How students and/or graduates are supported and mentored by practitioners? This guiding question for the conference invites us to think about our role as Arts Administrators and Educators/Researchers. In this paper, we offer that our on-going, collaborative partnership among university, arts organization, and K-12 students has created a praxis not only between theory and practice but also among practitioner, researcher, and student. Specifically, we address 1) How does program design and implementation shift (both in limitations and in opportunities) in a Culturally Responsive and Collaborative Evaluation iterative process?; and 2) How did we negotiate our changing roles as both expert and student throughout the process? This research suggests that CRCE has positive implications for reflexive program design and implementation and has meaningful impacts on the researcher, arts administrator, and the participants as both experts and students.
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