Abstract
Integrating or infusing topics across a teacher preparation program is often seen as being desirable. This article describes an evaluation process that was used to assess the degree to which all core courses in an initial teacher preparation program integrated special education, technology, and issues of cultural diversity into a general education curriculum. The participatory utilization-focused evaluation process is described in detail. This process allowed the faculty to become more focused and purposeful about their work, safely examine their instructional content and practices, clarify the program across multiple sections of courses, and use the evaluation as a springboard for conversations about program foundations and philosophical debates.
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