Community, Theory, and Guidance

Benefits and Lessons Learned in Evaluation Peer Mentoring

Authors

  • Jenna M. LaChenaye University of Alabama at Birmingham
  • Ayesha S. Boyce University of North Carolina at Greensboro
  • Jenna Van Draanen University of British Columbia
  • Kristin Everett Western Michigan University

DOI:

https://doi.org/10.3138/cjpe.42118

Keywords:

graduate students, mentoring, new evaluators, teaching evaluation, training evaluation

Abstract

The majority of evaluation practitioners begin their career in allied fields and stumble into evaluation. As such, university offerings and evaluation professional development sessions have become increasingly popular. As the field continues to professionalize and new mentoring programs emerge, empirical work examining teaching and training in evaluation has gained traction. However, little is known about the role that opportunities such as mentoring play in evaluation training. The purpose of this article is to explore the expected and unexpected benefits of our experiences as participants in an evaluation mentoring program, lessons learned, and logistical and structural promoters of success in peer mentoring.

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Published

2019-01-21

How to Cite

LaChenaye, J. M., Boyce, A. S., Van Draanen, J., & Everett, K. (2019). Community, Theory, and Guidance: Benefits and Lessons Learned in Evaluation Peer Mentoring. Canadian Journal of Program Evaluation, 34(1), 102–117. https://doi.org/10.3138/cjpe.42118

Issue

Vol. 34 No. 1 (2019): Spring

Section

Research and Practice Notes

License

Copyright (c) 2019 Jenna M. LaChenaye, Ayesha S. Boyce, Jenna Van Draanen, Kristin Everett

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