults on
the best practices adopting a healthier lifestyle. He was impressed that it was
designed for adults who understand the need but may not have the desire to make
the necessary changes. He also appreciated the use of narratives by
incorporating lectures from individual success stories and also group
reflection. He suggest that after making the necessary tweaks, I present it to
the local community center because they are always looking for new fitness
ideas. Overall he believes that this is a doable program and that we should
move forward with it.
I generally agree with Mr. Gault’s
evaluation. Our concentration on our target audience was genuine because it
describes both members of our group. Therefore we could use ourselves, as well
as our short-comings, to frame the coursework. However class size will
determine if we are able to distinguish age groups or provide modifications for
activity level. Although implementing the program may not be as easy as introducing
it to the local community center but with the correct backing, finding
qualified lecturers, and advertisement; I believe there is a strong possibility
of successfully bringing it into existence.
Evaluator:
Ms. Weaver
After a discussion on narrative learning, Ms. Weaver
provided the following feedback:
·
What do you like most about our syllabus
design?
o
The
objectives were clear and concise.
o
The
action plan provided a variety of methods for students to get an understanding
of the topic.
o
The
class schedule was effective in that it outlined the objectives, features,
resources, activities, reflection and journaling. Students will be able
to come to class knowing what to expect each class session.
o
What
I liked the most about the syllabus design was the reflection questions which
prepared students ahead of the class time with what to gain from the class
presentation, etc.
· What do you think should be
improved? Why? How?
o
There
is a need for an outline of the anticipated measureable outcomes. Number
of students whose attitudes changed? Number of students who will start to
participate in an active lifestyle? Number of students who plan to
continue journaling? Number of student referrals? I think there could be
number of outcomes that could and should be measured.
Good Work!
Additional,
in a follow-up conversation, Ms. Weaver is considering bringing this program to
her Community Education Board for their consideration and has asked for written
information on narrative learning. It is acknowledged that additional work
would be needed before offering it to the community including budgeting,
financial support/commitment of health providers, and marketing. In addition,
Weaver understands that “learning in adulthood is an intensely personal
activity” (Merriam, Caffarella, Baumgartner, 2007, pg. xi) and acknowledging
that each student brings a unique story to the learning that will provide a
foundation for adding new stories, and ultimately a new understanding that can
be acted on. That is Fit ‘n Fun!
Student Reflection
It was satisfying to get
confirmation from both evaluators that our program had a good design framework
in which to build on and to expand. The feedback concerning the use of
reflection and journaling supported what we felt would be a necessary component
to the success of the program. We had discussed the need for additional
information on narratives in both the design and in sharing with the evaluators
as well as providing some success measurements, but had rejected the needs as
they appeared to be outside of the outlined assignment. However, we recognize
the need for including some background on narratives with program staff and
with students with hopes of enhancing the learning process. In addition, all
programs need a form of measurement in order to determine the value of the
program and its future. Any implementation of Fit ‘n Fun will include student
evaluations along with follow up with students to gauge effectiveness and
viability of the program.
References
Clark, C., & Rossiter, M. (2008). Narrative
learning in adulthood. New Directions for
Adult and Continuing Education, 119 (Fall), 61-70. Doi:10.1002/ace.306
Merriam, S.B., Caffarella, R. S.,
& Baumgartner, L. M. (2007). Learning
in adulthood: a comprehensive guide. San Francisco, CA: Jossey-Bass.
Class
Project -Program Design Evaluation
As you are aware, my most
recent group project for EDAC 634 – The Adult as the Learner with Dr. Bo Chang was
a program design focused on healthy living. The next step in the process is to
have several educators evaluate the design. Would you be willing and available?
In your
evaluation please provide us with the following feedback. Please do not
hesitate to ask questions.
- Your role
and position (you may use a pseudo name if you would not like this
information to appear in our blog).
- What do
you like most about our syllabus design?
- What do
you think should be improved? Why? How?
In addition,
please add any additional information that may help us to continue to build on
our work.
Thank you for supporting
me in this endeavor.
Submitted evaluation by
Michael Gault
Role and Position
|
Student
Success Coach at IUK
Member
of Kokomo-Center School Board
Recently
retired Health and Physical Education Teacher
|
What
did he like most?
|
Narrative
Lectures and Group Reflection
|
What
should be improved?
|
Grammar
and clarification of our target audience
|
Why
and How?
|
Grammar
corrections should be made to make the design easier to read. Target audience
was confusing as far as age range. Are there minimum/maximum age requirements
and will the classes be broken into age ranges. Consider if a 25 year old
should be in the same group as a 65 year old. Will it impact the level of
physical activity?
|
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The month of November proved to be much smoother than
October in regards to building on and nearing completion of our group project. With
our group of two we were able to finish strong. I have a much clearer insight
in researching and designing a program. Which says a lot considering my
undergraduate degree is in Communication Arts, not Education, so I literally
had no preconceived ideas of what designing a program entailed.
