Instructor: Bess A. Rose

Complete the Survey of Attitudes About Logic Models

For your identification code, use any10-digit number that is easy for you to remember and no other class participant would use – for example, your home or cell phone number.

Photograph by Quentin Bacon Gourmet Magazine, Dec. 1999 http://www.gourmet.com/recipes/1990s/1999/12/minibrownies

Goal: Participants will be able to describe the logic of how their program is supposed to work, using a logic model diagram.

The course web site is http://home.comcast.net/~barose1/RoseSolutions/PD/LogicModels/LogicModels.html

Participants will also contribute to the formative and summative evaluation. Please sign the Consent Form.

Given a logic model diagram, participants will identify the 4 components of a logic model with 100% accuracy.

Vegetable-oil cooking spray 4 sticks unsalted butter, cut into pieces 8 oz unsweetened chocolate, chopped 1 3/4 cups all-purpose flour 1/2 cup unsweetened cocoa powder (preferably Dutch-process) 1/2 teaspoon salt 3 3/4 cups granulated sugar 8 large eggs Confectioners sugar (optional)

Special equipment:mini-muffin tins and about 72 (1- by 1-inch) waxed paper liners

Preheat oven to 350ºF and line mini-muffin tins with liners. Spray liners with cooking spray.

Melt butter and chocolate in a 4-quart heavy pot over moderately low heat, stirring until smooth. Whisk together flour, cocoa, and salt.

Remove pan from heat and whisk in granulated sugar. Add eggs, 1 at a time, whisking after each addition until incorporated, and stir in flour mixture just until blended.

Spoon batter into muffin liners, filling cups to top, and bake in middle of oven 25 to 30 minutes, or until a tester comes out with crumbs adhering. Cool 5 minutes in tins and turn out onto racks. Repeat with remaining batter.

Dust with confectioners sugar if desired.

Cooks' note: Cupcakes may be made 2 days ahead and kept in an airtight container at room temperature.

We used waxed candy/muffin liners for these cupcakes, which kept them from sticking and helped them develop attractive domed tops. (Spraying your muffin tins will keep them from sticking but tends to result in flat-topped cupcakes.) The liners are available by mail order from Sweet Celebrations, (800) 328-6722. They are not always well labeled; ask for item #601524 (red) or #502332 (white with gold).

Photograph by Quentin Bacon Gourmet Magazine, Dec. 1999 http://www.gourmet.com/recipes/1990s/1999/12/minibrownies

Name and info What goes in and how to do

it

What comes out

What are the components of a recipe?

A “recipe” for success!

Explains how a program is supposed to work

Like a recipe, it has several key components

What components do you see in the 2 sample logic models?

The You and Your Toddler Parenting Series is offered throughout the Kennogaugh Falls Region for parents of children two to four years of age, especially those parents with a high school education or less. The series consists of six two-hour sessions facilitated by a public health nurse. Discussions include topics such as:

taking care of a sick child; preparing healthy, balanced meals; communicating effectively; setting limits; talking sexuality with toddlers; balancing work and family life; and building self-esteem in toddlers.

The sessions are offered at a variety of times and places throughout the week and are held in churches and community centres throughout the region in order to be available to as many parents as possible. Sessions are offered in English and French.

The series aims to: increase parents’ knowledge about and skills in caring for their young child; inform parents about community resources; and help parents build an informal support network with other parents in the group.

Ultimately it is hoped that this program will increase the number of parents able to adopt healthy parenting behaviours in order to increase the number of children able to attain their optimal level of physical, mental, emotional and social development.

From the University of Maine Cooperative Extension, http://www.umext.maine.edu/POW

Inputs Activities Outputs Short-Term Outcomes

Long-term Outcomes

Impact

-Free articles and other publications on the Web

-Collaborators

-Free Management Library

-Funders

-Self-directed learners

-Volunteers

-Computers

-Web

- Supplies

-Provide peer-assistance models in which learners support each other

-Provide free, on-line training program: Basics of Self-Directed Learning

-Provide free, on-line training program: Basic Life Skills

- Provide free, on-line training program: Passing your GED Exam

-30 groups that used peer models

-100 completed training programs

-900 learners who finished Basics of Self-Directed Learning

-900 learners who finished Basic Life Skills

- 900 learners who passed their GED to gain high-school diploma

-high school diploma for graduates

-improved attitude toward self and society for graduates

- improved family life for family of graduates

-full-time employment for learners (in job that required high-school education)

-increased reliability and improved judgment of learners

- enhanced publicity and public relations for SDLC

-independent living for learner (by using salary to rent apartment)

-strong basic life skills for learner

-improved love life for learner who's now in a relationship

- increased likelihood and interest for learner to attend college 

 

 

From the KDK Harman Foundation, http://www.kdk-harman.org

For this course, we’ll use a simplified template with only 4 components:

Program name and info

Inputs

Outcomes

Relationship

Logic Model Template

Inputs Outcomes

Relationship

Program Name and Information

Logic Model Template

Inputs – resources (funds, staff, materials), activities, and strategies

as designed by program creator and experts and theorized in research (using credible, accurate, reasonable and supported sources)

based on implementation o using a method for

identifying, recording, maintaining and updating information on all program sites in Maryland

o using a tool for conducting site visits of programs in Maryland and observing and recording program activities in a manner that is objective and reliable

Outcomes – short-term, intermediate, and long-term changes in knowledge, attitudes, skills, and behaviors

as designed by program creator and experts and theorized in research

expected by program implementers (using interviews)

expected by key stakeholders (using surveys)

stated in grant applications

Relationship – a logical explanation of how the inputs lead to the outcomes

is there a direct cause-and-effect relationship?

what assumptions are implied?

will this relationship be true in any context?

what factors might confound this relationship?

Program Name and Information

six two-hour sessions facilitated by a public health nurse

six two-hour sessions facilitated by a public health nurse

sessions are offered in English and French

sessions are offered in English and French

increase parents’ knowledge about and skills in caring for their young child

increase parents’ knowledge about and skills in caring for their young child

inform parents about community resources

inform parents about community resources

inform parents about community resources

In one sample logic model, this was presented as an outcome

(“the series aims to…”) but really it’s an input – because it

describes an activity of the program or what program staff

will do

parents can identify community resources

parents can identify community resources

parents can identify community resources

This would be an outcome – because it describes what

participants (parents) will be able to do as a result of the

program

help parents build an informal support network with other parents in the group

help parents build an informal support network with other parents in the group

help parents build an informal support network with other parents in the group

This is also an input – because it describes an

activity of the program or what program staff will do

parents know the name and phone number of at least one other parent in the group

parents know the name and phone number of at least one other parent in the group

parents know the name and phone number of at least one other parent in the group

This would be an outcome – because it describes what participants (parents) will

know as a result of the program

Free articles and other publications on the Web

Free articles and other publications on the Web

Self-directed learners

Self-directed learners

Self-directed learners

In one sample logic model, this was identified as an

input (participants must be self-directed learners in order to participate). Be careful! What might be an input in one program could be an

output in another.

Provide free, on-line training program: Basic Life Skills

Provide free, on-line training program: Basic Life Skills

strong basic life skills for learner

strong basic life skills for learner

high school diploma for graduates

high school diploma for graduates

enhanced publicity and public relations for SDLC

enhanced publicity and public relations for SDLC

enhanced publicity and public relations for SDLC

One sample logic model identified this as an

outcome – it is a good example of outcomes

that are not necessarily participant-related.

The program is based on principles of adult learning and targets the identified needs of the learners

The program is based on principles of adult learning and targets the identified needs of the learners

The program is based on principles of adult learning and targets the identified needs of the learners

Notice that the sample logic models did not provide an

explicit explanation of how or why the inputs lead to the

outcomes. This is one potential relationship

statement.

(1) Keep an eye out for logic models of educational programs and upload them to DocuShare.

(2) Reflect in your journal about how learning about logic models might be useful in your professional life. Share your reflections in the Lesson 1 Discussion online.

Lesson 2: Locating Appropriate Resources for Identified Educational Programs

Wednesday, July 1

1:00 – 2:00 p.m.

Room 839 – Computer Training Room