Logic Model - ECUR 809 Assignment #4

GOAL	OBJECTIVES	ACTIVITIES	OUTPUTS	OUTCOMES	IMPACTS
Statement of the overall purpose of the project	Specific statements of what the project sets out to accomplish	Specific tasks to complete through implementation of the project	Immediate results (direct products of project activities)	Intermediate results (1 to 3 years after project starts)	Long-term results (3 to 10 years after project starts)
The goal of the History Study Tour Program at Centennial Collegiate is to provide students with a more meaningful understanding of History and expand their independence and critical thinking skills when they learn about the world around them.  Students study 20th Century History through an inter-disciplinary approach that allows them to make connections between Art and History.  The two year course culminates with a two and a half week tour of Europe to get a first-hand look at the places where history was made.	- Increase critical thinking skills - Make meaningful connections between History and daily school subjects - Dissolve the boundaries of content areas - Use primary and secondary sources to reason analytically - Learn research techniques to solve problem-based inquiries - Study Art through critical analysis techniques such as iconography, stylistic analysis, and historical context analysis	- Students apply to enter the program in their grade 11 year and pay the $4000 tuition required - HSTP 20 is taught in the Spring of participant’s grade 11 year, followed by an Independent Summer Study, and HSTP 30 in the fall of their grade 12 year - During the tour to Europe, participants are responsible for keeping an anecdotal journal and maintaining a blog to reflect on their experiences - Complete a variety of research projects to demonstrate their understanding of the connection between Art and History - Participate in discussions, collect primary source materials for inquiries, and engage in historic decision-making exercises	- Gain confidence in the ability to analyze, reflect, and interpret what they have witnessed and experienced - Gain practical knowledge in travelling overseas and reading maps - Understanding the importance of being able to work as part of a team - Understand connections between themselves and the world around them	-- Use the critical thinking skills they have developed during the program after interpreting the History they have learned about - Become more independent in their own learning	- Life-long appreciation for History and Art - Passion for travel and experiencing the world first hand - Confidence in participating in meaningful discussions and learning experiences
Goals and Objectives represent the Strategic Directions of your Project		Activities comprise the Project Work Plan, which should include details for each activity (Who?, What?, When?, Where? How?)	Outputs link directly to project activities; activities are what is done…outputs are the expected results of what is done	Outcomes relate to your objectives; objectives are desired, outcomes are the expected results	Impacts relate to goals; a goal is desired, impacts are the expected end-results

ECUR 809 - Assignment #3

Assignment #3:  Evaluation Assessment

Centennial Collegiate History Study Tour Program

 

Engage Stakeholders

 

Who should be involved?

Student participants in HSTP, teachers, parents, administration, Saskatoon Public School Division

How might they be engaged?

By participating in a study of a unique learning opportunity to determine whether or not the structure should be adjusted to ensure student success in all areas of study.

Focus the Evaluation

 

What are you going to evaluate?  Describe program (logic model).

The History Study Tour Program (HSTP) at Centennial Collegiate.  This is a unique two year program that students can apply to enter starting in their grade eleven year at Centennial and ending with a two and a half week tour of Europe in grade twelve.  The program provides students with an inter-disciplinary approach to learning about History through the lens of Art by considering the connections between the two subjects through activity based investigations.  The course focuses its study of history on the 20th Century and specifically examines the two world wars, the rise of dictatorship, the Cold War, and the impact Canadians had during this time.  The overall goal of the program is to provide students with a more meaningful understanding of History and expand their independence and critical thinking skills when they learn about the world around them.

What is the purpose of the evaluation?

To determine if the program is a valuable enough learning experience to justify pulling students away from their other classes for such a long period of time.  Use as a guide for future recruitment of students to Centennial.

Who will use the evaluation? How will they use it?

Who/users	How will they use the information?
Administration	To determine if the length and time of tour is beneficial to student success in all of their classes and make adjustments to the structure of the program if needed.
Students	To make an informed decision about their choice to enter the two year program.
Division	To determine if the program would be successful at other schools.

What questions will the evaluation seek to answer?

Is the learning experience for students meaningful enough to justify the length of time missed in other classes while on the European tour?  If the trip was connected to a break to avoid missing so much class time, would it aid student success?

Do students fall behind in other classes as a result of participating in the program?  How do different curricular departments view the program?

Is the program only tied to Centennial and the teacher that created it?  Or is this a program that should be started at other schools to enhance student enrollment?

 

What information do you need to answer the questions?

What I wish to know	Indicators – How will I know it?
How do students feel about missing so much time in other classes as a result of being in this program?	Interview of program participants
Do grades drop as a result of missing two and a half weeks of regular classes?	Survey with data analysis
How do teachers of other curricular courses view the effects of the program on student success?	Interview of teachers in other departments
Could the tour dates be changed to avoid missing so much class time?  Would the learning experience still be as meaningful if the trip was not organized around Remembrance Day?	Interview and survey of teachers and participants

When is the evaluation needed?

February 2014, before course registration for the 2014-2015 school year.

What evaluation design will you use?

Scriven formative/summative with a participatory evaluation approach.

 

Collect the information

 

What sources of information will you use?

Existing information:	Course brochure, assignments, student blog
People:	Interview students and teachers that participate in the program, other teachers of curricular courses at Centennial
Pictorial records and observations:	Images and observations from Italy 2013 trip

 

What data collection method(s) will you use?

•	Survey		Document review
•	Interview	•	Testimonials
•	Observation		Expert panel
	Group techniques		Simulated problems or situations
	Case study		Journal, log, diary
	Tests		Unobtrusive measures
•	Photos, videos		Other (list)

 

Instrumentation: What is needed to record the information?

Interview questions, access to online blogs, photos from program participants, survey (online “Poll Everywhere”)

 

When will you collect data for each method you’ve chosen?

Method	Before program	During program	Immediately after	Later
Interview			•
Survey		•	•
Observation and Photos		•

 

Will a sample be used? 

 

No
Yes	•	If yes, describe the procedure you will use.
Survey questions

Pilot testing: when, where, how? 

Pilot test survey and interview questions before they are given to participants and teachers.

Analyze and Interpret

How will the data be analyzed?

Data analysis methods:	Survey questions will be scored and averaged according to answers to look for commonalities.  Interview answers will be analyzed and I will also look to see if there is consistency in responses.
Who responsible:	The evaluator of the program (me)

 

How will the information be interpreted—by whom?

The information would be interpreted by the evaluator to determine whether or not the program could be restructured to aid in student success.

 

What did you learn? What are the limitations?

Limitations could be student answers.  Unless the survey is anonymous, students may not give accurate answers.

There may be bias when interviewing certain teachers (ie: the program creator, or other department teachers who feel like the program may be taking away from student learning in their classes)

 

Use the Information

 

How will the evaluation be communicated and shared?

To whom	When/where/how to present
Future program participants	Before they decide whether or not to apply for the program.
Administration	After the evaluation is complete to determine whether or not they should restructure the time frame.
School Division	After the evaluation is complete to determine if they should try to make the course available at other schools.

 

          Manage the evaluation                 Standards

•	Human subject’s protection		Utility
	Management chart	•	Feasibility
•	Timeline	•	Propriety
•	Responsibilities		Accuracy
	Budget