Kid Participants, Aged 7-17

Parents/Guardians/Interested Adults

K-12 Educators

Mentors (originating from...)

COE Faculty (Research/Pedagogical Interests)

COSM Faculty (Research/Pedagogical Interests

UWG Students

"Certain resources are needed to operate your program" (p. 3). Also referred to as "enabling, protective factors," as opposed to limiting factors/barriers. "1. Factors are resources and/or barriers, which potentially enable or limit program effectiveness. Enabling protective factors or resources may include funding, existing organizations, potential collaborating partners, existing organizational or interpersonal networks, staff and volunteers, time, facilities, equipment, and supplies. Limiting risk factors or barriers might include such things as attitudes, lack of resources, policies, laws, regulations, and geography." (p. 8) W.K. Kellogg Foundation (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. W.K. Kellogg Foundation. Retrieved from http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide

"In order to accomplish our set of activities, we will need the following:" (p. 17)

People

Marketing and Recruitment

Learning Space

Dojo Technology

Limiting Factors/Barriers

Institutional Mission

Funding

"If you have access to them, then you can use them to accomplish your planned activities" (p. 3). "2. Activities are the processes, techniques, tools, events, technology, and actions of the planned program. These may include products – promotional materials and educational curricula; services – education and training, counseling, or health screening; and infrastructure – structure, relationships, and capacity used to bring about the desired results" (p. 8). W.K. Kellogg Foundation (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. W.K. Kellogg Foundation. Retrieved from http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide

"In order to address our problem, we will conduct the following activities:" (p. 17)

Process, techniques, tools, events, technology, and actions of the planned program.

Coder Dojo Activities

Visit another Coder Dojo.

Training (Design & Implement)

Secure Facility with Parking

Marketing & Communication

Evaluation & Research

Hardware Preparations

Assemble & Convene Curriculum Committee

Recruit Mentors.

Recruit Volunteers.

Competition or Showcase (Phase 2)

"If you accomplish your planned activities, then you will hopefully deliver the amount of product and/or service that you intended" (p. 3). "3. Outputs are the direct results of program activities. They are usually described in terms of the size and/or scope of the services and products delivered or produced by the program. They indicate if a program was delivered to the intended audiences at the intended “dose.” A program output, for example, might be the number of classes taught, meetings held, or materials produced and distributed; program participation rates and demography; or hours of each type of service provided" (p. 8). Outcomes and Impacts should be SMART: Specific Measurable Action-oriented Realistic Timed (p. 17) W.K. Kellogg Foundation (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. W.K. Kellogg Foundation. Retrieved from http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide

"We expect that once completed or under way, these activities will produce the following evidence of service delivery" (p. 17).

Size and/or Scope of Services and Products Delivered or Produced

"If you accomplish your planned activities to the extent you intended, then your participants will benefit in certain ways" (p. 3). "5. Impacts are organizational, community, and/or system level changes expected to result from program activities, which might include improved conditions, increased capacity, and/or changes in the policy arena." (p. 8) “In practice, most logic models are more complex and fall into one of three categories: the theory approach model (conceptual), outcome approach model, or activities approach model (applied) – or a blend of several types. It is not unusual for a program to use all three types of logic models for different purposes. No one model fits all needs, so you will need to decide exactly what you want to achieve with your logic model – and where you are in the life of your program – before deciding on which model to use” (pp. 8-9). Outcomes and Impacts should be SMART: Specific Measurable Action-oriented Realistic Timed (p. 17) W.K. Kellogg Foundation (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. W.K. Kellogg Foundation. Retrieved from http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide

"We expect that if completed or ongoing, these activities will lead to the following changes in 1-3 then 4-6 years:" (p. 17)

1-3 Years: Changes In Participants

Provide opportunities for regional teachers to learn CS knowledge and skills.

Increase opportunities for faculty research.

Strengthen on-campus relationships among collaborative departments.

Develop a cadre of CS mentors, aged 7 and beyond.

"If these benefits to participants are achieved, then certain changes in organizations, communities, or systems might be expected to occur" (p. 3). W.K. Kellogg Foundation (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. W.K. Kellogg Foundation. Retrieved from http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide

"We expect that if completed, these activities will lead to the following changes in 7-10 years" (p. 17)

Increase in CS students coming from Carroll County into CS majors.

Improved relationships across the campus, USG, and local community

Reduce the digital divide as relates to access to the CS domain within the Carroll County community.

Increased awareness of the importance of CS learning.

Increased K-12 teacher capacity to support CS.

Increased awareness that CS should be a core science in K-12.

Increased enrollment in CS courses in county and city schools

Increase the number of students choosing computer science or a related major in college.

Strengthen university-community relationships.

Participant satisfaction