Program Evaluation via Online Enterprise

Benefits of Web sites for evaluation

Having information in digital form reduces paper copies, takes less space than paper copies, provides readily accessible information and consistent copies of survey forms, and fosters improved communication. In the past, paper copies of evaluation reports were distributed to all faculty. Placing the evaluation reports online gives faculty and administration quick access to reports in one central location. Currently faculty feels comfortable if at least one paper copy of reports are kept in the College’s main office to prevent loss in the event of a major Web failure. Our university creates daily back up files of all Web documents to prevent permanent loss of items housed in the e-Enterprise system. In time we anticipate paperless evaluation.

Additionally, the evaluation Web site provides all faculty with identical copies of surveys and evaluation report forms, preventing the use of old survey forms or inconsistent use of forms. Surveys can be placed in folders or uploaded as individual items. When single items are visible, as shown in Figure 11, faculty can simply right click on the document, save it to their computer, and then open it. This provides everyone with the same version of surveys and forms. Faculty can then type directly on the form, such as the course evaluation form called the PEC file report shown in Figure 12 .

FIGURE 11 PEC Survey forms.

FIGURE 12 Forms are provided as standard word processing documents.

Another benefit of the Blackboard site is communication. Our university has three campuses and four nursing educational programs: baccalaureate, RN to baccalaureate, masters, and doctorate. The e-Enterprise program evaluation committee site within the larger, overall College of Nursing Web course site has improved communication within and across programs, as well as across campuses. The communication tab within the e-Enterprise course format enables the program evaluation committee chair to mass e-mail faculty about new items in the course site for their review. Thus new forms and reports can be promptly disseminated. E-mails can also be sent to select individuals, rather than the whole faculty. Figures 13 and 14 show how e-mails can be sent by clicking on the seventh icon (marked “Communication”) and then identifying who should get the e-mail. After clicking on one of the recipient categories (all instructors, select users, etc), type a subject and the e-mail message. Two steps are necessary to send the message in the Blackboard system. First click “Submit” and then click “OK.”

FIGURE 13 Blackboard facilitates communication by email.

FIGURE 14 Email may be sent to individuals or to groups.

Teaching faculty to use the e-enterprise site

Creation and distribution of a step-by-step pictorial helps faculty learn how to access the items within the course site. To create the frames capturing each step of the process, press both the “Alt” and “Print Screen” keys at the same time to create the screen capture. Then paste each screen capture into another file, such as a Microsoft Word document file. After each step is saved into this file it can be printed and disseminated. A picture is worth a thousand words, and this pictorial guide is helpful in mapping the steps used in the site to retrieve survey forms, minutes, etc.

Figure 15 shows the use of the discussion board icon (the ninth icon in the left column) for course evaluation. All courses in the four programs were uploaded into the discussion board so course faculty can simply click on their course title and upload course documents including the syllabus, schedule and course evaluation report. Then other faculty have access to course materials. To create these course sites, simply click on the “Add Forum” icon. No special access to the control panel is necessary. Type the course number and name in the subject line of the next frame, and in the box below that enter information about the items to be included such as “PEC file and evaluation discussion forum.” This is a new strategy we began using this semester and we hope it will improve communication about courses among faculty on the three campuses.

FIGURE 15 The discussion board is another way to communicate within Blackboard.

Online surveys for program evaluation

Additional Web course sites in the e-Enterprise system are created for conducting online evaluation surveys. All steps of this process are described in the article “Online Enterprise Surveys: Construction and Management.”

A major benefit of online surveys is the ability to rapidly gather and report survey data. Rapid reporting reduces the time from evaluation to action based upon evaluation.

Conclusion

The marriage of an e-Enterprise platform to an existing systematic program evaluation plan has been successful for the College of Nursing, and has expanded the use of Blackboard beyond simply teaching courses. The site reduces paper copies yet provides consistent survey forms and quickly accessible evaluation reports. Further, the online site fosters improved faculty communication by providing e-mail options and a single site for sharing course evaluations. While still in its infancy at our university, it has already provided a shortened time between data gathering and reporting. Ultimately, we are confident the platform offers a way to streamline the process of program evaluation.

REFERENCES

Stufflebeam, D. L. (1983). The CIPP Model for program evaluation. In G. F. Madaus, M. Scriven, & D. L. Stufflebeam (Eds.), Evaluation Models: View Points on Educational and Human Services Evaluation (pp. 117-141). Boston: Klumer-Nijhoff Publishers.

Waltz, C. F., Chambers, S. B. & Hechenberger, N. B. (1989). Strategic Planning, Marketing, and Evaluation for Nursing Education and Service. New York: National League of Nursing.

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