The document outlines the concept of the scholarship of engagement within the context of land grant institutions, emphasizing the integration of teaching, research, and service to enhance academic and community outcomes. It discusses the logic model as a structured framework for program planning and evaluation, detailing its components and importance in demonstrating the impact of outreach activities. The document also highlights the need for institutions to legitimize service as a scholarly activity, thereby fostering a more engaged educational environment.

1. Extension and Engagement for the21stCentury Land Grant InstitutionThe Logic Model and the Scholarship of Engagement Steven E. Newman, Ph.D., A.A.F.Greenhouse Crops Extension Specialistand Professor of Floriculture

2. Traditional Extension ModelOutreach and ServiceClient basedOutreach deliveryContinuing educationLaboratory testingField daysYouth developmentAg consultationFood and nutrition

3. The Scholarship of EngagementWhat is the scholarship of engagement?Is it service?Service is often seen as somehow outside the "real" work of scholars.

4. The Scholarship of EngagementWhat is the scholarship of engagement?Is it service?Service is often seen as somehow outside the "real" work of scholars. 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.

5. The Scholarship of EngagementWhat is the scholarship of engagement?Is it service?Is it legitimate scholarship?

6. The Scholarship of EngagementWhat is the scholarship of engagement?Is it service?Is it legitimate scholarship?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. 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.

7. The Scholarship of EngagementEngagement provides a conduit of information to flow from units not normally considered part of the outreach mission of an institution.This must include:StakeholdersConsumersAll facultyStudents

8. Evaluation of Engagement

9. The Logic Model

10. The Logic ModelFive Components:Resources or inputsProgram activitiesOutputsOutcomesImpacts

11. A logic model is…A depiction of a program showing what the program will do and what it is to accomplish.A series of “if-then” relationships that, if implemented as intended, lead to the desired outcomes The core of program planning and evaluationUniversity of Wisconsin-Extension, Program Development and Evaluation

12. Simplest formINPUTSOUTPUTSOUTCOMESUniversity of Wisconsin-Extension, Program Development and Evaluation

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. University of Wisconsin-Extension, Program Development and Evaluation

14. LOGICthe principles of reasoningreasonablethe relationship of elements to each other and a wholeMODELsmall object representing another, often larger object (represents reality, isn’t reality) preliminary pattern serving as a plantentative description of a system or theory that accounts for all its known propertiesThe American Heritage Dictionary, 2nd EdUniversity of Wisconsin-Extension, Program Development and Evaluation

15. “If you don’t know where you are going, how are you gonna’ know when you get there?”Yogi BerraWhere are you going? How will you get there?What will show that you’ve arrived?University of Wisconsin-Extension, Program Development and Evaluation

16. Many people say a logic model is a road mapUniversity of Wisconsin-Extension, Program Development and Evaluation

17. Logic model may also be called…Theory of changeProgram actionModel of changeConceptual mapOutcome mapProgram logicUniversity of Wisconsin-Extension, Program Development and Evaluation

18. What gets measured gets doneIf you don’t measure results, you can’t tell success from failureIf you can’t see success, you can’t reward itIf you can’t reward success, you’re probably rewarding failureIf you can’t see success, you can’t learn from itIf you can’t recognize failure, you can’t correct it.If you can demonstrate results, you can win public support.Reinventing Government, Osborne and Gaebler, 1992Accountability eraUniversity of Wisconsin-Extension, Program Development and Evaluation

19. What logic model is not…A theoryRealityAn evaluation model or methodIt is a framework for describing the relationships between investments, activities, and results. It provides a common approach for integrating planning, implementation, evaluation and reporting.University of Wisconsin-Extension, Program Development and Evaluation

20. A bit of historyDates to late 1960’sCurrent accountability demands; logic model in widespread usePublic Sector - GPRANon-Profit Sector Private SectorInternational Agencies EvaluationUniversity of Wisconsin-Extension, Program Development and Evaluation

21. Why the hype? What’s the benefit? Focus on and be accountable for what matters – OUTCOMESProvides common languageMakes assumptions EXPLICITSupports continuous improvement Promotes communicationsUniversity of Wisconsin-Extension, Program Development and Evaluation

22. Logic modelling is a way of thinking…not just a pretty graphic“We build the road and the road builds us.”-Sri Lankan sayingUniversity of Wisconsin-Extension, Program Development and Evaluation

23. Everyday exampleHEADACHEFeel betterGetpillsTakepillsSituationINPUTSOUTPUTSOUTCOMESUniversity of Wisconsin-Extension, Program Development and Evaluation

24. Everyday exampleHUNGRYFeel betterGetfoodEat food University of Wisconsin-Extension, Program Development and Evaluation

25. Every day logic model –Family VacationFamily MembersDrive to state parkFamily members learn about each other; family bonds; family has a good timeBudgetSet up campCarCook, play, talk, laugh, hikeCamping EquipmentOUTPUTSOUTCOMESINPUTSUniversity of Wisconsin-Extension, Program Development and Evaluation

26. AssumptionsAssumptions 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.University of Wisconsin-Extension, Program Development and Evaluation

27. AssumptionsThe beliefs we have about the program, the participants, and how the program will work. Includes ideas about:the problem or existing situationprogram operationsexpected outcomes and benefitsthe participants and how they learn, behave, their motivationsresourcesstaff external environment: influencesthe knowledge baseetc.University of Wisconsin-Extension, Program Development and Evaluation

28. AssumptionsAs you left the house today and came to this workshop, what were some of your assumptions about the day? Why is it important that we think about assumptions?University of Wisconsin-Extension, Program Development and Evaluation

29. A youth financial literacy program Teens establish sound financial habits Teens make better decisions about the use of moneyTeens gain knowledge and skills in money managementA high school financial planning program – 7 unit curriculum - is developed and delivered in high schools Partners invest resources University of Wisconsin-Extension, Program Development and Evaluation

30. Business Counseling ExampleImproved business performanceThese owners gain knowledge and change practices resulting in A variety of educational activities are provided to business owners who participateAgency invests time and resourcesUniversity of Wisconsin-Extension, Program Development and Evaluation

31. Parent Education Program – Logic modelSITUATION: During a county needs assessment, majority of parents reported that they were having difficulty parenting and felt stressed as a resultOUTCOMESINPUTSOUTPUTSParents increase knowledge of child devAssess parent ed programsParents identify appropriate actions to takeReduced stressStaffParents of 3-10 year olds attendParents better understanding their own parenting style Improved child-parent relationsDesign- deliver evidence-based program of 8 sessionsMoneyParents use effective parenting practicesPartnersParents gain skills in new ways to parentResearchFacilitate support groupsParents gain confidence in their abilities University of Wisconsin-Extension, Program Development and Evaluation

32. Example: Water qualityUniversity of Wisconsin-Extension, Program Development and Evaluation

33. Logic model of a training workshopSituation: 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 OUTCOMES-Participants will increase knowledge of logic models-Participants will increase ability to create a useful logic model of program -Participants will Increase confidence in using logic modelsINPUTSOUTPUTSFulfill requirement of funderCreate meaningful logic modelsUse logic models in own work3 hour trainingInteractive activities

34. Group work

35. Practice

36. Q and ATrainerFundsEquipmentResearch baseTraining curriculumGranteesImproved planning Improved evaluationAccountable hereUniversity of Wisconsin-Extension, Program Development and Evaluation

37. If-then relationshipsUnderlying a logic model is a series of ‘if-then’ relationships that express the program’s theory of changeIF thenIF thenIF thenIF thenIF thenUniversity of Wisconsin-Extension, Program Development and Evaluation

38. Theory of change“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.” (Anderson, 2000)University of Wisconsin-Extension, Program Development and Evaluation

39. Logical chain of connections showing what the program is to accomplishINPUTSOUTPUTSOUTCOMESActivitiesParticipationShortMediumLong-termProgram investmentsWhat we doWho we reachWhat we investWhat resultsUniversity of Wisconsin-Extension, Program Development and Evaluation

40. How will activities lead to desired outcomes? A series of if-then relationships Tutoring Program ExampleIF thenIF thenIF thenIF thenIF thenThey will move to next grade level on timeWe invest time and moneyWe can provide tutoring 3 hrs/week for 1 school year to 50 childrenThey will get better gradesThey will learn and improve their skillsStudents struggling academical-ly can be tutoredUniversity of Wisconsin-Extension, Program Development and Evaluation

41. Don’t forget the arrowsArrows and feedback loops show the links between inputs, outputs and outcomesArrows depict the underlying causal connectionsUniversity of Wisconsin-Extension, Program Development and Evaluation

42. Simplest form of logic modelINPUTSOUTPUTSOUTCOMESUniversity of Wisconsin-Extension, Program Development and Evaluation

43. A bit more detailINPUTSOUTPUTSOUTCOMESActivitiesParticipationShortMediumLong-termProgram investmentsWhat we investWhat we doWho we reachWhat resultsSO WHAT??What is the VALUE?University of Wisconsin-Extension, Program Development and Evaluation

44. Fully detailed logic modelUniversity of Wisconsin-Extension, Program Development and Evaluation

45. Defining the Situation: Critical first step in logic model developmentWhat problematic condition exists that demands a programmatic response?Why does it exist? For whom does it exist? Who has a stake in the problem? What can be changed?If incorrectly understood and diagnosed, everything that flows from it will be wrong. Factors affecting problems: protective factors; risk factorsReview research, evidence, knowledge-baseTraps: Assuming we know cause: symptoms vs. root causes.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?University of Wisconsin-Extension, Program Development and Evaluation

46. University of Wisconsin-Extension, Program Development and Evaluation

47. SatisfactionUniversity of Wisconsin-Extension, Program Development and Evaluation

48. C H A I N OF O U T C O M E S University of Wisconsin-Extension, Program Development and Evaluation

49. Tend not be included in a logic model graphic:Situational statementPrioritiesList of assumptionsList of external factorsEvaluation methodsUniversity of Wisconsin-Extension, Program Development and Evaluation

50. ActionsChanges in behaviors and practicesLearningChanges in knowledge, attitudes, skills, aspirationsReactionsDegree of satisfaction with program; level of interest; feelings toward activities, educational methods ParticipationNumber and characteristics of people reached; frequency and intensity of contactHierarchy of effectsSocial-economic-environmental improvementsSource: Bennett and Rockwell, 1995, Targeting Outcomes of ProgramsUniversity of Wisconsin-Extension, Program Development and Evaluation

51. Language: What do you mean by…Goal = ImpactImpact = Long-term outcomeObjectives (participant focused) = OutcomesActivities = OutputsOutputs may signify “tangible” accomplishments as a result of activities; productsUniversity of Wisconsin-Extension, Program Development and Evaluation

52. Goal – outcome definitionGoal 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).” (Western CAPT)University of Wisconsin-Extension, Program Development and Evaluation

53. Outputs vs.outcomesExample: Number of patients discharged from state mental hospital is an output. Percentage of discharged who are capable of living independently is an outcome Not how many worms the bird feeds its young, but how well the fledgling flies (United Way of America, 1999)University of Wisconsin-Extension, Program Development and Evaluation

54. Logic Model…Represents intention, is not realityFocuses on expected outcomesChallenge of causal attributionMany factors influence process and outcomesDoesn’t address: Are we doing the right thing?LimitationsUniversity of Wisconsin-Extension, Program Development and Evaluation

55. From Poister, 2003University of Wisconsin-Extension, Program Development and Evaluation

56. Logic model with indicators for Outputs and OutcomesOutputsOutcomesFarmers practice new techniquesFarm profitability increasesProgram implementedTargeted farmersFarmers learnNumber of workshops heldQuality of workshopsNumber and percent reporting increased profits; amount of increase Number and percent of farmers attendingNumber and percent who increase knowledgeNumber and percent who practice new techniquesUniversity of Wisconsin-Extension, Program Development and Evaluation

57. Typical activity indicators to trackAmount of products, services delivered#/type of customers/clients servedTimeliness of service provisionAccessibility and convenience of serviceLocation; hours of operation; staff availabilityAccuracy, adequacy, relevance of assistanceCourteousnessCustomer satisfaction# of clients served# of consultations# of workshops held# of attendees# of referralsQuality of serviceUniversity of Wisconsin-Extension, Program Development and Evaluation

58. Methods of data collection SOURCES OF INFORMATIONExisting dataProgram records, attendance logs, etcPictures, charts, maps, pictorial recordsProgram participantsOthers: key informants, nonparticipants, proponents, critics, staff, collaborators, funders, etc.DATA COLLECTION METHODSSurveyInterviewTestObservationGroup techniquesCase studyPhotographyDocument reviewExpert or peer reviewUniversity of Wisconsin-Extension, Program Development and Evaluation

59. EngagementEngagement 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.

60. Benchmarks of EngagementEvidence of Institutional Commitment to EngagementEvidence of Institutional Resource Commitments to EngagementEvidence that Students are Involved in Engagement and Outreach ActivitiesEvidence that Faculty and Staff are Engaged with External Constituents

61. Benchmarks of EngagementEvidence that Institutions are Engaged with their CommunitiesEvidence of Assessing the Impact and Outcomes of EngagementEvidence of Resource/Revenue Opportunities Generated through Engagement

62. Assessment of EngagementFaculty EvaluationClear goals

63. Assessment of EngagementFaculty EvaluationClear goalsAdequate preparation

64. Assessment of EngagementFaculty EvaluationClear goalsAdequate preparationAppropriate methods

65. Assessment of EngagementFaculty EvaluationClear goalsAdequate preparationAppropriate methodsSignificant results

66. Assessment of EngagementFaculty EvaluationClear goalsAdequate preparationAppropriate methodsSignificant resultsEffective presentation

67. Assessment of EngagementFaculty EvaluationClear goalsAdequate preparationAppropriate methodsSignificant resultsEffective presentationReflective critique

68. What is required of you?Background of significant scholarship

69. What is required of you?Background of significant scholarshipDiagnostic skills