Evaluation Sourcebook (.pdf) - School of Natural Resources and ...

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STRATEGIESRestore/Manage | Econ./Comm. Develop. | Law/Policy | Education/Outreach | OrganizationWORKING WITH LOCAL SCHOOLSA specific approach to education and outreach is to collaborate with local schools Thisstrategy increases youth knowledge,awareness and skills, but also formsimportant collaborative ties betweenyour organization and the communityvia teachers, parents and the schoolsystem. Working with schools mayinclude developing:• Service-learning activities, suchas environmental organizationstaff support or restoration workdays• Field trips or lab activities, suchas water quality monitoring orspecies surveys• Week or year-long curricula inenvironmental educationYou may want to assess how satisfiedparticipants and collaborators are withthe program, what knowledge and skillshave been gained and what behaviors orattitudes have changed.COMBINING EDUCATION AND INFORMATIONGATHERINGProject CAT (Cougars And Teaching), a program ofthe nonprofit organization Canopy, involves thecollaboration of Washington Department of Fish andWildlife, local universities, businesses, and schooldistricts to answer the question: What happens whenwide-ranging cougars are confronted with a boominghuman population? The project tracks cougar movements24 hours a day through the use of Global PositioningSatellite (GPS) collars. While wildlife biologists leadcapture and collaring efforts, the local Cle Elum schoolstudents analyze and use the data collected to engage in“real-life” science lessons. The information helps wildlifemanagers and community planners design wildlife- andhuman-compatible communities. At the same time, thisproject builds partnerships and addresses a lack of publicknowledge about the ecological role cougars play in theirecosystem.For more information see:http://www.thecanopy.org/cat.htmSample evaluation questions and indicatorsX How well have we planned our strategy to work with local schools? Quantity and quality of baseline data on knowledge/skills of students at thevarious schoolsTarget schools/classrooms have been identifiedContact has been made with teachers and principalsX How many different groups have been reached? Number of schools participating in eventsNumber of students/homerooms within each school participating in eventsPercentage of grade/middle/high schools in the community that haveparticipated in eventsNumber of teachers or adult volunteers involvedPercent of parents who are familiar with their children’s school program orcontent of the programEcosystem Management Initiative 200
INTRODUCTION OBJECTIVES THREATS ASSETS STRATEGIESX Do participants understand the threats to their natural resources? Assessment of knowledge through pre and post test questionsAssessment of students through essays and comments in “project journals”Assessment of knowledge/behaviors via peer-evaluationNumber of participants who have become more active in the events and arecomfortable leading the education eventsX Has the service-learning project invoked a sense of civic participation? Are participantsmore engaged in volunteer or service-learning projects? Number of students participating in volunteer activities outside of class timeNumber of individuals who repeatedly volunteer for workdaysNumber of participants who return to the interpretation center on dayswithout “planned activities”Compare student/participant objectives before and after project (work withteachers or environmental educators to develop evaluationquestions/projects)Data sources• Video or photo log of project highlights• Articles about the project, photos, planning schedules, etc. to create an actionproject scrapbook that students can sign and write comments in• Students essays and/or journals about any changes in their thinking or behaviors asa result of the project/program or whether they thought objectives were met• Student peer evaluations• Surveys, interviews or focus groups of participantsExampleThe Chicago Wilderness Coalition (CWC) is a coalition of organizations that worktogether to protect, manage and restore the natural heritage of the central Midwesternregion. The Chicago Wilderness Mighty Acorns program involves local schools and theChicago Field Museum and combines classroom instruction with hands-on explorationactivities in natural areas throughout Chicago. Specifically, students learn about nativeecosystems and are involved in restoration and stewardship activities such as seedcollecting, brush cutting and planting. CWC measures how well they are implementing thisstrategy by monitoring the number of organizations, schools and students who haveparticipated in the program. In 2001, over 8,000 students from 80 schools worked with 20Chicago Wilderness partners to help restore and preserve native ecosystems.For more information see:http://www.chicagowilderness.org/coalition/initiatives/index.cfm andhttp://www.fieldmuseum.org/research_collections/ecp/cons_edu.htm#mighty_acornsEvaluation Sourcebook 201
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The Ecosystem Management Initiative
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SOCIAL OBJECTIVES..................
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SUPPORT OF KEY PEOPLE OR ORGANIZATI
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Ecosystem Management Initiative 2
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INTRODUCTIONMULTIPLE MEASURES OF PR
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INTRODUCTIONWHAT MAKES A GOOD INDIC
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INTRODUCTIONHOW TO USE THE SOURCEBO
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INTRODUCTIONSOURCES OF INFORMATION
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ECOLOGICALOBJECTIVESLandscape | Hab
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SOCIALOBJECTIVESEconomy | Community
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THREATSEcological | Management | So
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THREATSIntroductionHOW TO IDENTIFY
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Page 158 and 159: THREATSEcological | Management | So
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Page 162 and 163: ASSETSNatural Resources | Social as
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Page 222 and 223: INDEXAcquisitions, 28, 31, 180Adapt
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