Collecting the Data

 

Real-time Observations (Cultural Diversity Training Sessions)

• Evaluator will attend and observe multiple cultural diversity awareness training sessions to gather information related to participant engagement, program content and review challenges and opportunities for improvement.

​​

Online Survey(s)

• Training participants will have the opportunity to complete a survey immediately following the training to evaluate content, content delivery and rate reactions to the training they've just received.

 

• Students will be asked to complete online surveys at semester end to rate in-class experience, as well give feedback related to interactions they've had in the college service areas.

 

Focus Groups

​

• Select training participants will meet as a collective and in the focus group share evaluative information related to their training experience and whether it has impacted the way they do business.  

 

• Further focus groups will be held with select students to gather additional feedback related to interactions they've had in the college service areas, as well as their in-class experiences.

 

Program Review/Development Meetings

​

• Staff facilitators will meet with evaluators to share information related to best practices, challenges and next steps.  It is possible that senior management could participate in the meetings, providing staff facilitators are comfortable sharing information.

 

• Evaluators will meet with the senior leadership team to discuss cultural diversity awareness training and record any additional information related the the program expectations and perceived next steps.

​

Analyzing the Data

 

Data collected, compiled and analyzed by evaluators, will seek to inform stakeholders with regard to the Cultural Diversity Awareness training in the following ways:

​

• Do staff and faculty at the college have a heightened awareness of cultural diversity?

• Are staff and faculty at the college conducting business with greater sensitivity to cultural diversity?

• Do culturally diverse students feel better supported at the college?

• Is the Cultural Diversity Training Workshop effective?  What steps could be taken to improve the training?

• What are some next steps in sustaining the Cultural Diversity Awareness program?

​

In Reconceptualizing Evaluation Use:  An Integrated Theory of Use, Kirkhart (2000) discusses the dimensions of time and specifically how evaluation is now seen as a more open ended process.  Most certainly,  this initiative provides for ongoing change, and in considering Kirkhart's dimensions of time, the evaluation process is designed to have an immediate influence by engaging key stakeholders in the planning and implementation process.  It will also serve to have an end-of-cycle influence in that planned reporting will help key stakeholders (facilitators, senior leadership team) to determine what the next best steps are and areas for improvement.  Finally, the evaluation will seek to have a long-term influence by looking at the sustainability of the diversity training and whether students are being positively  impacted over the longer term.

​

​

​