1. School of Education Research and Practice Mini-Grant Program Request for Proposal 2014-2015

2. Description This grant program is designed to respond to a wide range of scholarly research projects, research-based innovative instructional projects (activities designed to advance teaching, learning, instruction with new or emerging technologies), field-initiated projects (including program evaluation and clinic-based practices) and other systematic inquiries into professional practice based on rationale from the current literature. Although all proposals meeting these descriptions will be accepted, proposals that reflect the overall theme of social justice are strongly encouraged. In addition, the following attributes of an application will be given priority status: Demonstration of participation across departments and disciplines (10 Extra Points); and Projects that demonstrate program development or research that lasts past the grant period (5 Extra Points) Type of Award:Competitive / Discretionary Principal Investigator(s):Up to 3 Principal Investigators are allowable Number of Awards:TBD Estimated Range of Awards:$4,000 - $9,000 Project Period:12 Months (January – December, 2015)

3. Additional Eligibility Criteria  Eligible Applicants:Pre/Tenured School of Education Faculty  Exclusions:Full Professors as Principal Investigators; and Principal Investigators that have had external funding of $50,000 or more in the past 5 years

4. Application/Proposal I.Research and Practice Mini-Grant Program Coversheet II.Abstract III.Certification/Assurances Page with Signatures IV.Program Narrative A.Description of the Project (10 Points) B.Significance (30 Points) C.Management Plan (20 Points) D. Evaluation Plan (20 Points)  Logic Model (5 Extra Points) V.Budget & Budget Narrative (10 Points) VI.Principal Investigator(s) Abbreviated / Highlighted Curriculum Vitae VII.Appendices (Optional & Limited)

5. Timelines Technical Assistance and Proposal Submission Schedule September 29, 2014 Request for Proposal is Published October 1st, 2014-(3:00 – 3:50 – Roscoe West 201 Initial Introduction of Proposal Development/ Pre-Application Meeting will be in the form of a webinar October 10, 2014 Applicants that intend to participate in this grant competition MUST submit a Letter of Intent. The letter should include the topic; type of project and Principal Investigators November 5, 2014 Final Proposal Development Technical Assistance Meeting November 21, 2014 A Hard Copy (and on Flash-Drive) of the Proposals MUST be submitted and stamped by 4:00 pm to the School of Education Office December 19, 2014 Research and Practice Mini-Grant Awards are Announced January 28, 2015Awardee Post-Competition Meeting

6. Notes about Evaluation?  Evaluation is the systematic acquisition and assessment of information to provide useful feedback about some program or effort. Effect Effort

7. Social-economic- environmental improvements Hierarchy of effects Source: Bennett and Rockwell, 1995, Targeting Outcomes of Programs Reactions Learning Actions 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 Participation

8. Six-Step Basic Evaluation Process

9. Logic Model to Support Evaluation

10. A logic evaluation 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 evaluation

11. 11 Where are you going? How will you get there? What will show that you’ve arrived? “If you don’t know where you are going, how are you gonna’ know when you get there?” Yogi Berra

12. Logic model may also be called… Theory of change Program action Model of change Conceptual map Outcome map Program logic

13. Simplest form INPUTSOUTPUTSOUTCOMES

14. Everyday example HEADACHEHEADACHE Feel betterGet pillsTake pills Situation INPUTSOUTPUT S OUTCOMES

15. Everyday example HUNGRYHUNGRY Feel better Get food Eat food

16. If-then relationships  Underlying a logic model is a series of ‘if-then’ relationships that express the program’s theory of change IF then

17. How will activities lead to desired outcomes? A series of if-then relationships We invest time and money Students struggling academically can be tutored They will learn and improve their skills They will get better grades They will move to next grade level on time IF then We can provide tutoring 3 hrs/week for 1 school year to 50 children IF then Tutoring Program Example

18. Parent Education Program – Logic model Staff Money Partners Assess parent ed programs Design- deliver evidence- based program of 8 sessions Parents increase knowledge of child dev Parents better understanding their own parenting style Parents use effective parenting practices Improved child-parent relations Research INPUTSOUTPUTSOUTCOMES Facilitate support groups Parents gain skills in new ways to parent Parents identify appropriate actions to take Parents of 3-10 year olds attend Reduced stress Parents gain confidence in their abilities SITUATION: During a county needs assessment, majority of parents reported that they were having difficulty parenting and felt stressed as a result

19. Youth and community service Staff Partners Youth improve skills in planning, decision making, problem solving Youth learn about their community Youth demonstrate leadership skills Youth are connected with and feel valued by their community Time Youth gain confidence in doing community work Youth engage in additional community activities Adults INPUTS OUTPUTSOUTCOMES Youth identify project to work on Plan project Carry out the project Evaluate how they did Youth ages 12-16 Youth successfully complete projects Grant

20. “I think you should be more explicit here in Step Two.” A common problem is that activities and strategies often do not lead to the desired outcomes. Check your ‘if-then’ statements and ensure that they make sense and lead to the outcomes you want to achieve. A logic model makes the connections EXPLICIT.

21. Fear of the So-What Factor