Logic Model Template – Institutional Level

Inputs Processes/Activities Outputs Outcomes [Resources] [Actions, Developmental Programs] [Products of Processes/Activities] [Intended Effect of Outputs]

What activities or processes are needed to produce outputs to reach institutional level outcomes? For example:

Tenure/promotion revision Assessment workshops Teaching workshops Cross-constituency

discussions Campus enrichment

activities Media campaigns (branding) Committee organizing and

work

What products should be gathered that can be counted as evidence of meeting institutional outcomes?For example: number of publications number of course offerings with

high impact practices Assessment of General

Education/Departments Engagement and recruitment of

students and faculty from underserved populations

Use of data in campus meetings Use of student portfolios

What outcomes does the institution want to achieve?For example: (Short) Increased evidence of student

learning (Short) Increased involvement of faculty

using high impact practices (Int.) Increase retention (Int.) Understand achievement of

learning outcomes for underserved students

(Long) Moving from a teaching centered to a learning centered institution

What resources are available to achieve the activities and processes necessary to produce outputs related to institutional level outcomes? For example:

Campus support centers Academic Divisions Student Affairs Alumni support/In-kind

efforts

Assumptions

Logic Model Template – Faculty Level

Inputs Processes/Activities Outputs Outcomes [Resources] [Actions, Developmental Programs] [Products of Processes/Activities] [Intended Effect of Outputs]

What activities or processes are needed to produce outputs to reach faculty level outcomes? For example:

Faculty development workshops

Research colloquia Recognition days Assessment days Tenure/promotion revision

What products should faculty produce to indicate evidence of outcomes attainment?For example:

Scholarship of teaching and learning publications

Course offerings Assignments that

incorporate best practices Number of hours with

community organizations

What outcomes does the institution want to achieve with regard to faculty advancement and learning?For example:

Greater engagement in scholarship of teaching and learning

Increased involvement in local community

Increased awareness of civic issues and course material

Teaching with high impact practices Use of assessment to enhance

teaching (and student learning)

What resources are available to achieve the activities and processes necessary to produce outputs related to faculty level outcomes? For example:

Teaching center Civic Development Center Stipends Teaching Assistants Community organizations Support for conference

travel

Assumptions

Logic Model Template – Student Level

Inputs Processes/Activities Outputs Outcomes [Resources] [Actions, Developmental Programs] [Products of Processes/Activities] [Intended Effect of Outputs]

Activities represent programmatic intentionality and structured opportunities for engagement, reflection and interaction. Corresponding outputs from these activities should be specified in the proceeding Outputs section. What actions or gatherings would need to occur to produce the necessary products that can be counted as evidence of a particular outcome?

Outputs are products or results of activities from which data can be gathered and connected with intended outcomes of the experience, action or program. All preceding activities should have an associated output.

Outcomes can be short-term, intermediate and long-term. Short-term outcomes are viewed as effects that can be measured immediately from outputs. Intermediate outcomes may necessitate the aggregation and analysis of a group or compilation of short-term effects for assessment. For example, increasing retention rates is an intermediate outcome that may take multiple years of assessment of short-term gains in learning outcomes. Long-term effects require extensive data collection over a long period of time.

• Inputs = resources available to facilitate processes/activities to generate outputs.• Human resources = time and labor across campus constituencies. Financial resources should be considered across multiple budget and/or departmental areas. In-kind or donated resources should be included. • Curricular resources = established programs or foundational courses to which new work can be harnessed.

Assumptions