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Loca
l S
chool In
volv
em
en
t
Com
munity
Engag
emen
tLa
ndsc
ape A
naly
sis
Localization Skills
Sense of Place
Stewardship of Resources
Quality of Life
Conditions & Resources
Activities Outcomes Impacts
Needs Assessment
Program Planning
Implementation Evaluation
1. Goals2. Process Evaluation
3. Outcome Evaluation
4. Impact Evaluation
Logic Model
Program Developme
nt
Program Evaluation
(Dalton, Elias, & Wandersman, 2001)
Program Development and Evaluation Model
logic model
A picture of how your program works.
It links outcomes (both short- and long-term) with activities/processes and the theoretical assumptions/principles of the program.
Simplified Logic Model
Program Resources
Inputs Inputs ActivitiesActivities OutputsOutputs
What you do with the inputs
Direct products of the activities
Simplified Logic Model
Inputs Inputs ActivitiesActivities OutputsOutputs OUTCOMES
OUTCOMES
Changes in participants following program activities
Program Resources
What you do with the inputs
Direct Products of the activities
A Logic Model…
Links the strategy with its intended outcomes.
CONTEXT
CONTEXT
InputsInputs Activitie
s
Activities Outputs
Outputs
Au
die
nces
Au
die
nces
Outcome 1
Outcome 1
Outcome 2
Outcome 2
Outcome 3
Outcome 3
Outcome 4
Outcome 4
STRATEGY INTENDED OUTCOMES
Adapted from Norland, 2002
HY
PO
TH
ES
ISH
YP
OTH
ES
IS
Through offering towns an inclusive, balanced, and locally directed public forum to explore, integrate and envision the future of the natural and cultural landscape, PLACE will contribute positively to the health and well-being of the community and the stewardship of local resources.
PLACE Program Theory of Change
K-12 Educators STRATEGIES INTENDED OUTCOMES
InputsActivities Outputs A
UDIENCE
Short Term Medium TermLong term
Shelburne Farms
Resources
UVM Resources
Town Resources
Financial Resources
State, Regional,
and National
Organizational
Partners
Professional development workshops for K-12 educators
Principles & Best Practices in PBE workshops for K-12 educators
Field trips to teaching sites of local landscape
Digital copies of all interpretive materials
Interactive Web site featuring Town-based information and Interpretation
Evening Interpretive Presentations
Community visioning forumDigital copies of all interpretive materials
•develop new place-based education curricula for use in local schools
•Interact with Community members in new ways
have an awakened appreciation for the town’s unique qualities, landscape ecology, and cultural history
have an increased awareness of public access landshave an understanding of the integrated character of human and natural history on the landscapeshare their knowledge of landscape natural and cultural history with each other utilize the PLACE website for information and research
•infuse place-based activities into their curricula each year
•develop a greater sense of place
•involved in ecological stewardship and community service
Improved quality of
life for residents
and enhanced stewardshi
p of resources through stronger
connection to and
engagement with the
local landscape
and heritage
• UVM Service-Learners
• Community Sponsors
• Community Volunteers
• K-12 Educators
• Community Event Participants
Five Categories of Participants
Program Goal: Facilitate the integration of place-based learning into schools by providing local educators with information, resources, and curriculum development support Intended Outcomes:Short-term Develop new place-based education curricula for use in local schools Connect with community members Develop valuable skills for interpreting the local landscapeMedium-term Infuse place-based activities into their curricula each year Help their students develop a greater sense of placeSurvey Questions:Please rate how strongly (1-5) you agree or disagree with each of the following statements about your PLACE experience:As a result of my participation in PLACE… I more frequently use the local landscape as an educational resource. I more frequently use local residents as educational resources. I have developed and implemented new place-based curricula for use with my
students. I have partnered with a local community organization, agency, business, or
government agency to develop and implement curricula. I feel more confident bringing my students outside of the classroom. I infuse place-based activities into my teaching on an ongoing basis. I have advocated more heavily for my school to incorporate place-based education
into its practices. I have initiated a greater number of service-learning projects. my students have gained an appreciation for the natural and cultural features of
the local landscape. my students have a stronger sense of place.