University

method has been a source of debate in the field of evaluation (e.g. Adelman, 1996; Greene, 1996; Laughlin and Broadbent, 1996). The majority of these debates tend to focus on hypothetical implementation issues. Few, if any, have attempted to examine FGE through direct application of the method to an actual evaluand of interest. The purpose of the present article is to examine the utility of incorporating the FGE methodology as one of the first steps in a community–university collaboration regarding youth. The strengths and limitations of the FGE methodology will be highlighted through a discussion of its application. Revealed strengths of FGE include the involvement of multiple stakeholder groups, exposure to multiple perspectives, and fostering early support for later programmatic developments. Limitations include difficulties in defining stakeholders, and providing evidence of education and empowerment. The information gained from this application has practical implications for others seeking to employ the FGE methodology. Review of the Literature Trends in Evaluation and Youth Development Federal funds related to youth prevention and intervention for such issues are often the first to be earmarked for elimination during times of fiscal crisis. Given the current political and economic climate, program evaluation – especially that related to issues of children, youth and families – has perhaps never been more important than it is today. In some cases, evaluation can be the determining facto