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Extension and Engagement for the21stCentury Land Grant Institution,[object Object],The Logic Model and the Scholarship of Engagement ,[object Object],Steven E. Newman, Ph.D., A.A.F.,[object Object],Greenhouse Crops Extension Specialist,[object Object],and Professor of Floriculture,[object Object]
Traditional Extension Model,[object Object],Outreach and Service,[object Object],Client based,[object Object],Outreach delivery,[object Object],Continuing education,[object Object],Laboratory testing,[object Object],Field days,[object Object],Youth development,[object Object],Ag consultation,[object Object],Food and nutrition,[object Object]
The Scholarship of Engagement,[object Object],What is the scholarship of engagement?,[object Object],Is it service?,[object Object],Service is often seen as somehow outside the "real" work of scholars. ,[object Object]
The Scholarship of Engagement,[object Object],What is the scholarship of engagement?,[object Object],Is it service?,[object Object],Service is often seen as somehow outside the "real" work of scholars. ,[object Object],Faculty members can extend their intellectual curiosity into their service activities bringing together their teaching, research, and service in a synergistic way, to the benefit of each aspect of their work and the benefit of those with whom they work. ,[object Object]
The Scholarship of Engagement,[object Object],What is the scholarship of engagement?,[object Object],Is it service?,[object Object],Is it legitimate scholarship?,[object Object]
The Scholarship of Engagement,[object Object],What is the scholarship of engagement?,[object Object],Is it service?,[object Object],Is it legitimate scholarship?,[object Object],To make faculty service more legitimate, the institution must treat outreach and service activities as scholarly activities in the same way that research always has been and teaching is increasingly being treated. ,[object Object],When faculty and administrators finally embrace a scholarship of engagement and acknowledge the important role of service in both the internal and external functioning and health of the campus, then faculty can begin to experience integrated academic lives. ,[object Object]
The Scholarship of Engagement,[object Object],Engagement provides a conduit of information to flow from units not normally considered part of the outreach mission of an institution.,[object Object],This must include:,[object Object],Stakeholders,[object Object],Consumers,[object Object],All faculty,[object Object],Students,[object Object]
Evaluation of Engagement,[object Object]
The Logic Model,[object Object]
The Logic Model,[object Object],Five Components:,[object Object],Resources or inputs,[object Object],Program activities,[object Object],Outputs,[object Object],Outcomes,[object Object],Impacts,[object Object]
A logic model is…,[object Object],A depiction of a program showing what the program will do and what it is to accomplish.,[object Object],A series of “if-then” relationships that, if implemented as intended, lead to the desired outcomes ,[object Object],The core of program planning and evaluation,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Simplest form,[object Object],INPUTS,[object Object],OUTPUTS,[object Object],OUTCOMES,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Logic models can be applied to: a small program, a process (i.e. a team working together), a large, multi-component program, or even to an organization or business. ,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
LOGIC,[object Object],the principles of reasoning,[object Object],reasonable,[object Object],the relationship of elements to each other and a whole,[object Object],MODEL,[object Object],small object representing another, often larger object (represents reality, isn’t reality) ,[object Object],preliminary pattern serving as a plan,[object Object],tentative description of a system or theory that accounts for all its known properties,[object Object],The American Heritage Dictionary, 2nd Ed,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
“If you don’t know where you are going, how are you gonna’ know when you get there?”,[object Object],Yogi Berra,[object Object],Where are you going? ,[object Object],How will you get there?,[object Object],What will show that you’ve arrived?,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Many people say a logic model is a road map,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Logic model may also be called…,[object Object],Theory of change,[object Object],Program action,[object Object],Model of change,[object Object],Conceptual map,[object Object],Outcome map,[object Object],Program logic,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
What gets measured gets done,[object Object],If you don’t measure results, you can’t tell success from failure,[object Object],If you can’t see success, you can’t reward it,[object Object],If you can’t reward success, you’re probably rewarding failure,[object Object],If you can’t see success, you can’t learn from it,[object Object],If you can’t recognize failure, you can’t correct it.,[object Object],If you can demonstrate results, you can win public support.,[object Object],Reinventing Government, Osborne and Gaebler, 1992,[object Object],Accountability era,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
What logic model is not…,[object Object],A theory,[object Object],Reality,[object Object],An evaluation model or method,[object Object],It is a framework for describing the relationships between investments, activities, and results.  ,[object Object],It provides a common approach for integrating planning, implementation, evaluation and reporting.,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
A bit of history,[object Object],Dates to late 1960’s,[object Object],Current accountability demands; logic model in widespread use,[object Object],Public Sector - GPRA,[object Object],Non-Profit Sector ,[object Object],Private Sector,[object Object],International Agencies ,[object Object],Evaluation,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Why the hype?  What’s the benefit?    ,[object Object],Focus on and be accountable for what matters – OUTCOMES,[object Object],Provides common language,[object Object],Makes assumptions EXPLICIT,[object Object],Supports continuous improvement ,[object Object],Promotes communications,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Logic modelling is a way of thinking…not just a pretty graphic,[object Object],“We build the road and the road builds us.”,[object Object],-Sri Lankan saying,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Everyday example,[object Object],H,[object Object],E,[object Object],A,[object Object],D,[object Object],A,[object Object],C,[object Object],H,[object Object],E,[object Object],Feel better,[object Object],Getpills,[object Object],Takepills,[object Object],Situation,[object Object],INPUTS,[object Object],OUTPUTS,[object Object],OUTCOMES,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Everyday example,[object Object],H,[object Object],U,[object Object],N,[object Object],G,[object Object],R,[object Object],Y,[object Object],Feel better,[object Object],Getfood,[object Object],Eat food ,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Every day logic model –,[object Object],Family Vacation,[object Object],Family Members,[object Object],Drive to state park,[object Object],Family members learn about each other; family bonds; family has a good time,[object Object],Budget,[object Object],Set up camp,[object Object],Car,[object Object],Cook, play, talk, laugh, hike,[object Object],Camping Equipment,[object Object],OUTPUTS,[object Object],OUTCOMES,[object Object],INPUTS,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Assumptions,[object Object],Assumptions underlie much of what we do.  It is often these underlying assumptions that hinder success or produce less-than-expected results. One benefit of logic modeling is that it helps us make our assumptions explicit.,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Assumptions,[object Object],The beliefs we have about the program, the participants, and how the program will work. Includes ideas about:,[object Object],the problem or existing situation,[object Object],program operations,[object Object],expected outcomes and benefits,[object Object],the participants and how they learn, behave, their motivations,[object Object],resources,[object Object],staff ,[object Object],external environment: influences,[object Object],the knowledge base,[object Object],etc.,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Assumptions,[object Object],As you left the house today and came to this workshop, what were some of your assumptions about the day? ,[object Object],Why is it important that we think about assumptions?,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
A youth financial literacy program ,[object Object],Teens establish sound financial habits ,[object Object],Teens make better decisions about the use of money,[object Object],Teens gain knowledge and skills in money management,[object Object],A high school financial planning program – 7 unit curriculum - is developed and delivered in high schools ,[object Object],Partners invest resources ,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Business Counseling Example,[object Object],Improved business performance,[object Object],These owners gain knowledge and change practices resulting in ,[object Object],A variety of educational activities are provided to business owners who participate,[object Object],Agency invests time and resources,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Parent Education Program – Logic model,[object Object],SITUATION:  During a county needs assessment, majority of parents reported that they were having difficulty parenting and felt stressed as a result,[object Object],OUTCOMES,[object Object],INPUTS,[object Object],OUTPUTS,[object Object],Parents increase knowledge of child dev,[object Object],Assess parent ed programs,[object Object],Parents identify appropriate actions to take,[object Object],Reduced stress,[object Object],Staff,[object Object],Parents ,[object Object],of 3-10 ,[object Object],year ,[object Object],olds ,[object Object],attend,[object Object],Parents better understanding their own parenting style ,[object Object],Improved child-parent relations,[object Object],Design- deliver evidence-based program of 8 sessions,[object Object],Money,[object Object],Parents use effective parenting practices,[object Object],Partners,[object Object],Parents gain skills in  new ways to parent,[object Object],Research,[object Object],Facilitate support groups,[object Object],Parents gain confidence in their abilities ,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Example:  Water quality,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Logic model of a training workshop,[object Object],Situation: Funder requires grantees to include a logic model in their funding request; grantees have limited understanding of logic models and are unable to fulfill the funding requirement  ,[object Object],OUTCOMES,[object Object],-Participants will increase knowledge of logic models,[object Object],-Participants will increase ability to create a useful logic model of program ,[object Object],-Participants will Increase confidence in using logic models,[object Object],INPUTS,[object Object],OUTPUTS,[object Object],Fulfill requirement of funder,[object Object],Create meaningful logic models,[object Object],Use logic models in own work,[object Object],3 hour training,[object Object],[object Object]
Group work
Practice
Q and ATrainer,[object Object],Funds,[object Object],Equipment,[object Object],Research base,[object Object],Training curriculum,[object Object],Grantees,[object Object],Improved planning ,[object Object],Improved evaluation,[object Object],Accountable here,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
If-then relationships,[object Object],Underlying a logic model is a series of ‘if-then’ relationships that express the program’s theory of change,[object Object],IF   then,[object Object],IF  then,[object Object],IF   then,[object Object],IF   then,[object Object],IF   then,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Theory of change,[object Object],“A theory of change is a description of how and why a set of activities – be they part of a highly focused program or a comprehensive initiative – are expected to lead to early, intermediate, and long-term outcomes over a specified period.”,[object Object],					(Anderson, 2000),[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Logical chain of connections showing what the program is to accomplish,[object Object],INPUTS,[object Object],OUTPUTS,[object Object],OUTCOMES,[object Object],Activities,[object Object],Participation,[object Object],Short,[object Object],Medium,[object Object],Long-term,[object Object],Program investments,[object Object],What we do,[object Object],Who we reach,[object Object],What we invest,[object Object],What results,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
How will activities lead to desired outcomes? A series of if-then relationships ,[object Object],Tutoring Program Example,[object Object],IF       then,[object Object],IF      then,[object Object],IF      then,[object Object],IF      then,[object Object],IF        then,[object Object],They will move to next grade level on time,[object Object],We invest time and money,[object Object],We can provide tutoring 3 hrs/week for 1 school year to 50 children,[object Object],They will get better grades,[object Object],They will learn and improve their skills,[object Object],Students struggling academical-ly can be tutored,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Don’t forget the arrows,[object Object],Arrows and feedback loops show the links between inputs, outputs and outcomes,[object Object],Arrows depict the underlying causal connections,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Simplest form of logic model,[object Object],INPUTS,[object Object],OUTPUTS,[object Object],OUTCOMES,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
A bit more detail,[object Object],INPUTS,[object Object],OUTPUTS,[object Object],OUTCOMES,[object Object],Activities,[object Object],Participation,[object Object],Short,[object Object],Medium,[object Object],Long-term,[object Object],Program investments,[object Object],What we invest,[object Object],What we do,[object Object],Who we reach,[object Object],What results,[object Object],SO WHAT??,[object Object],What is the VALUE?,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Fully detailed logic model,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Defining the Situation: Critical first step in logic model development,[object Object],What problematic condition exists that demands a programmatic response?,[object Object],Why does it exist? ,[object Object],For whom does it exist? ,[object Object],Who has a stake in the problem?  ,[object Object],What can be changed?,[object Object],If incorrectly understood and diagnosed, everything that flows from it will be wrong. ,[object Object],Factors affecting problems:  protective factors; risk factors,[object Object],Review research, evidence, knowledge-base,[object Object],Traps:  ,[object Object],Assuming we know cause: symptoms vs. root causes.,[object Object],Framing a problem as a need where need is actually a program or service. “Communities need leadership training”  Precludes discussion of nature of the problem: what is the problem? Whose problem? Leads one to value provision of the service as the result – is the service provided or not?,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Satisfaction,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
C H A I N      OF     O U T C O M E S ,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Tend not be included in a logic model graphic:,[object Object],Situational statement,[object Object],Priorities,[object Object],List of assumptions,[object Object],List of external factors,[object Object],Evaluation methods,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Actions,[object Object],Changes in behaviors and practices,[object Object],Learning,[object Object],Changes in knowledge, attitudes, skills, aspirations,[object Object],Reactions,[object Object],Degree of satisfaction with program; level of interest; feelings toward activities, educational methods ,[object Object],Participation,[object Object],Number and characteristics of people reached; frequency and intensity of contact,[object Object],Hierarchy of effects,[object Object],Social-economic-environmental improvements,[object Object],Source:  Bennett and Rockwell, 1995, Targeting Outcomes of Programs,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Language:  What do you mean by…,[object Object],Goal = Impact,[object Object],Impact = Long-term outcome,[object Object],Objectives (participant focused) = Outcomes,[object Object],Activities = Outputs,[object Object],Outputs may signify “tangible” accomplishments as a result of activities; products,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Goal – outcome definition,[object Object],Goal represents a general, big-picture statement of desired results.  “We find that it is useful to think of goals as the answer to the question ‘What are issues that you would like the program to address?’ (e.g., the goal of the program is to address existing community laws and norms about ATOD use) and outcomes as the answer to: ‘What changes do you want to occur because of your program?’ (e.g., the outcome of the program will be to increase the number of community residents who believe teenaged smoking is dangerous).”,[object Object],					(Western CAPT),[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Outputs vs.outcomes,[object Object],Example:  Number of patients discharged from state mental hospital is an output.  Percentage of discharged who are capable of living independently is an outcome,[object Object],		Not how many worms the bird feeds its young, but how well the fledgling flies,[object Object],			(United Way of America, 1999),[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Logic Model…,[object Object],Represents intention, is not reality,[object Object],Focuses on expected outcomes,[object Object],Challenge of causal attribution,[object Object],Many factors influence process and outcomes,[object Object],Doesn’t address:  Are we doing the right thing?,[object Object],Limitations,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
From Poister, 2003,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Logic model with indicators for Outputs and Outcomes,[object Object],Outputs,[object Object],Outcomes,[object Object],Farmers practice new techniques,[object Object],Farm profitability increases,[object Object],Program implemented,[object Object],Targeted farmers,[object Object],Farmers learn,[object Object],Number of workshops held,[object Object],Quality of workshops,[object Object],Number and percent reporting increased profits; amount of increase ,[object Object],Number and percent of farmers attending,[object Object],Number and percent who increase knowledge,[object Object],Number and percent who practice new techniques,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Typical activity indicators to track,[object Object],Amount of products, services delivered,[object Object],#/type of customers/clients served,[object Object],Timeliness of service provision,[object Object],Accessibility and convenience of service,[object Object],Location;  hours of operation; staff availability,[object Object],Accuracy, adequacy, relevance of assistance,[object Object],Courteousness,[object Object],Customer satisfaction,[object Object],# of clients served,[object Object],# of consultations,[object Object],# of workshops held,[object Object],# of attendees,[object Object],# of referrals,[object Object],Quality of service,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Methods of data collection ,[object Object],SOURCES OF INFORMATION,[object Object],Existing data,[object Object],Program records, attendance logs, etc,[object Object],Pictures, charts, maps, pictorial records,[object Object],Program participants,[object Object],Others:  key informants, nonparticipants, proponents, critics, staff, collaborators, funders, etc.,[object Object],DATA COLLECTION METHODS,[object Object],Survey,[object Object],Interview,[object Object],Test,[object Object],Observation,[object Object],Group techniques,[object Object],Case study,[object Object],Photography,[object Object],Document review,[object Object],Expert or peer review,[object Object],University of Wisconsin-Extension, Program Development and Evaluation,[object Object]
Engagement,[object Object],Engagement is the partnership of university knowledge and resources with those of the public and private sectors to enrich scholarship, research, and creative activity; enhance curriculum, teaching and learning; prepare educated, engaged citizens; strengthen democratic values and civic responsibility; address critical societal issues; and contribute to the public good.,[object Object]
Benchmarks of Engagement,[object Object],Evidence of Institutional Commitment to Engagement,[object Object],Evidence of Institutional Resource Commitments to Engagement,[object Object],Evidence that Students are Involved in Engagement and Outreach Activities,[object Object],Evidence that Faculty and Staff are Engaged with External Constituents,[object Object]
Benchmarks of Engagement,[object Object],Evidence that Institutions are Engaged with their Communities,[object Object],Evidence of Assessing the Impact and Outcomes of Engagement,[object Object],Evidence of Resource/Revenue Opportunities Generated through Engagement,[object Object]
Assessment of Engagement,[object Object],Faculty Evaluation,[object Object],Clear goals,[object Object]
Assessment of Engagement,[object Object],Faculty Evaluation,[object Object],Clear goals,[object Object],Adequate preparation,[object Object]
Assessment of Engagement,[object Object],Faculty Evaluation,[object Object],Clear goals,[object Object],Adequate preparation,[object Object],Appropriate methods,[object Object]
Assessment of Engagement,[object Object],Faculty Evaluation,[object Object],Clear goals,[object Object],Adequate preparation,[object Object],Appropriate methods,[object Object],Significant results,[object Object]
Assessment of Engagement,[object Object],Faculty Evaluation,[object Object],Clear goals,[object Object],Adequate preparation,[object Object],Appropriate methods,[object Object],Significant results,[object Object],Effective presentation,[object Object]
Assessment of Engagement,[object Object],Faculty Evaluation,[object Object],Clear goals,[object Object],Adequate preparation,[object Object],Appropriate methods,[object Object],Significant results,[object Object],Effective presentation,[object Object],Reflective critique,[object Object]
What is required of you?,[object Object],Background of significant scholarship,[object Object]
What is required of you?,[object Object],Background of significant scholarship,[object Object],Diagnostic skills,[object Object]

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