In this paper, we will articulate how the model of "evaluation being central to learning, teaching, and living Action Research (AR)" has evolved. This model was developed as part of the Bartels Undergraduate Fellows Program at Cornell University who are collaborating with surrounding communities.

The model is centered on the Fellows' participation in the reflective analysis of their self-generated data. The goal is to learn about AR by actually using its tools to understand their own learning process and how their acquired learning behaviors are, to a certain extent, stand in the way of their being able to help their community partners solve issues of joint interest. These community partners are interested in finding sustainable and fair solutions to issues of North American Indian women's health, hazing, stereotyping, homelessness, youth conflicts and empowerment, incarceration, migrant farm workers, and community development that have been reinforced by the passive learning/teaching/research approach. This reflective view is what we hope will 'click' among the fellows when they examine their own self-evaluation data.

From this, we hope to learn how:

(1) the undergraduate seminar instructional process is imparting the epistemology and methodology of Participatory Action Research with the participating Fellows, and what have been limiting or facilitating the process, and

(2) how the university organizational structure is providing support or limitation to the faculty and staff who mentor the participating Fellows in service learning.

In other words, we hope to understand how best to realize AR in a participatory learning environment that is based in a participatory community development.