Diversity, Equity, Inclusion and Accessibility
I advocate for pluralism and democratizing inclusive approaches in planning and conducting evaluation of programs and interventions in Boston University’s academic medicine setting. In using research and evaluation methods and models to conduct evaluation to enhance programming and organizational change, I use participatory evaluation practices. Such practices emphasize the inclusion of diverse audiences in discussions and decisions at different stages of the evaluation process, from design to methods to data collection to interpretation and use of the data to guide change. Participatory evaluation fosters a sense of inclusion with individuals that then increases the likelihood of them using the data to enact change because they understand the findings and feel empowered to act and advance innovations.
In planning and conducting evaluation, I am guided by the question, “Who is and isn’t at the table?” Diverse voices need to feed into an evaluation process, especially groups who may be voiceless and marginalized. I view my evaluator role as a facilitator of evaluations that are mindful about safeguarding how factors in each evaluation stage will affect different individuals and groups who will be impacted by the evaluation and its use. As I see it, responsible evaluation practice is being intentional about planning audience identification analyses to determine how best to involve them. Evaluation practice strives to ensure inclusive engagement in meaningful dialogue, reflection, and deliberation to catalyze changes in awareness, understanding, behaviors, practices, and polices. It further means being mindful of evaluating context, which is the psychosocial and sociopolitical factors in the setting that influences evaluation design, implementation of methods, outcomes, and audience willingness to act on results. Sometimes inclusive participatory evaluation approaches evolve into participation limited to administrative leadership because it seems easier and faster to get a few leaders together than a more far-reaching group of staff, students, and faculty. Participatory evaluation can backslide into engagement of administrative leadership that unintentionally reinforces the existing power structure and undermines credibility of a truly inclusive process that can strengthen our culture of inclusive excellence at Boston University. Responsible evaluation practice serves our university well when evaluation practice is grounded in participatory, equity-focused, and culturally responsive practices.
This tab shows grant data from BMC Sponsored Research. It includes:
- Grant title
- Project period and this person’s role on the grant
- PI name, if this person is not the PI (the name will link if PI has a BU Profile)
- Funding source(s). An arrow indicates the flow of funding if multiple sponsors.
- Some grants will show an agency award/project number, and may be a link.
- Data is sorted by project end date, and updated monthly.
This tab shows grant data from BU Sponsored Research. It includes:
- Grant title
- Project period and this person’s role on the grant
- PI name, if this person is not the PI (the name will link if PI has a BU Profile)
- Funding source(s). An arrow indicates the flow of funding if multiple sponsors.
- Some grants will show an agency award/project number, and may be a link.
- Data is sorted by project end date, and updated monthly.
This tab shows grant data that did not automatically get imported into Profiles
from BU or BMC sources.
- Grant title
- Project period and this person’s role on the grant
- PI name, if this person is not the PI (the name will link if PI has a BU Profile)
- Funding source(s). An arrow indicates the flow of funding if multiple sponsors.
- Some grants will show an agency award/project number, and may be a link.
- Data is sorted by project end date, and updated monthly.
This tab shows grant data from the Boston VA. We are only showing grant title, and only for people in the role of PI.
Boston University Clinical and Translational Science Award (CTSA) Program UL105/01/2008 - 04/30/2013 (Key Person)
PI:
David M. Center, MDNIH/National Center for Health Research Resources3UL1RR025771-04
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Publications listed below are automatically derived from MEDLINE/PubMed and other
sources, which might result in incorrect or missing publications. Faculty can
login
to make corrections and additions.
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Fournier DM. Book Review of What Counts as Credible Evidence in Applied Research and Evaluation Practice. American Journal of Evaluation. 2009; 30:255-258. View Publication
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Lamster IB, Tedesco LA, Fournier DM, Goodson JM, Gould AR, Haden NK, Howell TH, Ship JA, Wong TW. New opportunities for dentistry in diagnosis and primary health care: Report of a panel of the Macy Study. American Dental Education Association. 2008; 1-5.
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Fournier DM. Logic of evaluation. Encyclopedia of Evaluation. Sage Publications. Thousand Oakes, CA. 2005; 238-242.
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Fournier DM. Evaluation defined. Encyclopedia of Evaluation. Sage Publications. Thousand Oakes, CA. 2005; 139-140.
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Falk-Nilsson E, Walmsley D, Brennan M, Fournier DM, Junfin Glass B, Haden K, Kersten H, Neumann L, Lian GO, Petersson K. 1.2 Cognition and learning. Eur J Dent Educ. 2002; 6 Suppl 3:27-32. PMID: 12390256
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Frankl SN, Boustany FG, Fournier DM. New directions in the evolving design of an experiential education program. J Dent Educ. 1997 Sep; 61(9):746-52. PMID: 9316595
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Rog DJ, Fournier DM (eds). Progress and future directions in evaluation: Perspectives on theory, practice, and methods. New Directions for Evaluation. 1997; 76.
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Fournier DM. Establishing evaluative conclusions: A distinction between general and working logic. New Directions for Evaluation. 1995; 68:15-32.
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Fournier DM (ed). Reasoning in evaluation: Inferential links and leaps. New Directions for Evaluation. 1995; 68.
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Fournier DM. Book Review of The Joint Committee on Standards for Educational Evaluation, The Program Evaluation Standards: How to Assess Evaluations of. Journal of Educational Measurement. 1994; 4(31):363-368.
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Fournier DM, Smith NL. Clarifying the merits of argument in evaluation practice. Evaluation and Program Planning. 1993; 4(16): 315-323.
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Fournier DM. Analysis of investigative features of select evaluation studies. New Directions for Program Evaluation. 1992; 56:75-88.
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Fournier DM, Smith NL. Review of How to prepare a research proposal: Guidelines for funding and dissertations in the social and behavioral sciences. Instructional Developments. 1992; 1(3):17-18.
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Fournier D, Dowling M, Ritson R. Design strategies for educational materials. Geneva, Switzerland: United Nations Publications. 1991.
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Fournier DM, Roberts A. Exercise science and physical fitness. Syracuse: Center for Instructional Development Publications. 1990.
This graph shows the total number of publications by year, by first, middle/unknown,
or last author.
| Year | Publications |
|---|
| 1990 | 1 |
| 1991 | 1 |
| 1992 | 2 |
| 1993 | 1 |
| 1994 | 1 |
| 1995 | 2 |
| 1997 | 1 |
| 2005 | 2 |
| 2008 | 1 |
| 2009 | 1 |