DOCUMENTING YOUR HOPES & DREAMS

1. DOCUMENTING YOUR HOPES & DREAMS Jim Moran Nancy Lucero

2. A PROGRAM IS A STORY • Lessons are learned through the telling • Everything in the story is of value and has something to teach us • Evaluation helps us capture the story and improve our programs

3. GUIDING PRINCIPLES OF THEINDIGENOUS EVALUATION FRAMEWORK • Indians have always had ways of assessing merit or worth • This knowledge should inform how evaluation is conducted in our communities • An Indigenous framework can incorporate broadly held values while also remaining flexible and responsive to local traditions and cultures

4. THE WOKSAPE OYATE STORY Developing INTELLECTUAL CAPITAL at TCUs BY: • Delivering a high quality education • Training the next generation of leaders • Providing a challenging learning environment • Generating Excellence Across your Institution Through Investing in: • Academic Programs • Professional Development • Recruitment & Retention

5. TELLING THE WOKSAPE OYATE STORY INPUTS ACTIVITIES & OUTPUTS Assumptions Assumptions Institutional Impact through increasing INTELLECTUAL CAPITAL OUTCOMES Assumptions

6. TELLING THE WOKSAPE OYATE STORY ACTIVITIES & OUTPUTS Assumptions Assumptions Institutional Impact through increasing INTELLECTUAL CAPITAL OUTCOMES Assumptions

7. Outputs vs. Outcomes Output  Direct Product of the Activities – Volume of Work Accomplished Outcome  Changes Resulting from Activities & Outputs

8. OUTPUTS Products of a program’s activities - data about the volume of work • number of participants • number and type of classes • establish a tutoring center • set up advisory board • changes in a curriculum

9. OUTCOMES Specific changes in behaviors, knowledge, skills, level of functioning • increase in cultural identity • fluency in tribal language • improvement in math scores • % increase in graduation rates • new academic program established

10. THE WOKSAPE OYATE EVALUATION PROCESS Step 1: Brainstorm Intended Outcomes Step 2: List Program Activities Step 3: Identify Outputs For each Activity Step 4: OutputsOutcomes Step 5: Measuring Outcomes Step 6: Describing the Impacts on Intellectual Capital and Institutional Capacity

11. STEP 1: Brainstorm Intended Outcomes Within each area • Academic Programs • Professional Development • Recruitment & Retention What changes will happen that you believe are linked to your program? Explain how each outcome is related to increasing Intellectual Capital (What are your Assumptions)

12. Step 2: List Program Activities Within each area • Academic Programs • Professional Development • Recruitment & Retention List all services provided (things done in course of carrying out the program) How is each activity related to the Outcomes? Why do you believe this?

13. Step 3: Identify Outputs For each Activity Within each area • Academic Programs • Professional Development • Recruitment & Retention Describe such things as the number of • participants • classes taken • staff in degree programs • identified tribal language speakers • changes made in a curriculum

14. Step 4: OutputsOutcomes Within each area • Academic Programs • Professional Development • Recruitment & Retention Describe how each Output will contribute to one of your identified Outcomes Why do believe this will this happen?

15. Step 5: Measuring Outcomes Within each area • Academic Programs • Professional Development • Recruitment & Retention For each outcome - how will you: • know when the desired change has • occurred? • measure it? • collect the appropriate information (data)?

16. Step 6: Describing the Impact on Intellectual Capital and Institutional Capacity How will your programs result in: • Delivering a high quality education • Training the next generation of leaders • Providing a challenging learning environment • Generating Excellence Across Your Institution

17. JJJJJ Jim Moran, Ph.D. jmoran@du.edu 303-909-0531 Nancy Lucero, Ph.D., LCSW nlucero@du.edu 720-201-2000