This practice note illustrates a situation where, as program evaluators,
we crept beyond the provisional boundaries set by our Developmental Evaluation
(DE) goals to facilitate learning. Our DE was initially focused on one program which
was being designed for online delivery in higher education. During the DE of this
program, questions and themes arose which had larger organizational applicability;
we were asked to help design a strategic learning session that addressed a large group
of stakeholders within which existed the tiny subset of stakeholders engaged in the
original DE. This practice note describes how we negotiated the emergent purposes
of the DE with the need for intentional pivots within the strategic learning session
to serve our intended subset of stakeholders with their project as well as stimulate
evaluative thinking within the larger stakeholder group.