OUR METHODS

Evaluation involves collecting and analyzing information about program activities, characteristics, and outcomes. Its purpose is to make judgments about a program, to improve its effectiveness, and/or to inform programming decisions (Patton, 2014). This framework allows stakeholders to “be better positioned to conduct effective evaluations of administrative programs and provide leaders access to the data necessary to make informed decisions” (USDA, 2018, p. 11). This approach will promote ethical practices for conducting evaluative research for building/maintaining community trust. Rather than the “giver” or “gatherer” of information (expert), the role is to share facilitation roles to equally value local knowledge (empowerment). From expert to empowerment is manifested through interactive data collection techniques, like transect walks, group discussion, matrices for ranking needs and other active ways of engaging the community. It parallels the qualitative/action research paradigm (Guba & Lincoln, 1981) and the empowerment of local communities with learners as co-creators of knowledge (Freire, 1970).

VALUES

According to Stuffelbeam (2001), evaluations are grounded in clear and appropriate values, principles, attributes, or qualities held to be intrinsically good, desirable, important, and of general worth. Ensuring evaluation is conducted in diverse settings within communities requires the ability to create, communicate, and disseminate culturally relevant results, considering societal values and equity. This framework considers personal values and how to minimize bias in evaluations through active and experiential learning methods. The American Evaluation Association’s (AEA) Guiding Principles emphasize the importance of an evaluators’ obligation to not only become knowledgeable about other cultures, but also have the competence to evaluate the context in which the evaluator operates.

ACTIVE AND EXPERIENTIAL LEARNING

Active and experiential learning involves fostering attitudes, developing, and practicing skills, and promoting understanding of concepts and models (Silberman, 2006). Kolb’s (1984) experiential learning has four elements. The first is concrete experience, such as farmer field schools to observe impacts of agroecology with early adopters. This promotes observability of the innovation prior to a decision to adopt agroecology approaches. The second element is reflective observation. This refers to being provided opportunities to reflect and critically think about what was observed in the concrete experience stage. The third stage is abstract conceptualization and indicates the importance of connecting increased knowledge to other situations. The fourth stage is active experimentation. This stage might include living laboratories with experimental plots. These active and experiential strategies engage users and beneficiaries in evaluation processes with the use of evidence in decision-making about the attributes of an innovation.

LEADERSHIP

Brungardt’s (1996) Model of Leadership Development incorporates leadership trainings and workshops (specific skills), leadership education (formalized leadership theoretical knowledge), and leadership development (active learning application and reflection). Specific leadership trainings and workshops would be facilitated for partners to lead in settings where complex problems need to be addressed. This requires the ability to work in teams, ethical decision-making, and intra and interpersonal communication (see Figure 1). The addition of leadership programs for stakeholders will enhance further adoption to promote continuance of innovations in communities.