John LaVelle

Assistant Professor

University of Minnesota Twin Cities

United States

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John LaVelle is an Assistant Professor at the University of Minnesota Twin Cities in the United States. His research focuses on evaluator education and training, the impostor phenomenon in evaluation, and the evolving role of artificial intelligence in evaluation education. He has contributed significantly to the Scholarship of Teaching and Learning through various empirical studies and articles addressing key challenges and opportunities in the field of evaluation.

Articles (13)

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2025

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2023

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2023

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2023

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2023

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2023

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2022

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2022

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2022

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2021

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2021

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2020

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2020

Collaborators (3)

Ayesha S. Boyce

Arizona State University

UNITED STATES

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Thomas Archibald

Assistant Professor

Virginia Polytechnic Institute and State University

UNITED STATES

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Leah Neubauer

Associate Professor

Northwestern University Feinberg School of Medicine

UNITED STATES

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John LaVelle

Research Interests

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About

Articles (13)

Research on Evaluator Education and Training: Conceptual and Practical Bounds for a Scholarship of Teaching and Learning (SoTL)

Setting the stage for critically defined and responsive evaluator education and training

The evaluator and evaluation: Critical considerations for the future of education and training

Courage, Honesty, and Evaluation in the Apprehensive University

Artificial intelligence and the future of evaluation education: Possibilities and prototypes

Guest Editors’ notes

Redesigning a University-Based Evaluator Education Program for Scholarship and Practice

Addressing the Elephant in the Room: Exploring the Impostor Phenomenon in Evaluation

Findings From an Empirical Exploration of Evaluators’ Values

Opportunities and Challenges Ahead for University-Based Evaluator Education Programs, Faculty, and Students

In Their Own Words: Student Key Learning Experiences in an Introductory Evaluation Course

Educating Evaluators 1976–2017: An Expanded Analysis of University-Based Evaluation Education Programs

IEP/Transition Planning Participation Among Students With the Most Significant Cognitive Disabilities: Findings From NLTS 2012

Collaborators (3)

Ayesha S. Boyce

Thomas Archibald

Leah Neubauer

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