APPENDIX A:  Moving From Responsive To Participatory Evaluation of Learning Communities  

Attribute	1995-1996	1996-1997	1997-1998	1998-1999
Evaluation ModelØ	Responsive	Responsive	Responsive	Participatory
Evaluation PurposeØ	Describe Learning  Community 1 Assess Basic Outcomes	Describe Learning Communities 1-3-- Including Cognitive Levels in Classroom Assess Basic Outcomes	Describe Learning Communities 2-6-- Including Cognitive Levels in Classroom Assess Basic Outcomes	Describe Learning Communities 4-9-- Including Cognitive Levels in Classroom Assess Basic Outcomes Investigate the Role of Instructors in Each Learning Community
Methods Ø	Observations Questionnaires--Learning Community and Traditional Student Individual Student Interviews Holistic Writing Assessment	Observations Questionnaires--Learning Community and Traditional Student Individual Student Interviews Holistic Writing Assessment Focus Group Interviews	Observations Questionnaires--Learning Community and Traditional Student Holistic Writing Assessment Focus Group Interviews	Observations Questionnaires--Learning Community, Traditional Student, and Alumni Exit Interviews Focus Group Interviews Holistic Writing Assessment Program Records
Evaluators Ø	"External" Evaluator and One Graduate Assistant	"External" Evaluator and Two Graduate Assistants	"External" Evaluator and Two Graduate Assistants	Evaluation Team-- "Internal" Evaluator "External" Evaluator Faculty Administrator Advisor Student Representative Graduate Student
Evaluation Focus Ø	Student Satisfaction Writing Skills Classroom Description Identification of Students Well-Suited to Learning Community	Student Satisfaction Writing Skills Classroom Description Identification of Students Well-Suited to Learning Community Faculty Characteristics Appropriate for the Learning Community	Student Satisfaction Writing Skills Classroom Description Identification of Students Well-Suited to Learning Community Faculty Characteristics Appropriate for the Learning Community Attitudes of Learning Community Alumni	Student Satisfaction Writing Skills Classroom Description Identification of Students Well-Suited to Learning Community Faculty Characteristics Appropriate for the Learning Community Attitudes of Learning Community Alumni Planning and Grading of English and Information Literacy Assignments Retention, including GPA's
Reporting ResultsØ	Interim Year End	Interim Year End	Interim Year End Short Timely Summaries	Web Site Presentations Short Timely Summaries A-Team Representatives Present Results to Each Learning Community Faculty Interim Summary Reports
Utilization of ResultsØ	Change in writing instruction	Further changes in writing instruction	Minor changes in student recruitment	Awareness of what makes  LCs work Awareness of importance of higher order thinking skills Recognition of importance of clear syllabus and expectations for students