| This dissertation conducts an evaluative case study on a community college's Career-Technical
Education (CTE) Cultural Resource Management (CRM) technical certificate program to bridge
the CRM workforce gap. The study assesses the program's design and development quality by
aligning the program theory with stakeholders’ needs, including instructional designers, program
faculty, administrators, and subject matter experts (SMEs). The instructional designer’s practical
field experience in archaeological endeavors significantly informs the program assessment,
enriching it with industry-standard insights. The study uses a dual research methodology of
expert reviewer interviews and document analysis to elucidate the program’s strengths,
weaknesses, and potential enhancement areas from diverse stakeholder perspectives. The
findings are projected to furnish holistic feedback for future instructional design and program
refinement, aiding in crafting a curriculum that adequately prepares students for CRM roles,
particularly within federal government agencies and land management bureaus. The evaluation
seeks to facilitate crucial program enhancements in preparation for its upcoming
implementation, strengthening the program's capacity to cultivate skilled graduates for
successful careers in cultural resource management.
Keywords responsive evaluation, program theory, logic model, and design and
development research |