Spring 2026 SOWK 460 Class 15 Weekly Email

MyHeritage Syllabus Presentations Emails

Unit Introduction and What You Will Learn

Week 15 is asynchronous, so there is no in-person class. Students are working on finalizing their presentations (and final papers). To give students focused time preparing for the end of the semester, there are no forums. Students have one final journal to complete.

Unit Assignments

A-04a Individual Weekly Journal Entries

You can find the forum for the last journal entry at W-15 A-04a Journal Entry 10 is due Monday 5/4, 8:00 AM.

Assignment 04: Group Program Evaluation Project

The majority of the coursework for this class is related to the students’ group program evaluation project. The assignment has been broken up into smaller parts. The culmination of this assignment is a final executive summary-style paper and a presentation discussing the results of the completed program evaluation. Students work as a learning team to complete this assignment in groups of three to five. These teams will work together to create the executive summary and deliver the final presentation. Students will also jointly develop the group logic model and group work plan. Each group member will also be responsible for posting in their weekly journal.

Assignment 04e: Program Evaluation Group Presentation

Meta: Points 200 pts (20% of student’s final grade); Deadline During class Monday 05/04/26; Submission via in-person presentation; Locations MyHeritage Assignment Detail and Assignment Description and Rubric Handout.

Purpose: Sharing the results of our research is a vital aspect of the research process. This presentation allows students to provide an academic presentation regarding their research findings. Furthermore, it will enable students to formally present their findings to agency staff and effectively disseminate their research.

Task: Along with submitting the final paper for the student’s research project, it is also recommended that students return their findings to the agency where they completed their program evaluation through a presentation. Along with offering the agency a copy of the final report, students will invite staff to participate in a final presentation to discuss their findings. This final presentation will occur during week 16, on Monday, 05/04/26, during class time. If students would like to present at a different time accommodate the program evaluation stakeholders’ time, they can request this from the instructor. The group presentation is about 15 to 20 minutes long. All the students will receive the same grade for the presentation, and each student is expected to have some part in presenting. Presentations will approximately follow a format like the one listed here:

1. Introduction and Stakeholder Engagement
   a. Introduction (1 slide)
   b. Connections to Scholarship (1-2 slides)
   c. Evaluation Purpose (1 slide)
   d. Stakeholders (1 slide)
2. Cultural Competence (1 slide)
3. Description of the Program Being Evaluated (1 slide)
4. Logic Model (1 slide)
5. Evaluation Design
   a. Evaluation Questions (1 slide)
   b. Design, Methods, Indicators & Standards (1 slide)
6. Analysis, Results, & Interpretation
   a. Analysis (1 slide)
   b. Results (3-5 slides)
   c. Interpretation (1-2 slides)
7. Use & Dissemination (1 slide)
8. References (1 slide)

Success: Students will facilitate a showcase of their research using strong presentation skills. See Appendix D Academic Presentation Rubric for the Program Evaluation for the basis of the feedback and grades. I will provide feedback before final grades are due by Wednesday 05/20/26 at 5 PM.

Appendices D. Academic Presentation Rubric for the Program Evaluation

The Academic Presentation Rubric for Program Evaluation evaluates organization, content, references, and delivery. The organization section assesses audience targeting, topic alignment, accuracy, and logical flow. Content evaluates adherence to assignment requirements. APA formatting and style are also assessed. Delivery assesses visual aids for quantity, clarity, attractiveness, and relevance.

Description	Initial	Emerging	Developed	Highly Developed
Presentation Organization (audience, topic, accuracy, and logical sequence)	Zero to one of the four assessed areas fits the highly developed standards listed in the rubric.	At least two of the four assessed areas fit the highly developed standards listed in the rubric.	At least three assessed areas fit the highly developed standards listed in the rubric.	Audience: The presentation targets a scholarly audience with limited subject knowledge. Topic: It accurately follows the issues described in the syllabus. Accuracy: The information provided is factual and brought from scholarly sources. Logical Sequence: The presentation follows a logical and goal-oriented sequence that provides sufficient context for the audience.
Presentation Content: Completeness (follows assignment description)	The presentation does not follow the assignment description for what content to include.	The presentation includes five of the assigned content areas.	The presentation includes seven of the assigned content areas.	The presentation provides information related to all of the identified components, including an introduction, stakeholder engagement, cultural competence, program description, logic model, evaluation design, analysis, use plan, and references.
Presentation Content: Conceptual Foundations (explains what the program is and why the evaluation exists)	The presentation includes limited or unclear information about the program and evaluation context. Key elements such as the evaluation purpose, stakeholder engagement, cultural considerations, or connections to scholarship are missing, inaccurate, or insufficiently developed.	The presentation includes several elements related to the program context and evaluation purpose, with some attention to stakeholders, cultural competence, or scholarship. However, the information may be uneven, underdeveloped, or inconsistently connected to the overall evaluation.	The presentation clearly describes the program context and evaluation purpose and appropriately addresses stakeholder engagement and cultural competence. Relevant scholarship is used to support the evaluation rationale; however, these elements are presented largely as discrete components rather than as an integrated framework guiding the evaluation.	The presentation clearly articulates the program context, evaluation purpose, stakeholders, and cultural considerations. Connections to relevant scholarship are integrated to justify the evaluation focus and design.
Presentation Content: Evaluation & Findings (explains what was done and what it means)	The presentation provides minimal or unclear information about the evaluation process and findings. Key components such as the logic model, evaluation design, results, or interpretation are missing, inaccurate, or difficult to follow.	The presentation includes multiple components of the evaluation process and findings, such as the logic model, methods, or results. However, explanations may lack clarity, depth, or consistency, and the interpretation or use of findings may be limited or underdeveloped.	The presentation clearly explains the evaluation design, logic model, and findings. Results are presented accurately and are generally easy to follow. Interpretation of findings is appropriate and begins to address implications for practice or use of results, though connections among design, findings, and recommendations may be uneven or underdeveloped.	The presentation demonstrates a cohesive and analytically strong evaluation narrative. The evaluation design, logic model, findings, and interpretation are tightly aligned, with results clearly linked to evaluation questions and methods. Interpretation of findings is thoughtful and well-supported, and implications for practice or use of results are clearly articulated and grounded in the evaluation data.
Presentation Content: Scholarship (references)	References are not provided or discussed during the presentation.	There appears to be some attempt to describe the sources of information provided.	The presentation includes a reference list that generally looks like APA format.	The presentation slides include in-text citations identifying the sources of information throughout the presentation. The end of the presentation contains a reference list with citation entries in APA format. During the presentation delivery, the speaker will refer to the studies and their authors where appropriate.
Presentation Delivery: Visual Aids (quantity, attractiveness, clear, and additive)	Zero or one of the four assessed areas fits the highly developed standards listed in the rubric.	At least two of the four assessed areas fit the highly developed standards listed in the rubric.	At least three assessed areas fit the highly developed standards listed in the rubric.	Quantity: There are enough slides used in the presentation to provide a visual aid for the information required. Attractiveness: the slides are visually appealing. A theme is in the presentation. Clear: The slides are easy to read and do not contain too much text. Additive: The visuals used in the presentation are appropriate and enhance the message.

Unit Resources

You can find the flyer for presentations with your agencies. I also created a Google Doc for people to sign up to help bring some of the Light Refreshments for the Student Program Evaluation Symposium.

To-Do Lists

• Complete your final journal entry
• Prepare A-04e: Program Evaluation Group Presentation
• Potentially sign up to bring something for the presentation next week.
• Please complete your final course evaluation