It’s Time to Make More Room for Program Evaluation in the Education Doctorate Program
DOI:
https://doi.org/10.5195/ie.2023.335Keywords:
education doctorate, program evaluation, improvement science, Carnegie Project on the Education Doctorate (CPED)Abstract
This essay highlights the value of an applied methodology course in program evaluation in the education doctorate program by exploring several benefits that it offers to enhance a doctoral student’s ability to solve complex problems of practice. Observations and recommendations are made based on designing and teaching two cohorts of EdD students in a program evaluation course. Improvement science is referenced throughout to highlight how the two may complement each other, not to place a higher value on one or the other. How and where program evaluation and improvement science appear to have possible areas of overlap, along with a brief overview of the major differences, are discussed. The author maintains that both program evaluation and improvement constitute a tremendous capacity to provide the ideas, tools, and approaches to prepare students to be the change agents they hope to aspire to be in their present and future roles as scholarly practitioners.
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