School of Education Research and Practice Mini-Grant Program

1. School of EducationResearch and Practice Mini-Grant Program Request for Proposal2014-2015

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 • Research and Practice Mini-Grant Program Coversheet • Abstract • Certification/Assurances Page with Signatures • 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) • Budget & Budget Narrative (10 Points) • Principal Investigator(s) Abbreviated / Highlighted Curriculum Vitae • Appendices (Optional & Limited)

5. Timelines

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

7. Actions Changes in behaviors and practices Learning Changes in knowledge, attitudes, skills, aspirations Reactions Degree of satisfaction with program; level of interest; feelings toward activities, educational methods Participation Number and characteristics of people reached; frequency and intensity of contact Hierarchy of effects Social-economic-environmental improvements Source: Bennett and Rockwell, 1995, Targeting Outcomes of Programs

8. Six-Step Basic Evaluation Process

9. Logic Model to SupportEvaluation

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

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

13. Simplest form INPUTS OUTPUTS OUTCOMES

14. Everyday example H E A D A C H E Getpills Takepills Feel better Situation INPUTS OUTPUTS OUTCOMES

15. Everyday example H U N G R Y Getfood Eat food Feel better

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 IF then IF then IF then IF then

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

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

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

20. 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. “I think you should be more explicit here in Step Two.”

21. Fear of the So-What Factor