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This reflective analysis details four approaches to an introductory course for evaluation learners within a methodologically focused graduate-level program on statistics, measurement, and research design. Evidence of student learning outcomes, or SLOs, was utilized within Gibbs’ reflective cycles to redesign the course using Fink’s integrated course design process. The purpose of each approach varied along a theory-practice continuum, including theory, theory-to-practice, practice, and evidence building.

Many instructors of program evaluation incorporate team-based service projects into their courses. What is often overlooked is that it provides a golden opportunity for students to reflect on the interpersonal skills necessary for teamwork. This paper explains how two instructors leveraged service project working groups to include reflection on interpersonal skills. Minor changes were made to the Team Performance Scale (TPS), a tool used for Team-Based Learning in medical education.

People and relationships matter in evaluation. While our literature is replete with examples and guidance about how one might go about using interpersonal skills in practice and the reasons why these skills are important, the pedagogy of interpersonal skill development regarding evaluation remains underdeveloped. In this practice note, an evaluation educator shares an intentional, purposeful, and ongoing activity for helping novice evaluators learn to build trust with stakeholders during a semester-long evaluation practice course.