Civic engagement evaluation

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Thoughts on evaluating civic engagement for higher education, plus some additional thoughts on campus-community partnerships

Transcript of Civic engagement evaluation


2. EVALUATION? 3. We are not using all of the tools available to us. 4. THINK DIFFERENTLY ABOUT EVALUATION 5. time sequences | locations | ideas | events 6. * Comfort of interviewee * Be sincere * Be conversational * Open-ended questions * Listen (The phone just records; it doesnt listen.) Video Or Audio first person voice document process & outcomes Useful Resource: "16 tips for making video interviews come alive" by Lindsay Oberst 7. 8. 9. LOGIC MODEL the graphic depiction of the relationship between your activities and their intended effects. 10. Headache (SITUATION) Get Pills (INPUT) Take Pills (OUTPUT) Feel Better (OUTCOME) 11. Get Everybody on the Same Page Build understanding & promote consensus about what the program is, and how it will work. Make your underlying beliefs explicit. Summarize complex programs to communicate with stakeholders and funders. A logic model can . . . 12. EVALUATION HINGES ON ASSUMPTIONS WHY IS IT IMPORTANT THAT WE THINK ABOUT ASSUMPTIONS? As you left the house today and came to this training, what were some of your assumptions about the day? 13. WHO is going to do WHAT, WHEN, WHY, and TO WHAT STANDARD? 14. Reactions Learning Actions Participation Social, Economic, & Environmental Improvements Hierarchy of Effects Bennett and Rockwell, 1995, Targeting Outcomes of Programs Number and characteristics of people reached; frequency and intensity of contact Degree of satisfaction with program; level of interest; feelings toward activities, educational methods Changes in knowledge, attitudes, skills, aspirations Changes in behaviors and practices University of Wisconsin Extension 15. Limitations of Logic Models 16. They represent reality, but are not reality (Human relationships formulas). 17. Programs/projects are not linear (Nothing ever goes exactly as planned). 18. They focus on expected outcomes, not on actual outcomes. (positive or negative unintended consequences) 19. They have a tendency to assess what is easiest to measure rather than what is most valuable. 20. There can be causal attribution issues (Variables may not be isolated and many factors are influencing outcomes). 21. They dont address whether you are doing the right thing, only what you did. 22. Theory of Change IF > THEN, IF >THEN, IF > THEN, IF > THEN 23. "I think you should be more explicit here in step two." Cartoon by Sidney Harris 24. We measure what we value and value what we measure. 25. Quality of Life vs. Standard of Living 26. Never a number without a story; never a story without a number 27. Skills Incentives Resources Action Plan Confusion= Vision Incentives Resources Action Plan Anxiety= Vision Skills Resources Action Plan Resistance= Vision Skills Incentives Action Plan Frustration= Vision Skills Incentives Resources Treadmill= Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.) Vision Skills Incentives Resources Action Plan Change= Handout 28. Know where to focus your efforts 29. Some Things to Remember 30. Do no harm, and protect each other from making mistakes. 31. Dont take your partners for granted. 32. There are incredibly smart people who will help you if you ask. You just need to ask. 33. NEED FIVE MINUTES? 34. Thinking About the Fundamental Nature of Higher Education 35. 0.0000000000 000000000000 000000000001 36. Don Novello Father Guido Sarducci's Five Minute University 37. "Virtually every feature of traditional formal education was created between 1850 and 1919 to support the Industrial Age." - Cathy Davidson, Duke University 38. Alice Loher demonstrates how to load film onto a projector to a Library School class, 1948 (University of Illinois Archives) . . . educational technology has moved from being something that supported classroom teaching and later distance education, to a force for radical change in our educational systems. . ." - Tony Bates, distance education guru 39. About 500 years ago, the primary mode of teaching in the university was to come in with blank sheets of paper and listen to the professor recite from a manuscript so you could make your own copy of the book." - David Wiley, Brigham Young University image: 40. Image: SCHOOL LIFE 41. Higher Education Social Media Membership in intellectual and social affinity groups X X Access to resources and experts X X Engaging in intellectual discussions X X Accumulate and develop skills for employment X X Association with professional community X X Establish social and professional network X X Enhance personal and professional reputation X X Share enthusiasm for common interests X X Build skills X X Educators are no longer the gatekeepers of knowledge. - Dr. Sarah Smith-Robbins Higher Education and Social Media 42. Educators are no longer the gatekeepers of knowledge. - Dr. Sarah Smith-Robbins Higher Education and Social Media Higher Education Social Media Indicator of Success Official endorsement of completion via diploma Evidence of work completed and place in community Navigation Guidance through experiences and thought processes Self-directed exploration of ideas, discussions, and sources Investment Money Time Priority Priority set by Institution Priority set by Individual Rules Rigid Flexible 43. Education vs Everyday Analog Digital Tethered Mobile Isolated Connected Generic Personal Consumption Creating Closed Open Then vs Now Analog Digital Tethered Mobile Isolated Connected Generic Personal Consumption Creating Closed Open Licensed under Creative Commons By-SA David Wiley 44. Education vs Everyday Analog Digital Tethered Mobile Isolated Connected Generic Personal Consumption Creating Closed Open Civic Engagement 45. CONNECTIVISM Stephen Downes George Siemens KNOWLEDGE AND LEARNING CAN BE DESCRIBED AND EXPLAINED USING NETWORK PRINCIPLES 46. To teach is to model and demonstrate To learn is to practice and reflect an authentic community of practice What does this remind you of? Connectivist Pedagogy (Downes) 47. Role of the Teacher To practice ones work in an open manner; to work transparently To work is to engage in a community To be openly reflective, eg., to write about the work Role of the Learner To attach oneself to an authentic environment To observe and emulate successful practice To be reflective, ie., to engage in conversation about the practice Connectivist Pedagogy (Downes) 48. Image licensed under Creative Commons by Nongbri Family Pix: Retrieved from 49. Image licensed under Creative Commons by craigCloutier: Quote source: Learning and Understanding (2002) Principle 2 50. HOW DO YOU LEARN NEW THINGS? HOW DID YOU LEARN NEW THINGS 20 YEARS AGO? WHAT IS DIFFERENT? 51. Each of us has our own Personal Message Shield 52. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status we're now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities. - Sir Ken Robinson Photo: Thanks to: 53. Creativity comes from looking for the unexpected and stepping outside your own experience. - Masaru Ibuka, co-founder of Sony 54. "In the times of rapid change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists." - Eric Hoffer ccSteveWheeler,UniversityofPlymouth,2010 55. Institutional Civic Engagement Student Community Service or Service-Learning 56. Institutions shouldnt say one thing and do another. 57. No Vision 58. No Vision Imposed Vision 59. No Vision Imposed Vision Shared Vision 60. Teaching & Learning 61. Human Resources 62. Material Resources 63. Financial Resources 64. 65. 66.