72 - Creating multi-generational spaces in a University-based model for uplifting new perspectives in evaluation

Abstract Information: The impact and value of the evaluation field is weakened by a lack of meaningful engagement of new and diverse perspectives. In this session, we share our multi-generational approach within a university-based center to encourage evaluators at all stages in their careers to bring forth new ideas, practices, and creative approaches to evaluation. We are a community of graduate students, postdoctoral scholars, alumni, and academic staff at the Wisconsin Center for Education Research (WCER) at the University of Wisconsin-Madison (UW) who have created structures, space, and processes for multi-generational evaluators and community partners to address intergenerational injustice through program evaluation. We tell our story of how the WCER Clinical Program was developed, both in response to the need for systematic, applied learning in Culturally Responsive and Equitable Evaluation (CREE) for university-based students and accessible, high-quality evaluation for local community-based partners. We share our model of cultivating the multi-directional building of new and promising evaluation knowledge and practices, highlighting two of our approaches- seminars and applied evaluation practice. The bi-weekly seminars function as a community of practice bringing together a multi-generational group to engage in CREE. This group includes undergraduate students and graduate students (Fellows) and postdocs, early and mid career, elders, and community partners with content, context, and/or methodological expertise specific to CREE (Mentors). In these seminars, Fellows and Mentors co-facilitate, share, and reflect on effective and emerging practices to stay accountable to racial equity, community engagement, and critical reflection. These learnings are rich and valuable in part due to their diverse career experiences and racial, ethnic, religious, gender, and social identities inform their evaluation practice. Fellows and mentors are encouraged to bring their lived experiences and whole selves to their practice. Fellows and Mentors also work on applied projects together with partners that include local community centers, youth advocacy groups, schools and school districts, city and state agencies, and research, evaluation or policy organizations. We will discuss examples of these applied projects, such as Fellows training of high-school aged youth to support local community centers and schools in program evaluation. The seminars and applied projects scaffold professional development and also innovate ways to learn with, from, and for one another—to do evaluation in service to our communities. Through our practice we strive to spotlight evaluation's activating roles as a verb, not simply a descriptive noun or adjective. We are fueled by provocative questions posed: In whose Name is our work being done? In whose Best Interests? How do we Know? More specifically, what is the evidentiary base from and across multiple relevant stakeholder vantage points? We will present impacts of the Clinical Program, including promoting community-centered, equity-focused, actively engaged, and real-world learning and for traditionally underrepresented evaluators at all stages of their training.