Quality
of Life
Stewardship of
Resources
Sense of
Place
Local School Involvement
Localization
Skills
Evaluation Cycle
Experience
s
Implementation
Assessme
nt
Analysis
Program Development and Evaluation Model
(Dalton, Elias, & Wandersman, 2001)
Logic
Model
Program
Developmen
t
Program
Evaluation
Conditions
& Resources
Needs
Assessment
Activities
Program
Planning
Outcomes
Implementation
1. Goals
2. Process
Evaluation
Impacts
Evaluation
3. Outcome
Evaluation
4. Impact
Evaluation
logic model
A picture of how your program works.
It links outcomes (both short- and longterm) with activities/processes and the
theoretical assumptions/principles of the
program.
Simplified Logic Model
Inputs
Program
Resources
Activities
What you do
with the
inputs
Outputs
Direct
products of
the activities
Simplified Logic Model
Inputs
Program
Resources
Activities
What you
do with the
inputs
Outputs
Direct
Products of
the activities
OUTCOMES
Changes in
participants
following
program
activities
A Logic Model…
Links the strategy with its intended
outcomes.
STRATEGY
INTENDED OUTCOMES
Inputs
Activities
Outputs
Audiences
HYPOTHESIS
CONTEXT
Outcome 1
Outcome 2
Outcome 3
Outcome 4
CONTEXT
Adapted from Norland, 2002
Logic Model Development
PLACE Program Theory of Change
Through offering towns an inclusive, balanced, and
locally directed public forum to explore, integrate
and envision the future of the natural and cultural
landscape, PLACE will contribute positively to the
health and well-being of the community and the
stewardship of local resources.
K-12 Educators
STRATEGIES
Inputs
Activities
INTENDED OUTCOMES
Outputs
Short Term
Town
Resources
Financial
Resources
State, Regional,
and National
Organizational
Partners
•Interact with
Community members in
new ways
Field trips to teaching
sites of local landscape
Professional
development
workshops
for K-12
educators
Digital copies of all
interpretive materials
Interactive Web site
featuring Town-based
information and
Interpretation
Evening Interpretive
Presentations
Community visioning
forum
Digital copies of all
interpretive materials
AUDIENCE
UVM
Resources
Long term
•develop new place-based
education curricula for
use in local schools
Principles & Best
Practices in PBE
workshops for K-12
educators
Shelburne
Farms
Resources
Medium Term
have an awakened
appreciation for the
town’s unique qualities,
landscape ecology, and
cultural history
have an increased
awareness of public
access lands
have an understanding
of the integrated
character of human and
natural history on the
landscape
share their knowledge
of landscape natural and
cultural history with each
other
utilize the PLACE
website for information
and research
•infuse place-based activities
into their curricula each year
•develop a greater sense of
place
•involved in ecological
stewardship and community
service
Improved
quality of
life for
residents
and
enhanced
stewardship
of resources
through
stronger
connection
to and
engagement
with the
local
landscape
and
heritage
Outcome Evaluation
Instrument/
Research Questions
Is the PLACE Program meeting its
intended short-term and medium-term
outcomes for the five main groups of
program participants?
How did outcomes differ for program
participants involved in the three
primary program models (Basic
PLACE, PLACE Institute, and PLACE
Visioning)?
Data Sources
Technique
Sponsors
Volunteers
Educators
Graduate Students
Residents
On-line Surveys
Five Categories of
Participants
• UVM Service-Learners
• Community Sponsors
• Community Volunteers
• K-12 Educators
• Community Event Participants
Program Goal:
Facilitate the integration of place-based learning into schools by providing
local educators with information, resources, and curriculum development
support
Intended Outcomes:
Short-term
 Develop new place-based education curricula for use in local schools
 Connect with community members
 Develop valuable skills for interpreting the local landscape
Medium-term
 Infuse place-based activities into their curricula each year
 Help their students develop a greater sense of place
Survey Questions:
Please rate how strongly (1-5) you agree or disagree with each of the following statements about
your PLACE experience:
As a result of my participation in PLACE…








I more frequently use the local landscape as an educational resource.
I more frequently use local residents as educational resources.
I have developed and implemented new place-based curricula for use with my students.
I have partnered with a local community organization, agency, business, or government
agency to develop and implement curricula.
I feel more confident bringing my students outside of the classroom.
I infuse place-based activities into my teaching on an ongoing basis.
I have advocated more heavily for my school to incorporate place-based education into its
practices.
I have initiated a greater number of service-learning projects.