EVALUATION-INFORMED PROGRAM DEVELOPMENT AND IMPLEMENTATION Syllabus
MONDAY & WEDNESDAY 1:30-3:20PM (W2009)
Welcome to 305.613! I am so pleased you have decided to join us to explore this very practical topic.
The 4-credit course provides a comprehensive introduction to program design and evaluation with specific emphasis placed on the development of community-based or organization-level interventions. During this course, students will be introduced to key concepts in program design, implementation and evaluation. This is not an evaluation research course. The evaluation focus is on using evaluation methods to inform the development of evidence-informed, evaluable programs. Students will learn skills important to program development and internal evaluation; these are also essential skills for program proposal writing. The course's new name: Evaluation-Informed Program Development and Implementation was suggested - and approved unanimously - by students who took the class in 2013. They believed this better described the course content than the previous name (Design and Evaluation of Community Health and Safety Interventions).
Most of the skills can be applied across many areas of public health. Students are encouraged to contribute real-world issues and challenges to discussions. The final paper offers each student an opportunity to develop an intervention program plan for a problem of interest to her/him. Several former students have gone on to implement their programs, or use them as a basis for a grant proposal, capstone project or dissertation. WELCOME!
Since effective evidence-based interventions cannot be developed, implemented, sustained, or transferred into new settings without recognition of context, students focus on integrating program evaluation methods throughout interventions: from early assessments, through program planning or adaptation, testing, delivery and measurement of outcomes. Introduces practical program planning, implementation and evaluation skills applicable in many different areas of public health. Topics include problem definition and analysis; assessing social and environmental factors that may impact the development, adoption, implementation , and outcomes of interventions; identifying intervention points; selecting among educational, regulatory, and technological interventions to achieve maximum likelihood of success; writing measurable program goals and objectives; designing implementation plans; developing an evidence-informed logic model; and program evaluability assessment..
Additional Faculty Notes: Student feedback from previous years confirms that students who are - or will be - working to develop interventions in community or organizational settings find the course content immediately relevant to their professional lives. Lectures have a real-world focus; and address challenges faced in developing interventions for the field - often with limited resources.
This is an adult-learner focused course that prioritizes practical skill-building to enhance the student’s core public health competency level. Educational activities include: interactive lectures and class discussion; individual and peer learning group exercises for critical skills development, specifically, application of conceptual frameworks and planning tools, and peer-review of projects in-development; self-directed reading in selected program development subject area; required and recommended reading; learning reflection.
Course Learning Objectives
Upon successfully completing this course, students will be able to:
- Describe, and illustrate with sample worksheets, the process required to develop or adapt, and implement an evidence-based program.
- Demonstrate their ability to use selected conceptual frameworks as part of this process.
- Demonstrate their ability to prioritize interventions using objective criteria
- Explain selected program evaluation methodologies (evaluability assessment, formative, process, outcome)
- Describe potential “unintended consequences” of interventions
- Prepare a persuasive executive summary.
- Complete a SWOT analysis of a program proposal.
- Use evaluative thinking to inform decision making in program development and implementation
- Demonstrate ability to develop a logic model.
- Demonstrate ability to write SMART objectives and corresponding evaluation indicators.
- Identify any advanced training needs; i,e., "Know what you don't yet know"
Student participating in the Injury Certificate and others interested in this topic area.
Additional Faculty Notes:
- Students who will be or hope to be involved in developing and/or implementing and/or evaluating community programs in the USA or internationally.
- Students who plan to develop and/or implement and/or evaluate disease and disability prevention and health promotion programs in organizational settings.
Students with diverse professional interests are welcome.
Additional Faculty Notes:
There are no prerequisites for this course.
Previous students have found it helpful to have completed introductory-level courses in epidemiology and health education/health promotion.
Methods of Assessment
Student evaluation is based on class and peer-learning team participation, a mid-term skills-development assignment, a final skills integration paper, and reflective learning log. Detailed rubrics, and where appropriate worksheets, are provided.
Additional Faculty Notes:
Students are encouraged to select a topic or project that is of real interest and professional relevance to them. Many students have implemented the projects they develop in this class. Others have used the class assignments to explore an area of interest and determine the feasibility of further intervention work in this area.
Student evaluation in 2014 is based on:
- active and informed class participation including worksheet completion (20%)
- mid-term assignment: problem analysis and logic model (30%)
- weekly learning reflections (10%)
- final skills integration paper (30%) with executive summary (10%)
1. W. K. Kellogg Foundation
a. Evaluation handbook**
b. Logic model development guide**
** Both WKKF texts are free and available (as a PDF file with accompanying worksheets) online at www.wkkf.org. They are also posted on the CoursePlus site
2. Coley, S.M., & Scheinberg, C. A. (2014). Proposal Writing: Effective Grantsmanship (4th edition). Thousand Oaks, CA: SAGE
This is an excellent resource on writing proposals to fund programs – i.e., it’s not a research grant writing book. It is practical, and describes many of the steps we will be following in the course. This text was recommended by former students. If you would like to preview it, please use the link below.
Additional faculty notes: There are many high quality, free resources on program planning and evaluation. I have provided links to many of these in the online library.
The Developmental/Formative Phase:
- understanding the problem
- identifying modifiable variables
- comparing intervention options
- community assessment
- preparing logic models
- testing program assumptions
- Preparing SMART objectives
- Evaluability assessment
- Process evaluation
- Selecting measurable indicators
- Introduction to evaluation designs (non-experimental, quazi-experimental, experimental)
- Evaluation challenges
Integration and Program Improvement
- Integrated program planning
- SWOT analysis
- Proposal improvement - lessons from grant review
Please see the course Session for a full list of dates and items for this course.
Classes meet on Mondays and Wednesdays from 1:30-3:20PM
Files from the Online Library
Extensive supplemental materials are made available to students in the course resources section.
Students are only accountable for reading/reviewing required resources.
Required readings or resources will be linked to the relevant class.
Highly recommended optional resources /readings are highlighted.
Students may download a zip file of all materials to review at their leisure.
Students who identify additional resources that may be of value to the class are encouraged to send these to Carolyn who will upload them to the online library.
Optional Service Learning Component (must be pre-approved by instructor)
An optional service-learning opportunity is offered to no more than five students as independent study credits that are taken concurrent with, and subsequent to, 305.613: Evaluation-Informed Program Development and Evaluation (4-credits).
The service-learning component is for students who are currently working with a community-based organization (CBO) to complete a project that will benefit the CBO and provide an opportunity for the student to apply skills taught in 305.613. In addition, students will be required to reflect on the service-learning experience. Projects suggested by the CBO may involve the application of one or several of the skills taught in the course. The scope, focus and specific deliverables of the service-learning project will be agreed upon by the CBO preceptor, Dr. Cumpsty-Fowler and the student.
Examples of potential projects include:
- Development of a logic model
- Development of an evaluation plan
- SWOT analysis of a program proposal
- Materials to support a strong grant proposal
(305.613) 3rd Term: Mondays and Wednesdays, 1:30 pm – 3:20 pm (4 credits)
(300.840.01) 3rd Term: Various hours on project; 4 hours/week typical (1 credit)
(300.840.01) 4th Term: Various hours on project; 4 hours/week typical (1 credit)
For more details please refer to the SOURCE Service Learning Recruitment document attached below.
Academic Ethics Code
Students enrolled in the Bloomberg School of Public Health of The Johns Hopkins University assume an obligation to conduct themselves in a manner appropriate to the University's mission as an institution of higher education. A student is obligated to refrain from acts which he or she knows, or under the circumstances has reason to know, impair the academic integrity of the University. Violations of academic integrity include, but are not limited to: cheating; plagiarism; knowingly furnishing false information to any agent of the University for inclusion in the academic record; violation of the rights and welfare of animal or human subjects in research; and misconduct as a member of either School or University committees or recognized groups or organizations.
Carolyn Cumpsty Fowler, PhD MPH
Office: Johns Hopkins School of Nursing Room 442
Office Tel: 443-287-0541 Mobile: 443-250-6797
Skype (by appointment): Carolyn Cumpsty Fowler
I believe education should be a life-defining and lifelong reflective process of discovery; this is as true for the teacher, as it is for the student. Good teaching is an authentic exchange of information and ideas, which respects the learner and their social, emotional and spiritual context. It transforms teachers and learners, individuals and communities, knowledge and wisdom.
It is always my hope that students will find much of what I teach practically relevant, useful to them and transferable to other areas of their lives. Teacher is a role I revere but a word I seldom use in reference to myself. I prefer to think of my role as a facilitator of learning. As an adult educator, I believe that all my students – no matter their previous education – are a goldmine of lived experience. They are to a great extent my co-teachers; helping me teach them in ways that work for them. My goal is that, with careful guidance, my students will discover - and further develop - relevant knowledge and skills they already possess. Sometimes all I need to do is help learners connect the puzzle pieces or the dots between things they are comfortable doing in other parts of their lives, and the skills and/or concepts I’m hoping to teach them. In other cases, where a skill is missing, I strive to help the student discover the relevance of this skill to their lives and consequently the motivation to master it. For this reason, my teaching style has always been very interactive. We collectively ask and answer many questions in class; I am a story teller and am comfortable sharing the lessons I have learned through my own failures.
What does this mean for you, the student?
To create an environment in which all feel comfortable expressing ideas, challenging assumptions and making the mistakes that are inevitable on a learning journey; we will establish a set of shared course norms. These will determine how we will work together in a way that is fully engaged, intellectually challenging and respectful. Everyone in the class (including me) will be held accountable for respecting these norms.
Because the skills taught in the course build upon earlier skills, and students provide feedback to each other, you are expected to meet timelines and come to class prepared.
The weekly educational reflection activity, although short, is a critically important component of your learning.
Disability Support ServicesIf you are a student with a documented disability who requires an academic accommodation, please contact Betty H. Addison in the Office of Student Life Services: firstname.lastname@example.org, 410-955-3034, or 2017 E. Monument Street.