1. Logic Model Template – Institutional Level
Inputs Processes/Activities Outputs Outcomes
[Resources] [Actions, Developmental Programs] [Products of Processes/Activities] [Intended Effect of Outputs]
What activities or processes are
needed to produce outputs to reach
institutional level outcomes?
For example:
· Tenure/promotion revision
· Assessment workshops
· Teaching workshops
· Cross-constituency
discussions
· Campus enrichment
activities
· Media campaigns (branding)
· Committee organizing and
work
What products should be gathered
that can be counted as evidence of
meeting institutional outcomes?
For example:
· number of publications
· number of course offerings with
high impact practices
· Assessment of General
Education/Departments
· Engagement and recruitment of
students and faculty from
underserved populations
· Use of data in campus meetings
· Use of student portfolios
What outcomes does the institution want to
achieve?
For example:
· (Short) Increased evidence of student
learning
· (Short) Increased involvement of faculty
using high impact practices
· (Int.) Increase retention
· (Int.) Understand achievement of
learning outcomes for underserved
students
· (Long) Moving from a teaching
centered to a learning centered
institution
What resources are available to
achieve the activities and
processes necessary to produce
outputs related to institutional
level outcomes?
For example:
· Campus support centers
· Academic Divisions
· Student Affairs
· Alumni support/In-kind
efforts
Assumptions

2. Logic Model Template – Faculty Level
Inputs Processes/Activities Outputs Outcomes
[Resources] [Actions, Developmental Programs] [Products of Processes/Activities] [Intended Effect of Outputs]
What activities or processes are
needed to produce outputs to reach
faculty level outcomes?
For example:
· Faculty development
workshops
· Research colloquia
· Recognition days
· Assessment days
· Tenure/promotion revision
What products should faculty
produce to indicate evidence of
outcomes attainment?
For example:
· Scholarship of teaching and
learning publications
· Course offerings
· Assignments that
incorporate best practices
· Number of hours with
community organizations
What outcomes does the institution want to
achieve with regard to faculty advancement
and learning?
For example:
· Greater engagement in scholarship
of teaching and learning
· Increased involvement in local
community
· Increased awareness of civic issues
and course material
· Teaching with high impact practices
· Use of assessment to enhance
teaching (and student learning)
What resources are available to
achieve the activities and
processes necessary to produce
outputs related to faculty level
outcomes?
For example:
· Teaching center
· Civic Development Center
· Stipends
· Teaching Assistants
· Community organizations
· Support for conference
travel
Assumptions

3. Logic Model Template – Student Level
Inputs Processes/Activities Outputs Outcomes
[Resources] [Actions, Developmental Programs] [Products of Processes/Activities] [Intended Effect of Outputs]
Activities represent programmatic
intentionality and structured
opportunities for engagement,
reflection and interaction.
Corresponding outputs from these
activities should be specified in the
proceeding Outputs section. What
actions or gatherings would need to
occur to produce the necessary
products that can be counted as
evidence of a particular outcome?
Outputs are products or results of
activities from which data can be
gathered and connected with
intended outcomes of the
experience, action or program. All
preceding activities should have
an associated output.
Outcomes can be short-term,
intermediate and long-term. Short-term
outcomes are viewed as effects that can
be measured immediately from outputs.
Intermediate outcomes may necessitate
the aggregation and analysis of a group or
compilation of short-term effects for
assessment. For example, increasing
retention rates is an intermediate
outcome that may take multiple years of
assessment of short-term gains in learning
outcomes. Long-term effects require
extensive data collection over a long
period of time.
• Inputs = resources available to
facilitate processes/activities to
generate outputs.
• Human resources = time and labor
across campus constituencies.
Financial resources should be
considered across multiple budget
and/or departmental areas. In-kind
or donated resources should be
included.
• Curricular resources = established
programs or foundational courses to
which new work can be harnessed.
Assumptions