Integrating Theory and Practice

Conceptual Frameworks of the CEFP

Preskill, Hallie PhD
Compton, Donald W. PhD
Baizerman, Michael PhD, MS (Hyg)
Smith, Iris E. PhD, MPH

Professor, Organizational Learning & Instructional Technologies, College of Education, University of New Mexico, Albuquerque, New Mexico (Preskill).
Recipient, 2000 Alva and Gunnar Myrdal Award for Cumulative Contributions to Evaluation Practice, American Evaluation Association, Adjunct Professor, Rollins School of Public Health, Emory University, and Director, Division Evaluation Services, National Home Office, American Cancer Society, Atlanta, Georgia (Compton).
Professor, School of Social Work, Program in Youth Studies, and Adjunct Professor, School of Public Health, and College of Education and Human Development, University of Minnesota, Minneapolis, Minnesota (Baizerman).
Director, National Evaluation Services, National Home Office, American Cancer Society, Atlanta, Georgia (Smith).

Address correspondence to: Hallie Preskill, PhD, College of Education, University of New Mexico, Albuquerque, NM 87131.

Cancer Practice 9:p S17-S22, March-April 2001.

In this article, we describe how different conceptual frameworks contributed to the design, development, and implementation of the Collaborative Evaluation Fellows Project (CEFP). These frameworks are the following: utilization-focused evaluation (); evaluative inquiry for learning in organizations (); and collaboration for a change (). In addition, we explain how The Program Evaluation Standards () provided criteria for implementing and assessing the evaluation studies conducted through the CEFP. We conclude the article with examples of how the CEFP has changed the way American Cancer Society staff members and volunteers think about and conduct evaluations.