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American Journal of Evaluation
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Teaching Evaluation From an Experiential Framework

Connecting Theory and Organizational Development With Grant Making

Melissa A. Kelly

University of Illinois at Chicago, mkelly27{at}uic.edu

Dan Kaczynski

Central Michigan University

The authors present an approach for educating future evaluators by connecting evaluation theory and practice, organizational development, and grant making through experiential learning. They position this discussion on the conceptual framework of a newly developed graduate-level evaluation course, Advanced Program Development and Evaluation, which offers a promising means for applying experiential learning to evaluation education. Students analyze theoretical relationships through an applied research perspective involving the development of an actual grant proposal. This type of approach to evaluation education serves to deepen students' knowledge of evaluation issues, foster critical examination of diverse evaluation orientations, illuminate the relationships between evaluation and organizational development, and actively engage students in developing and submitting a grant proposal. It also promotes civic engagement as students confront social issues.

Key Words: teaching evaluation • grant making • organizational development • course development • graduate education • experiential education

This version was published on December 1, 2008

American Journal of Evaluation, Vol. 29, No. 4, 547-554 (2008)
DOI: 10.1177/1098214008324181
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