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University of Southern California

Leonard Davis School of Gerontology

Gerontology 555: Online Class

Spring 2017

George Shannon, MSG, Ph.D._
Office: Room 231 (across from Smart Classroom, Gero 230)
Office Hours: Tuesday 12:00 PM – 2:00 PM, by appointment,
Cell Phone/Text: (323) 821-6813
E-mail: / Teaching Assistant
Cindy Tsotsoros, MSG

COURSE DESCRIPTION

There are several career paths available to students after graduation. However, in order to be content and successful in your career, it isimportant for you to develop the skills that will allow you to perform certain essential tasks at a professional level. One of the skills that you will almost certainly need is program evaluation. As a working, professional Gerontologist, you may be asked by your employer to evaluate evidence-based programs that have demonstrated some success atimprovingthe health outcomes and quality of life for older adults living in the community, for example.

To determine the overall, efficacy and effectiveness of a particular project, program evaluatorsassess the following processes: Program design, outreach to targeted communities, needs assessment, structured or semi-structured interviews and focus groups, implementation efforts, outcomes/impact, and program effectiveness. In this class, we will analyze general principles of evaluation, with a focus on the RE-AIM evaluation framework. The RE-AIM framework provides a concise structure to view the tasks associated with program evaluation; it is currently mandated by the Administration on Aging for evaluating many federally funded projects and is a preferred tool by manyother program funders. The goal of this class is to create an understanding and awareness of the processes involved in developing an evaluation proposal. You are encouraged to ask questions if you do not understand something.The Rossi Chapter Lecture/PowerPoints will be presented by me and posted in the Class PowerPoints/Handouts section of Blackboard on Thursday at 2:00 PM PST. I will post a link, weekly,in the Assignments Section of Blackboard for that week. Print the handouts and keep them in a notebook as reference materials.

“The right way to do things is not to try to persuade people you're right but to challenge them to think it through for themselves.” -- Noam Chomsky

COURSE STRUCTURE

This course is administered through the USC Blackboard Learn learning management system (LMS), accessed at All course work and normal communications will be managed through the LMS. Matters of a personal nature can be communicated to the instructor by email. The instructor maintains office hours, detailed above, for face-to-face discussions. In-person meetings may be arranged at other times by emailing the instructor.

COURSE OBJECTIVES

At the end of this course, students will be able to:

  1. Discuss the importance of program evaluation in social research
  2. Conduct research and evaluation from an interdisciplinary perspective
  3. Differentiate between randomized control trial (RCT) and quasi-experimental designs.
  4. Explain the advantages of mixed methodsresearch strategies.
  5. Developan approach to program evaluation, including:
  6. Creating a logic model
  7. Conducting stakeholder interviews and focus groups
  8. Creating a needs assessment survey
  9. Understanding the RE-AIM evaluation framework
  10. Performing basic mixed methods (qualitative and quantitative) data collection and analysis
  11. Writing an evaluation proposalor evaluating an existing program

REQUIRED TEXTBOOKS

Text: Rossi, Lipsey & Freeman, 2004. Evaluation: A Systematic Approach (7h Edition).Thousand Oaks: Sage Publications Ltd.

Text: Curry, L. & Nunez-Smith, M. 2015.Mixed Methods in Health Sciences Research: A Practical Primer. Thousand Oaks: Sage Publications Ltd.

Online Evaluation Resources:

  • Evaluation Strategies for Human Services Programs: A Guide for Policymakers and Providers.
  • W.K. Kellogg Foundation. (1998). Evaluation Handbook: Philosophy and Expectations.
  • W.K. Kellogg Foundation: Logic Model Development.
  • The RE-AIM Framework.

Articles for Presentations

  1. Glasgow, R. E. Vogt, T, M. & Boles, S. M. (1999). Belza, B., Toobert, D. J., & Glasgow, R. E. (2007). RE-AIM for Program Planning: Overview and Applications [Monograph]. Retrieved from
  2. Schwingel, A., Gálvez, P, Linares, D, Sebastião E. 2016. Using a Mixed-Methods RE-AIM Framework to Evaluate Community Health Programs for Older Latinas. J Aging Health. pii: 0898264316641075.
  3. Belza, B., Toobert, D. J., & Glasgow, R. E. (2007). RE-AIM for Program Planning: Overview and Applications [Monograph]. Retrieved from
  4. Planas L. G. (2008). Intervention Design, Implementation, and Evaluation. American Journal of Health-Systems Pharmacy, 65, 1854-1863.
  5. Kohn M., Belza B., Petrescu-Prahova M., Miyawaki C. E. 2016. Beyond Strength: Participant Perspectives on the Benefits of an Older Adult Exercise Program. Health Educ Behav. 43(3), 305-12. doi: 10.1177/1090198115599985.
  6. King, D. K., Glasgow, R. E., & Leeman-Castillo, B. (2010). Reaiming RE-AIM: Using the Model to Plan, Implement, and Evaluate the Effects of Environmental Change Approaches to Enhancing Population Health American Journal of Public Health |100 (11), 2076-2084.
  7. Jilcott, S. B., Ammerman, A. S., Sommers, J., & Glasgow, R. E. (2007). Applying the RE-AIM framework to assess the public health impact of policy change. Annals of Behavioral Medicine, 34, 105-114.
  8. Goode, A. D & Eakin E. G. 2013. Dissemination of an evidence-based telephone-delivered lifestyle intervention: factors associated with successful implementation and evaluation. Translational Behavioral Medicine, 3(4), 351–356.
  9. McGoey, T.Root Z, Bruner MW, Law B. 2015. Evaluation of physical activity interventions in children via the reach, efficacy/effectiveness, adoption, implementation, and maintenance (RE-AIM) framework: A systematic review of randomized and non-randomized trials. Prev Med. 82:8-19. doi: 10.1016
  10. Spencer, L, M., Schooley, M. W., Anderson, L.A., Kochtitzky, C.S., DeGroff, A.S., Devlin, H.M., et al. 2013. Seeking best practices: a conceptual framework for planning and improving evidence-based practices. Prevention of Chronic Diseases, 10, 1-9. DOI:
  11. Ory, M.G., Altpeter, M., Belza, B., Helduser, J., Zhang, C. & Smith, M. L. 2015. Perceived Utility of the RE-AIM Framework for Health Promotion/Disease Prevention Initiatives for Older Adults: A Case Study from the U.S. Evidence-Based Disease Prevention Initiative. Front Public Health(2), 143, 1-18. doi:10.3389/fpubh.2014.00143.
  12. Samia, L.W., Aboueissa A.M., Halloran J., Hepburn K. 2014. The Maine Savvy Caregiver Project: translating an evidence-based dementia family caregiver program within the RE-AIM Framework. Journal of Gerontological social Work,57(6-7):640-61. doi: 10.1080/01634372.2013.859201.
  13. D. A.Dzewaltowski, R. E.Glasgow, L. M.Klesges, PaulA.Estabrooks & E.Brock. 2004, RE-AIM: Evidence-based standards and a web resource to improve translation of research into practice. Annals of Behavioral Medicine.28(2), 75-80
  14. Estabrooks, P A. & Allen, K. C. 2013. Updating, employing, and adapting: a commentary on what does it mean to “employ” the re-aim model. Evaluation Health Professionals, 67-72. doi:10.1177/0163278712460546
  15. Neta, G., Glasgow, R. E., Carpenter, C. R., Grimshaw, J. M., Rabin, B. A., Fernandez, M.E., & Brownson, R. C. 2015. A framework for enhancing the value of research for dissemination and implementation. American Journal of Public Health, 105(1), 49-57.
  16. Gaglio, B., Shoup, J. A. & Glasgow, R. E. The re-aim framework: A systematic review of use over time. 2013.American Journal of Public Health, 103(6), e38-e46
  17. Compernolle et al.2014. A RE-AIM evaluation of evidence-based multilevel interventions to improve obesity-relatedbehaviours in adults: a systematic review. International Journal of Behavioral Nutrition and Physical Activity 2014, 11:147
  18. Harden, SM, Gaglio B, Shoup JA, Kinney KA, Johnson SB, Brito F, Blackman KC, Zoellner JM, Hill JL, Almeida FA, Glasgow REEstabrooks PA. 2015 Nov 8. Fidelity to and comparative results across behavioral interventions evaluated through the RE-AIM framework: a systematic review. Syst Rev.;4:155. doi: 10.1186/s13643-015-0141-0.

COURSE REQUIREMENTS AND ASSIGNMENTS

This eclass is designated as a Thursday class. I will be posting links to my weekly class lectures in the section on Blackboard - Gero 555 Weekly Class Lectures. Post your written Abstracts (WORD DOCS, ONLY) in the section entitled Written AbstractSubmissions and your narrated PowerPoint presentations in the Presentations section of Blackboard.You can find the sign up list for writtennarrated PowerPoints in Google Drive, I will send you a link. Google will update the sign-up sheet to show current sign ups as you enter your choices for written Presentation and presentation dates. Any changes you make will be kept, so be careful not to change anyone else’s choices or save the doc in your name – just put your name in the document and the first name of the author. It is first come, first choice. If you have a conflict, work it out with the person who has the choice you need.

In addition, please post your narrated presentation in the appropriate folder in Google Drive.

You must do one written abstract and onenarrated presentation (on the same article; your presentation should be based on your abstract). Sign up on Google Drive.

Written Abstract Format:

Your Abstracts should be grammatically/stylistically acceptable, one to two pages in length, single-spaced, left margin (see below), Times New Roman 12. Cite to help class members find sources.

Evaluation of your effort will be based on the completeness of your Presentation, including grammar and style. Use the following as a format for your Abstracts:

Name:

Gero 550

Date Due:

Full reference for article you are reviewing, using APA Publication Guidelines, 6th edition.

  1. Summary: Summarize the thesis or main idea of this article in one clear and concise sentence or two. You might accomplish this by beginning your sentence with the following, “The author(s) argued …”
  2. Main Points:
  1. List three main points from the chapter/article. These should be stated in one or two sentences each.
  2. Your goal is to give other students the benefit of your evaluation of the material.
  1. Analysis:
  1. Analyze the article using these headings.
  2. What are the results and/or conclusions?
  3. Do you believe that the authors provided a persuasive argument? Why or why not?
  4. How does this article relate to the topics and themes addressed this week in classwork?
  5. Did you like this article (or not)? Briefly, discuss its strengths and weaknesses.
  6. What does the article add to your knowledge of aging and/or program evaluation?
  7. Please state your evaluation of the article or Chapter and indicate what you think is its most salient contribution to your development as a program evaluator?
  8. Include background information about the author here, if pertinent to our understanding of the author’s perspective on the issue(s).

Thanks to Professor Vern Bengtson

Video Presentations(Videos must as Narrated PowerPoint and be posted byThursday noon, on the day it is due. Written Abstracts, likewise, must be posted by noon of the day they are due.)

The articleor Curry chapter to be presented and the dates for each are listed in the weekly assignments section of the syllabus. Before the second class, you will choose book chaptersor articlesto Presentation and present. Enter your selections in the designated Google Drive folder for Gero 555 2017. Be sure to sign up after the first eclass. These presentations will be informal, but informative. Please, do not just read the slides as you present them, use them as a reference. I would like to know what you actually got out of the reading. Videos must be narrated PowerPoints (be sure you know how to transfer the audio component of the narrated PowerPoints to Blackboard – the sound file must be embedded in the PowerPoint presentation, or it will not play with sound and I will not be able to use it for the eclass on the Thursday that they are due). Unexcused, late assignments have 2-points deducted for each day late.

I will play these as part of the online, eclass, so please be sure they work properly and are submitted on time. Submit the presentation on Blackboard in the Weekly Video Presentation section for grading. Knowing how to summarize, analyze and present information is an important skill not only in an academic setting, but also in the work place. As you try your hand at writing and sharing abstracts and presentations in this class, remember that your fellow students are relying on you to broaden their understanding of the ideas and topics we are studying.

Discussion Leaders:

In addition, each discussion leader willprepare two questions,based on your presentation as weekly discussion threads for the online discussions. Your grade as the weekly discussion leader will be posted in the Presentation/Discussion Leader column of the Grade center. If you have questions, askme - questions suggest interest and a desire to learn.Remember, the persons who present the weekly book chapter or article will be the discussion leaders for that week. Since there will be two presentations due per week, please post two questions each.Class members can choose which three out of the four questions to answer. Discussion leaders must be responsive to class members and keep the discussion on track - this is a key part of your grade as a discussion leader.

E-class Discussions

Every student is expected to participate in the 14 E-class discussions occurring most weeks throughout the semester (worth 120 points, 10 X 14= 140 points). Please make at least 3meaningful, pertinentposts per week as responses or challenges relatingto the questions posed by those that have presentedarticle or book chapter presentations for that week. There are no wrong posts, only missing posts. Pleasepostdiscussioncomments or questions during the class week period (i.e. Thursday through the following Wednesday),be sure to post at least once by the Monday of each class week, although the discussions will remain open through Thursday at noon.Do not wait until the last day to post or you will not be able to interact with other students and you will lose points. Posts must be more than just acknowledgement of someone else’s post, you must contribute to the discussion by expanding the content or making an insightful statement that clarifies or disagrees with another posting. Your discussion grade is composed of two parts – (1) your original comments and (2) your reactions/interactions with others. You may also ask a question of your own if you need clarification about some point or issue in the weekly book or Presentation topics.

Final Papers

Class members will write an evaluation proposal for a new or existing program of your choosing.

Using the RE-AIM evaluation framework, your proposal or program evaluation will include a statement of the problem and a description of the projectwith a literature review, using a minimum of ten references (you may include materials from this class for some, but not all references), program design (randomized control trial, quasi-experimental, e.g.), target population, sample selection, evaluation goals, and objectives, a methods section,including a logic model, data collection process, outcome measures, and data analysis strategy. Finally, you willdevelop a budget narrative with a table and a brief timeline that may be in table or graphic form, with a brief narrative, concluding with the final paper to be submitted to the stakeholders, including the funders of the project, administrators of the project, and the participants.This may seem like a lot, but we will work to make this a worthwhile learning experience. I will provide you with a grading rubric.

Assignments/Dues Dates/Points

Assignment / Due Date / Grading Scheme
Curry Chapter and
Article Presentation / Please sign-up to determine dates before
Second Class / Abstract = 60 points
Presentation = 60 points
E-Class discussions / 14Weeks over course of semester
Weeks 1-14 / 140 points
Discussion Leader Duties / Credit for the weekis a reflection ofhow your questions framedthe ediscussions and how well you sustained focus on the weekly topics / 40 points
Brief Description/Evaluation project / March 09 (12:00 PM PST) / 20 points
Minimum 2-page Final Paper Outline / March 23(12:00 PM PST) / 30 points
Final Paper / Late papers will receive a two points per day penalty. You can submit Final Papers at any time after the last class, until
11:59 PM April 29, 2017 / 150 Points
Total Points / 500 points

As you can see from the table above, the final paper outline and the final paper are worth 190 points. That means you must find a project to evaluate as soon as possible. We will work together to find a project for you, if you do not have one in mind, now. If you are interning for an HCBS organization, for example, you might evaluate one of their programs. Just begin to consider this, so you are not in a panic a month from now.

Course final grades will be determined using the following percent scale:

A94-100
A-90-93
B+87-89
B83-86
B-80-82
If you have completed all of the work in a timely manner, I will round up to the next grade point. (93.5+ to 94,e.g,) / C+77-79
C73-76
C-70-72
D+67-69
D63-66
D-60-62
F59 and below

Class Schedule: Weekly Topics/Assignments/Readings

Date / Discussion/Assignments / Readings
Week 1.
January 12 / Introduction to Program Planning and Evaluation
Please introduce yourselves in the discussion section.
Sign up on Google doc for preferred dates:
Choose dates for Book ChapterorArticle presentations: (informal PowerPoint narration, then, as the discussion leaders for that week, you will facilitateonline discussions by posting 2 questions each, based on the chapter or article presented) / Rossi Chapter 1:
Online resources:Evaluation Strategies for Human Services Programs: A Guide for Policymakers and Providers.
W.K. Kellogg Foundation. (1998). Evaluation Handbook: Philosophy and Expectations.
Week 2
January 19 / Tailoring Evaluations
Identifying Problems/IssuesFormulating Evaluation Questions
Presentation #1: Curry Chapter 1
Presentation #2: Curry Chapter 2
Eclass discussions: Questions for each week will be derived by presenters from their presentations and will be posted in the discussion section as threads(2 questions each) / Rossi Chapter2
Rossi Chapter 3
Curry Chapter 1
Curry Chapter 2
Week 3
January 24 / Needs Assessments
Presentation #3: Curry Chapter 3
Presentation #4: Curry Chapter 4
Eclass discussions: Two questions for each week will be derived by presenters from their presentations and will be posted in the discussion section as threads created by the presenters. / Rossi Chapter 4
Curry Chapter 3
Curry Chapter 4
Week 4
February 2 / Program Design/Theory
Stakeholder interviews and focus groups
Presentation #5: Curry Chapter 5
Presentation #6: Curry Chapter 6
Eclass discussion questions will be posted in the discussion section. / Rossi Chapter 5
Curry Chapter 5
Curry Chapter 6
Week 5
February 9 / Process Evaluation
Presentation #7: Curry Chapter 7
Presentation #8: Curry Chapter 8
Eclass discussion questions will be posted in the discussion section / Rossi Chapter 6
Curry Chapter 7
Curry Chapter 8
Week 6
February 16 / Developing a Logic Model/Work Plan
Presentation #9: Curry Chapter 9
Presentation#10: Curry Chapter 10
Eclass discussion questions will be posted in the discussion section / Rossi Chapter 7
Curry Chapter 9
Curry Chapter 10
Week 7
February 23 / Analyzing Program Effects
The RE-AIM Evaluation Framework
Presentation #11:Glasgow, 1999
Presentation 6A – Schwinge, 2016
Eclass discussion questions will be posted in the discussion section / Rossi Chapter 10
Check out:
RE-AIM.org
Glasgow, 1999
Schwinge, 2016
Week 8
March 02 / Effectiveness/Efficacy
RE-AIM: Reach
Presentation #13: Belza, 2007
Presentation #14:Planas, 2008
Eclass discussion questions will be posted in the discussion section / Rossi Chapter 11
Belza, 2007
Planas, 2008
Week 9
March 9 / Due Today: Brief description of program to be evaluated
Presentation #15: Kohn, 2016
Presentation #16: King, 2010
Eclass discussion questions will be posted in the discussion section / Kohn, 2016
King, 2010
March 16 / Spring Break / No Assignment
Week 10
March 23 / RE-AIM: Adoption
Due Today: 2-page outline of your proposal by 12:00PM
Send questions to:
Email Subject line: Gero 555 questions
Presentation #17: Jilcott, 2007
Presentations #18: Goode, 2013
Eclass discussion questions will be posted in the discussion section / Jilcott, 2007
Goode, 2013
Week 11
March 30 / RE-AIM: Implementation
Review Logic Models/Work Plans
Presentation #19: McGoey, 2015
Presentation #20: Spencer, 2013
Eclass discussion questions will be posted in the discussion section / McGoey, 2015
Spencer, 2013
Work on Final Papers
Week 12
April 06 / RE-AIM: Maintenance/Impact
Presentation #21: Ory, 2015
Presentation 22: Samia, 2014
Eclass discussion questions will be posted in the discussion section / Ory, 2015
Samia, 2014
Week 13
April 13 / Review RE-AIM Framework
Presentation # 23: Dzewaltkowski, 2004
Presentation #24: Estabrooks, 2013
Eclass discussion questions will be posted in the discussion section / See: re-aim.org
Review Handouts
Dzewaltkowski, 2004 Estabrooks, 2013
Work on Final Papers
Week 14
April 20 / Final Paper Questions
Presentation #25: Neta, 2015
Presentation #26: Gaglio, 2013
Eclass discussion questions will be posted in the discussion section / Neta, 2015
Gaglio, 2013
Work on Final Papers
Week 15
April 27 / Final Papers are due by Saturday April 29 at 11:59 PM
If you have any questions email me. / Work on Final Papers
April 29 2017 / Final Papers Due!
Final papers must be posted on Blackboard in the assignments section no later than 11:59 PM onSaturday April 29, 2017 / Have a Happy, Restful Summer

Statement for Students with Disabilities