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Extension and Engagement for the21stCentury Land Grant Institution<br />The Logic Model and the Scholarship of Engagement ...
Traditional Extension Model<br />Outreach and Service<br />Client based<br />Outreach delivery<br />Continuing education<b...
The Scholarship of Engagement<br />What is the scholarship of engagement?<br />Is it service?<br />Service is often seen a...
The Scholarship of Engagement<br />What is the scholarship of engagement?<br />Is it service?<br />Service is often seen a...
The Scholarship of Engagement<br />What is the scholarship of engagement?<br />Is it service?<br />Is it legitimate schola...
The Scholarship of Engagement<br />What is the scholarship of engagement?<br />Is it service?<br />Is it legitimate schola...
The Scholarship of Engagement<br />Engagement provides a conduit of information to flow from units not normally considered...
Evaluation of Engagement<br />
The Logic Model<br />
The Logic Model<br />Five Components:<br />Resources or inputs<br />Program activities<br />Outputs<br />Outcomes<br />Imp...
A logic model is…<br />A depiction of a program showing what the program will do and what it is to accomplish.<br />A seri...
Simplest form<br />INPUTS<br />OUTPUTS<br />OUTCOMES<br />University of Wisconsin-Extension, Program Development and Evalu...
Logic models can be applied to: a small program, a process (i.e. a team working together), a large, multi-component progra...
LOGIC<br />the principles of reasoning<br />reasonable<br />the relationship of elements to each other and a whole<br />MO...
“If you don’t know where you are going, how are you gonna’ know when you get there?”<br />Yogi Berra<br />Where are you go...
Many people say a logic model is a road map<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
Logic model may also be called…<br />Theory of change<br />Program action<br />Model of change<br />Conceptual map<br />Ou...
What gets measured gets done<br />If you don’t measure results, you can’t tell success from failure<br />If you can’t see ...
What logic model is not…<br />A theory<br />Reality<br />An evaluation model or method<br />It is a framework for describi...
A bit of history<br />Dates to late 1960’s<br />Current accountability demands; logic model in widespread use<br />Public ...
Why the hype?  What’s the benefit?    <br />Focus on and be accountable for what matters – OUTCOMES<br />Provides common l...
Logic modelling is a way of thinking…not just a pretty graphic<br />“We build the road and the road builds us.”<br />-Sri ...
Everyday example<br />H<br />E<br />A<br />D<br />A<br />C<br />H<br />E<br />Feel better<br />Getpills<br />Takepills<br ...
Everyday example<br />H<br />U<br />N<br />G<br />R<br />Y<br />Feel better<br />Getfood<br />Eat food <br />University of...
Every day logic model –<br />Family Vacation<br />Family Members<br />Drive to state park<br />Family members learn about ...
Assumptions<br />Assumptions underlie much of what we do.  It is often these underlying assumptions that hinder success or...
Assumptions<br />The beliefs we have about the program, the participants, and how the program will work. Includes ideas ab...
Assumptions<br />As you left the house today and came to this workshop, what were some of your assumptions about the day? ...
A youth financial literacy program <br />Teens establish sound financial habits <br />Teens make better decisions about th...
Business Counseling Example<br />Improved business performance<br />These owners gain knowledge and change practices resul...
Parent Education Program – Logic model<br />SITUATION:  During a county needs assessment, majority of parents reported tha...
Example:  Water quality<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
Logic model of a training workshop<br />Situation: Funder requires grantees to include a logic model in their funding requ...
Group work
Practice
Q and A</li></ul>Trainer<br />Funds<br />Equipment<br />Research base<br />Training curriculum<br />Grantees<br />Improved...
If-then relationships<br />Underlying a logic model is a series of ‘if-then’ relationships that express the program’s theo...
Theory of change<br />“A theory of change is a description of how and why a set of activities – be they part of a highly f...
Logical chain of connections showing what the program is to accomplish<br />INPUTS<br />OUTPUTS<br />OUTCOMES<br />Activit...
How will activities lead to desired outcomes? A series of if-then relationships <br />Tutoring Program Example<br />IF    ...
Don’t forget the arrows<br />Arrows and feedback loops show the links between inputs, outputs and outcomes<br />Arrows dep...
Simplest form of logic model<br />INPUTS<br />OUTPUTS<br />OUTCOMES<br />University of Wisconsin-Extension, Program Develo...
A bit more detail<br />INPUTS<br />OUTPUTS<br />OUTCOMES<br />Activities<br />Participation<br />Short<br />Medium<br />Lo...
Fully detailed logic model<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
Defining the Situation: Critical first step in logic model development<br />What problematic condition exists that demands...
University of Wisconsin-Extension, Program Development and Evaluation<br />
Satisfaction<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
C H A I N      OF     O U T C O M E S <br />University of Wisconsin-Extension, Program Development and Evaluation<br />
Tend not be included in a logic model graphic:<br />Situational statement<br />Priorities<br />List of assumptions<br />Li...
Actions<br />Changes in behaviors and practices<br />Learning<br />Changes in knowledge, attitudes, skills, aspirations<br...
Language:  What do you mean by…<br />Goal = Impact<br />Impact = Long-term outcome<br />Objectives (participant focused) =...
Goal – outcome definition<br />Goal represents a general, big-picture statement of desired results.  “We find that it is u...
Outputs vs.outcomes<br />Example:  Number of patients discharged from state mental hospital is an output.  Percentage of d...
Logic Model…<br />Represents intention, is not reality<br />Focuses on expected outcomes<br />Challenge of causal attribut...
From Poister, 2003<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
Logic model with indicators for Outputs and Outcomes<br />Outputs<br />Outcomes<br />Farmers practice new techniques<br />...
Typical activity indicators to track<br />Amount of products, services delivered<br />#/type of customers/clients served<b...
Methods of data collection <br />SOURCES OF INFORMATION<br />Existing data<br />Program records, attendance logs, etc<br /...
Engagement<br />Engagement is the partnership of university knowledge and resources with those of the public and private s...
Benchmarks of Engagement<br />Evidence of Institutional Commitment to Engagement<br />Evidence of Institutional Resource C...
Benchmarks of Engagement<br />Evidence that Institutions are Engaged with their Communities<br />Evidence of Assessing the...
Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />
Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />Adequate preparation<br />
Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />Adequate preparation<br />Appropriate methods<br />
Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />Adequate preparation<br />Appropriate methods<br />...
Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />Adequate preparation<br />Appropriate methods<br />...
Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />Adequate preparation<br />Appropriate methods<br />...
What is required of you?<br />Background of significant scholarship<br />
What is required of you?<br />Background of significant scholarship<br />Diagnostic skills<br />
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CSU Extension, Engagement and the Logic model

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Presentation delivered to graduate class Principles of Extension.

Much of the material generated in this lecture were from the extension, logic model, scholarship of engagement were taken from the University of Wisconsin-Extension, Program Development and Evaluation program.

http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html

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Transcript of "CSU Extension, Engagement and the Logic model"

  1. 1. Extension and Engagement for the21stCentury Land Grant Institution<br />The Logic Model and the Scholarship of Engagement <br />Steven E. Newman, Ph.D., A.A.F.<br />Greenhouse Crops Extension Specialist<br />and Professor of Floriculture<br />
  2. 2. Traditional Extension Model<br />Outreach and Service<br />Client based<br />Outreach delivery<br />Continuing education<br />Laboratory testing<br />Field days<br />Youth development<br />Ag consultation<br />Food and nutrition<br />
  3. 3. The Scholarship of Engagement<br />What is the scholarship of engagement?<br />Is it service?<br />Service is often seen as somehow outside the "real" work of scholars. <br />
  4. 4. The Scholarship of Engagement<br />What is the scholarship of engagement?<br />Is it service?<br />Service is often seen as somehow outside the "real" work of scholars. <br />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. <br />
  5. 5. The Scholarship of Engagement<br />What is the scholarship of engagement?<br />Is it service?<br />Is it legitimate scholarship?<br />
  6. 6. The Scholarship of Engagement<br />What is the scholarship of engagement?<br />Is it service?<br />Is it legitimate scholarship?<br />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. <br />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. <br />
  7. 7. The Scholarship of Engagement<br />Engagement provides a conduit of information to flow from units not normally considered part of the outreach mission of an institution.<br />This must include:<br />Stakeholders<br />Consumers<br />All faculty<br />Students<br />
  8. 8. Evaluation of Engagement<br />
  9. 9. The Logic Model<br />
  10. 10. The Logic Model<br />Five Components:<br />Resources or inputs<br />Program activities<br />Outputs<br />Outcomes<br />Impacts<br />
  11. 11. A logic model is…<br />A depiction of a program showing what the program will do and what it is to accomplish.<br />A series of “if-then” relationships that, if implemented as intended, lead to the desired outcomes <br />The core of program planning and evaluation<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  12. 12. Simplest form<br />INPUTS<br />OUTPUTS<br />OUTCOMES<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  13. 13. 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. <br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  14. 14. LOGIC<br />the principles of reasoning<br />reasonable<br />the relationship of elements to each other and a whole<br />MODEL<br />small object representing another, often larger object (represents reality, isn’t reality) <br />preliminary pattern serving as a plan<br />tentative description of a system or theory that accounts for all its known properties<br />The American Heritage Dictionary, 2nd Ed<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  15. 15. “If you don’t know where you are going, how are you gonna’ know when you get there?”<br />Yogi Berra<br />Where are you going? <br />How will you get there?<br />What will show that you’ve arrived?<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  16. 16. Many people say a logic model is a road map<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  17. 17. Logic model may also be called…<br />Theory of change<br />Program action<br />Model of change<br />Conceptual map<br />Outcome map<br />Program logic<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  18. 18. What gets measured gets done<br />If you don’t measure results, you can’t tell success from failure<br />If you can’t see success, you can’t reward it<br />If you can’t reward success, you’re probably rewarding failure<br />If you can’t see success, you can’t learn from it<br />If you can’t recognize failure, you can’t correct it.<br />If you can demonstrate results, you can win public support.<br />Reinventing Government, Osborne and Gaebler, 1992<br />Accountability era<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  19. 19. What logic model is not…<br />A theory<br />Reality<br />An evaluation model or method<br />It is a framework for describing the relationships between investments, activities, and results. <br />It provides a common approach for integrating planning, implementation, evaluation and reporting.<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  20. 20. A bit of history<br />Dates to late 1960’s<br />Current accountability demands; logic model in widespread use<br />Public Sector - GPRA<br />Non-Profit Sector <br />Private Sector<br />International Agencies <br />Evaluation<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  21. 21. Why the hype? What’s the benefit? <br />Focus on and be accountable for what matters – OUTCOMES<br />Provides common language<br />Makes assumptions EXPLICIT<br />Supports continuous improvement <br />Promotes communications<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  22. 22. Logic modelling is a way of thinking…not just a pretty graphic<br />“We build the road and the road builds us.”<br />-Sri Lankan saying<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  23. 23. Everyday example<br />H<br />E<br />A<br />D<br />A<br />C<br />H<br />E<br />Feel better<br />Getpills<br />Takepills<br />Situation<br />INPUTS<br />OUTPUTS<br />OUTCOMES<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  24. 24. Everyday example<br />H<br />U<br />N<br />G<br />R<br />Y<br />Feel better<br />Getfood<br />Eat food <br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  25. 25. Every day logic model –<br />Family Vacation<br />Family Members<br />Drive to state park<br />Family members learn about each other; family bonds; family has a good time<br />Budget<br />Set up camp<br />Car<br />Cook, play, talk, laugh, hike<br />Camping Equipment<br />OUTPUTS<br />OUTCOMES<br />INPUTS<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  26. 26. Assumptions<br />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.<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  27. 27. Assumptions<br />The beliefs we have about the program, the participants, and how the program will work. Includes ideas about:<br />the problem or existing situation<br />program operations<br />expected outcomes and benefits<br />the participants and how they learn, behave, their motivations<br />resources<br />staff <br />external environment: influences<br />the knowledge base<br />etc.<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  28. 28. Assumptions<br />As you left the house today and came to this workshop, what were some of your assumptions about the day? <br />Why is it important that we think about assumptions?<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  29. 29. A youth financial literacy program <br />Teens establish sound financial habits <br />Teens make better decisions about the use of money<br />Teens gain knowledge and skills in money management<br />A high school financial planning program – 7 unit curriculum - is developed and delivered in high schools <br />Partners invest resources <br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  30. 30. Business Counseling Example<br />Improved business performance<br />These owners gain knowledge and change practices resulting in <br />A variety of educational activities are provided to business owners who participate<br />Agency invests time and resources<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  31. 31. Parent Education Program – Logic model<br />SITUATION: During a county needs assessment, majority of parents reported that they were having difficulty parenting and felt stressed as a result<br />OUTCOMES<br />INPUTS<br />OUTPUTS<br />Parents increase knowledge of child dev<br />Assess parent ed programs<br />Parents identify appropriate actions to take<br />Reduced stress<br />Staff<br />Parents <br />of 3-10 <br />year <br />olds <br />attend<br />Parents better understanding their own parenting style <br />Improved child-parent relations<br />Design- deliver evidence-based program of 8 sessions<br />Money<br />Parents use effective parenting practices<br />Partners<br />Parents gain skills in new ways to parent<br />Research<br />Facilitate support groups<br />Parents gain confidence in their abilities <br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  32. 32. Example: Water quality<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  33. 33. Logic model of a training workshop<br />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 <br />OUTCOMES<br />-Participants will increase knowledge of logic models<br />-Participants will increase ability to create a useful logic model of program <br />-Participants will Increase confidence in using logic models<br />INPUTS<br />OUTPUTS<br />Fulfill requirement of funder<br />Create meaningful logic models<br />Use logic models in own work<br />3 hour training<br /><ul><li>Interactive activities
  34. 34. Group work
  35. 35. Practice
  36. 36. Q and A</li></ul>Trainer<br />Funds<br />Equipment<br />Research base<br />Training curriculum<br />Grantees<br />Improved planning <br />Improved evaluation<br />Accountable here<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  37. 37. If-then relationships<br />Underlying a logic model is a series of ‘if-then’ relationships that express the program’s theory of change<br />IF then<br />IF then<br />IF then<br />IF then<br />IF then<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  38. 38. Theory of change<br />“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.”<br /> (Anderson, 2000)<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  39. 39. Logical chain of connections showing what the program is to accomplish<br />INPUTS<br />OUTPUTS<br />OUTCOMES<br />Activities<br />Participation<br />Short<br />Medium<br />Long-term<br />Program investments<br />What we do<br />Who we reach<br />What we invest<br />What results<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  40. 40. How will activities lead to desired outcomes? A series of if-then relationships <br />Tutoring Program Example<br />IF then<br />IF then<br />IF then<br />IF then<br />IF then<br />They will move to next grade level on time<br />We invest time and money<br />We can provide tutoring 3 hrs/week for 1 school year to 50 children<br />They will get better grades<br />They will learn and improve their skills<br />Students struggling academical-ly can be tutored<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  41. 41. Don’t forget the arrows<br />Arrows and feedback loops show the links between inputs, outputs and outcomes<br />Arrows depict the underlying causal connections<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  42. 42. Simplest form of logic model<br />INPUTS<br />OUTPUTS<br />OUTCOMES<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  43. 43. A bit more detail<br />INPUTS<br />OUTPUTS<br />OUTCOMES<br />Activities<br />Participation<br />Short<br />Medium<br />Long-term<br />Program investments<br />What we invest<br />What we do<br />Who we reach<br />What results<br />SO WHAT??<br />What is the VALUE?<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  44. 44. Fully detailed logic model<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  45. 45. Defining the Situation: Critical first step in logic model development<br />What problematic condition exists that demands a programmatic response?<br />Why does it exist? <br />For whom does it exist? <br />Who has a stake in the problem? <br />What can be changed?<br />If incorrectly understood and diagnosed, everything that flows from it will be wrong. <br />Factors affecting problems: protective factors; risk factors<br />Review research, evidence, knowledge-base<br />Traps: <br />Assuming we know cause: symptoms vs. root causes.<br />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?<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  46. 46. University of Wisconsin-Extension, Program Development and Evaluation<br />
  47. 47. Satisfaction<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  48. 48. C H A I N OF O U T C O M E S <br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  49. 49. Tend not be included in a logic model graphic:<br />Situational statement<br />Priorities<br />List of assumptions<br />List of external factors<br />Evaluation methods<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  50. 50. Actions<br />Changes in behaviors and practices<br />Learning<br />Changes in knowledge, attitudes, skills, aspirations<br />Reactions<br />Degree of satisfaction with program; level of interest; feelings toward activities, educational methods <br />Participation<br />Number and characteristics of people reached; frequency and intensity of contact<br />Hierarchy of effects<br />Social-economic-environmental improvements<br />Source: Bennett and Rockwell, 1995, Targeting Outcomes of Programs<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  51. 51. Language: What do you mean by…<br />Goal = Impact<br />Impact = Long-term outcome<br />Objectives (participant focused) = Outcomes<br />Activities = Outputs<br />Outputs may signify “tangible” accomplishments as a result of activities; products<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  52. 52. Goal – outcome definition<br />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).”<br /> (Western CAPT)<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  53. 53. Outputs vs.outcomes<br />Example: Number of patients discharged from state mental hospital is an output. Percentage of discharged who are capable of living independently is an outcome<br /> Not how many worms the bird feeds its young, but how well the fledgling flies<br /> (United Way of America, 1999)<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  54. 54. Logic Model…<br />Represents intention, is not reality<br />Focuses on expected outcomes<br />Challenge of causal attribution<br />Many factors influence process and outcomes<br />Doesn’t address: Are we doing the right thing?<br />Limitations<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  55. 55. From Poister, 2003<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  56. 56. Logic model with indicators for Outputs and Outcomes<br />Outputs<br />Outcomes<br />Farmers practice new techniques<br />Farm profitability increases<br />Program implemented<br />Targeted farmers<br />Farmers learn<br />Number of workshops held<br />Quality of workshops<br />Number and percent reporting increased profits; amount of increase <br />Number and percent of farmers attending<br />Number and percent who increase knowledge<br />Number and percent who practice new techniques<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  57. 57. Typical activity indicators to track<br />Amount of products, services delivered<br />#/type of customers/clients served<br />Timeliness of service provision<br />Accessibility and convenience of service<br />Location; hours of operation; staff availability<br />Accuracy, adequacy, relevance of assistance<br />Courteousness<br />Customer satisfaction<br /># of clients served<br /># of consultations<br /># of workshops held<br /># of attendees<br /># of referrals<br />Quality of service<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  58. 58. Methods of data collection <br />SOURCES OF INFORMATION<br />Existing data<br />Program records, attendance logs, etc<br />Pictures, charts, maps, pictorial records<br />Program participants<br />Others: key informants, nonparticipants, proponents, critics, staff, collaborators, funders, etc.<br />DATA COLLECTION METHODS<br />Survey<br />Interview<br />Test<br />Observation<br />Group techniques<br />Case study<br />Photography<br />Document review<br />Expert or peer review<br />University of Wisconsin-Extension, Program Development and Evaluation<br />
  59. 59. Engagement<br />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.<br />
  60. 60. Benchmarks of Engagement<br />Evidence of Institutional Commitment to Engagement<br />Evidence of Institutional Resource Commitments to Engagement<br />Evidence that Students are Involved in Engagement and Outreach Activities<br />Evidence that Faculty and Staff are Engaged with External Constituents<br />
  61. 61. Benchmarks of Engagement<br />Evidence that Institutions are Engaged with their Communities<br />Evidence of Assessing the Impact and Outcomes of Engagement<br />Evidence of Resource/Revenue Opportunities Generated through Engagement<br />
  62. 62. Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />
  63. 63. Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />Adequate preparation<br />
  64. 64. Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />Adequate preparation<br />Appropriate methods<br />
  65. 65. Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />Adequate preparation<br />Appropriate methods<br />Significant results<br />
  66. 66. Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />Adequate preparation<br />Appropriate methods<br />Significant results<br />Effective presentation<br />
  67. 67. Assessment of Engagement<br />Faculty Evaluation<br />Clear goals<br />Adequate preparation<br />Appropriate methods<br />Significant results<br />Effective presentation<br />Reflective critique<br />
  68. 68. What is required of you?<br />Background of significant scholarship<br />
  69. 69. What is required of you?<br />Background of significant scholarship<br />Diagnostic skills<br />
  70. 70. What is required of you?<br />Background of significant scholarship<br />Diagnostic skills<br />Use or development of creative and focused methodologies<br />
  71. 71. What is required of you?<br />Background of significant scholarship<br />Diagnostic skills<br />Use or development of creative and focused methodologies<br />Information organization and media skills<br />
  72. 72. What is required of you?<br />Background of significant scholarship<br />Diagnostic skills<br />Use or development of creative and focused methodologies<br />Information organization and media skills, and <br />Written and oral skills in interpreting as well as presenting information<br />
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