1. Instructor: Bess A. Rose

2. Complete the Survey of Attitudes About Logic ModelsSurvey of Attitudes About Logic Models For your identification code, use any10-digit number that is easy for you to remember and no other class participant would use – for example, your home or cell phone number.

3. Photograph by Quentin BaconGourmet Magazine, Dec. 1999 http://www.gourmet.com/recipes/1990s/1999/12/minibrownieshttp://www.gourmet.com/recipes/1990s/1999/12/minibrownies

4. Goal: Participants will be able to describe the logic of how their program is supposed to work, using a logic model diagram. The course web site is http://home.comcast.net/~barose1/RoseSolutions/P D/LogicModels/LogicModels.html http://home.comcast.net/~barose1/RoseSolutions/P D/LogicModels/LogicModels.html Participants will also contribute to the formative and summative evaluation. Please sign the Consent Form.

5. Given a logic model diagram, participants will identify the 4 components of a logic model with 100% accuracy.

6. Mini Brownie Cupcakes Makes about 72 mini-cupcakes Active time:25 min Start to finish:1 1/2 hr December 1999 Vegetable-oil cooking spray 4 sticks unsalted butter, cut into pieces 8 oz unsweetened chocolate, chopped 1 3/4 cups all-purpose flour 1/2 cup unsweetened cocoa powder (preferably Dutch-process) 1/2 teaspoon salt 3 3/4 cups granulated sugar 8 large eggs Confectioners sugar (optional) Special equipment: mini-muffin tins and about 72 (1- by 1-inch) waxed paper liners Preheat oven to 350ºF and line mini-muffin tins with liners. Spray liners with cooking spray. Melt butter and chocolate in a 4-quart heavy pot over moderately low heat, stirring until smooth. Whisk together flour, cocoa, and salt. Remove pan from heat and whisk in granulated sugar. Add eggs, 1 at a time, whisking after each addition until incorporated, and stir in flour mixture just until blended. Spoon batter into muffin liners, filling cups to top, and bake in middle of oven 25 to 30 minutes, or until a tester comes out with crumbs adhering. Cool 5 minutes in tins and turn out onto racks. Repeat with remaining batter. Dust with confectioners sugar if desired. Cooks' note: Cupcakes may be made 2 days ahead and kept in an airtight container at room temperature. We used waxed candy/muffin liners for these cupcakes, which kept them from sticking and helped them develop attractive domed tops. (Spraying your muffin tins will keep them from sticking but tends to result in flat-topped cupcakes.) The liners are available by mail order from Sweet Celebrations, (800) 328-6722. They are not always well labeled; ask for item #601524 (red) or #502332 (white with gold). Photograph by Quentin BaconGourmet Magazine, Dec. 1999 http://www.gourmet.com/recipes/1990s/1999/12/minibrownieshttp://www.gourmet.com/recipes/1990s/1999/12/minibrownies Name and info What goes in and how to do it What comes out What are the components of a recipe?

7. A recipe for success! Explains how a program is supposed to work Like a recipe, it has several key components What components do you see in the 2 sample logic models?

8. The You and Your Toddler Parenting Series is offered throughout the Kennogaugh Falls Region for parents of children two to four years of age, especially those parents with a high school education or less. The series consists of six two-hour sessions facilitated by a public health nurse. Discussions include topics such as: taking care of a sick child; preparing healthy, balanced meals; communicating effectively; setting limits; talking sexuality with toddlers; balancing work and family life; and building self-esteem in toddlers. The sessions are offered at a variety of times and places throughout the week and are held in churches and community centres throughout the region in order to be available to as many parents as possible. Sessions are offered in English and French. The series aims to: increase parents knowledge about and skills in caring for their young child; inform parents about community resources; and help parents build an informal support network with other parents in the group. Ultimately it is hoped that this program will increase the number of parents able to adopt healthy parenting behaviours in order to increase the number of children able to attain their optimal level of physical, mental, emotional and social development. From the University of Maine Cooperative Extension, http://www.umext.maine.edu/POWhttp://www.umext.maine.edu/POW

9. InputsActivitiesOutputsShort-Term Outcomes Long-term Outcomes Impact -Free articles and other publications on the Web -Collaborators -Free Management Library -Funders -Self-directed learners -Volunteers -Computers -Web - Supplies -Provide peer- assistance models in which learners support each other -Provide free, on- line training program: Basics of Self-Directed Learning -Provide free, on- line training program: Basic Life Skills - Provide free, on- line training program: Passing your GED Exam -30 groups that used peer models -100 completed training programs -900 learners who finished Basics of Self-Directed Learning -900 learners who finished Basic Life Skills - 900 learners who passed their GED to gain high- school diploma -high school diploma for graduates -improved attitude toward self and society for graduates - improved family life for family of graduates -full-time employment for learners (in job that required high-school education) -increased reliability and improved judgment of learners - enhanced publicity and public relations for SDLC -independent living for learner (by using salary to rent apartment) -strong basic life skills for learner -improved love life for learner who's now in a relationship - increased likelihood and interest for learner to attend college From the KDK Harman Foundation, http://www.kdk-harman.orghttp://www.kdk-harman.org

10. For this course, well use a simplified template with only 4 components: Program name and info Inputs Outcomes Relationship

14. six two-hour sessions facilitated by a public health nurse

16. sessions are offered in English and French

18. increase parents knowledge about and skills in caring for their young child

20. inform parents about community resources

22. In one sample logic model, this was presented as an outcome (the series aims to…) but really its an input – because it describes an activity of the program or what program staff will do

23. parents can identify community resources

25. This would be an outcome – because it describes what participants (parents) will be able to do as a result of the program

26. help parents build an informal support network with other parents in the group

28. This is also an input – because it describes an activity of the program or what program staff will do

29. parents know the name and phone number of at least one other parent in the group

31. This would be an outcome – because it describes what participants (parents) will know as a result of the program

32. Free articles and other publications on the Web

34. Self-directed learners

36. In one sample logic model, this was identified as an input (participants must be self- directed learners in order to participate). Be careful! What might be an input in one program could be an output in another.

37. Provide free, on-line training program: Basic Life Skills

39. strong basic life skills for learner

41. high school diploma for graduates

43. enhanced publicity and public relations for SDLC

45. One sample logic model identified this as an outcome – it is a good example of outcomes that are not necessarily participant-related.

46. The program is based on principles of adult learning and targets the identified needs of the learners

48. Notice that the sample logic models did not provide an explicit explanation of how or why the inputs lead to the outcomes. This is one potential relationship statement.

49. (1) Keep an eye out for logic models of educational programs and upload them to DocuShare.upload them to DocuShare (2) Reflect in your journal about how learning about logic models might be useful in your professional life. Share your reflections in the Lesson 1 Discussion online.Lesson 1 Discussion online

50. Lesson 2: Locating Appropriate Resources for Identified Educational Programs Wednesday, July 1 1:00 – 2:00 p.m. Room 839 – Computer Training Room