Help with Search courses

Embedding Program Evaluation in Public Health Practice: Why, What, and How?


Embedding Program Evaluation in Public Health Practice: Why, What, and How focuses on the integration of evaluation throughout the life of a program and practice-friendly evaluation strategies.
**Instructions to access the videos will be provided after you register.**
Part 1Evaluation, what’s in it for me? answers several important questions practitioners may have about evaluation: Why are so many programs under- or un-evaluated? Why do programs fail and how can evaluation prevent it? What does evaluation look like in different phases of a program? What are the barriers to evaluation?
Learning Objectives
At the conclusion of part 1, participants will be able to:

  • define evaluation;
  • explain what program problems evaluation can help address;
  • name the forms of evaluation that are used at different phases of a program; and
  • cite several barriers to evaluation that embedded evaluation can help overcome.

Part 2The Power of Evaluative Thinking encourages viewers to consider what factors influence program success and introduces the idea of evaluative thinking. Viewers are also challenged to consider how program work could be improved if it included more evaluative thinking.
Learning Objectives
At the conclusion of part 2, participants will be able to:

  • cite evaluation questions that can be asked at each of the four (4) stages of program implementation;
  • explain why evaluation should not be limited to one stage of the program life cycle;
  • define what evaluative thinking is; and
  • describe what behaviors or questions are evident in situations where evaluative thinking is commonplace.

Part 3Evaluation, Informed Beginnings challenges viewers to consider the value of using evaluative thinking from the start of every public health project. Why should practitioners spend time and resources on formative evaluative thinking? Where should you focus your resources? What if you just don’t know what you don't know? What are some responsible and ethical reasons for incorporating an evaluative mindset from the beginning of your program?
Learning Objectives
At the conclusion of part 3, participants will be able to:

  • describe the role of formative evaluative thinking in assuring the proper development of a program;
  • cite several practical questions that formative evaluation can help answer;
  • explain why every program has multiple audiences and how to find out what they expect; and
  • describe a practical method to overcome the feeling that you don't even know what to ask.

Part 4Evaluation-informed Implementation explains the application of evaluation-informed thinking in process evaluation, the implementation-phase application of evaluation. The video connects process evaluation to continuous quality improvement and offers questions that should be asked during the implementation phase in order to improve a program in the future.
Learning Objectives
At the conclusion of part 4, participants will be able to:

  • describe what is meant by process evaluation;
  • explain how process evaluation is connected to the quality improvement cycle;
  • cite reasons why including stakeholders is important when formulating process evaluation questions; and
  • describe how to apply the results of a process evaluation analysis to improving a program in later versions.

Part 5Evaluating Outcomes explores the utilization-focused approach to outcomes evaluation. Viewers will learn why it's important to start with the end in mind and to think about a program in terms of steps that lead to that end. The video also explores why it's important to think about the questions that you would like your outcomes evaluation to answer and how to narrow those down to make sure the results are usable.
Learning Objectives
At the conclusion of part 5, participants will be able to:

  • describe what is meant by utilization-focused evaluation;
  • define divergent and convergent thinking;
  • explain how understanding phased outcomes is useful in evaluating program outcomes;
  • describe what criteria should be used to select questions to include in an outcomes evaluation; and
  • explain why designing evaluations with outcomes in mind makes them easier to evaluate.

Target Audience
This presentation is appropriate for managers at all levels of experience who wish to understand the principles of evaluation and improve the evaluation of their programs, though professionals with some prior experience are likely to more quickly understand how the content may be applied to real-world situations.
Carolyn Cumpsty-Fowler, PhD, MPH, is an Assistant Professor at the Johns Hopkins School of Nursing with a joint appointment at the Johns Hopkins Bloomberg School of Public Health and a Curriculum Leader at the JHU Local Performance Site of the Mid-Atlantic Regional Public Health Training Center. Evaluative thinking and workforce skills development are two themes that connect all Dr. Fowler's practice, teaching, and research. Specifically, this involves using evaluation, evaluative thinking, and qualitative inquiry in the design, implementation, and evaluation of graduate education, hospital-based and public health programs at the local level, and the development of organizational and community capacity for assets-focused solution-finding.
For more information about this course or for assistance with registration, contact

Finding the Evidence for Evidence-based Public Health


This on demand training introduces participants to the basic concepts of evidence-based public health practice and tools freely available on the Internet for locating public health and health promotion programs assessed for quality and effectiveness. Efficient methods for locating evidence-based materials are emphasized. Participants will be introduced to major producers and aggregators of evidence-based public health materials and will learn basic techniques for retrieving information from them. Lecture and demonstration are alternated with hands-on practice with the websites.
**Instructions to access the recording will be provided after you register.**
Learning Objectives
At the conclusion of this course, participants will be able to:

  • list at least three (3) advantages of using an evidence-based approach to program planning;
  • discuss the barriers to implementing EBPH programs;
  • identify at least three (3) organizations producing evidence-based public health materials; and
  • use search strategies in PubMed to find published systematic reviews and practice guidelines on public health topics.

Target Audience
This presentation is appropriate for public health professionals who want to use an evidence-based approach to program planning, grant writing, and community partner engagement.
Barbara Folb, MM, MLS, MPH, is a Public Health Informationist/Librarian at the University of Pittsburgh Health Sciences Library System.
For more information, contact

Foundations of Online Learning


These interactive micro-videos are designed to introduce content experts to the world of asynchronous online learning. Participants will learn foundational concepts in online learning including creating measurable learning objectives, do-it-yourself multi-media creation, and script writing. We welcome you to watch us for the entire series or individual videos!

Schedule-Foundations of Online Learning

**Instructions to access the course will be provided after you register.**
Target Audience
This series is appropriate for any content expert who is interested in teaching in the online space. While the focus of these videos is on asynchronous online content, these principles apply to synchronous online and face-to-face training.
Melissa Kaufman, EdD
is the Executive Director of Instructional Design and Educational Operations at Dornsife School of Public Health, Drexel University. There she oversees the school’s online programs as well as curriculum development and assessment, including developing new programs and ensuring all programs meet accreditation standards. Kaufman earned her EdD in education leadership and management from Drexel University. She has presented at numerous conferences including the 2021 Quality Matters National Conference and the 2022 UPCEA Conference. She has also published articles in the Journal of Health Administration Education and the Journal of Educators Online.
Technology Requirements

This recorded video series is presented on Vimeo Internet-based platform. A computer with high-speed internet connection and the ability to download and run this platform is required.
Creation Date

This training was created in November 2019.
For more information about this course, contact Melissa Kaufman at For assistance with registration, contact