Designing Education Projects

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Designing Education ProjectsSECOND EDITIONDesigning Education Projectsa ba Comprehensive approach toNeeds Assessment, Project Planningand Implementation, and Evaluationc

Designing Education Projectsa Comprehensive approach toNeeds Assessment, Project Planningand Implementation, and EvaluationSecond EditionNational Oceanic and Atmospheric AdministrationU.S. Department of CommerceAPRIL 2009

AcknowledgmentsThis manual is intended to assist NOAA professionals as they design and implementeducation projects.Much of “Part II: Project Planning and Implementation” is based on the Project Designand Evaluation course offered by the NOAA Coastal Services Center.Examples and case studies integral to this manual were developed with the help ofeducation and outreach staff in the following NOAA line offices: National WeatherService (NWS), National Marine Fisheries Service (NMFS), National Ocean Service (NOS)and Oceanic and Atmospheric Research (OAR) as well as field staff from the NationalSea Grant College Program (NSGCP), the National Estuarine Research Reserve System(NERRS), and the Office of National Marine Sanctuaries.Information on the Targeting Outcomes of Programs (TOP) model was based on thework of Bennett and Rockwell (1995, 2004). Feedback on logic model terminology wasprovided by NOAA Program Planning and Integration staff members Susan Kennedy,Robert Fulton, and Tom Bucher.Lastly, the following individuals reviewed the second edition of this manual:Molly Harrison, NOAA, National Marine Fisheries ServiceAtziri Ibañez, NOAA, National Estuarine Research Reserve SystemChris Maier, NOAA, National Weather ServiceJohn McLaughlin, NOAA Office of EducationDiana Payne, Connecticut Sea Grant College ProgramSarah Schoedinger, NOAA, Office of EducationSteve Storck, NOAA, Office of EducationTheir assistance is truly appreciated.First edition, June 2005:Bora SimmonsEnvironmental EducationDepartment of Teaching and LearningNorthern Illinois UniversityDeKalb, IL 60115Second edition, April 2009:Elizabeth A. Day-Miller and Janice O. EastonBridgeWater Education Consulting, LLCBridgewater, VA 22812BridgeWaterEC.com

Table of ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Who Should Use This Manual? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A Word about Programs and Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Project Development as a Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .How is this Manual Organized? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11233Part I. Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .What is a Needs Assessment? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Why is Needs Assessment Important to Project Design and Implementation? . . . . . . . . . . . . . . . . .Planning a Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Should a Consultant be Hired? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Part I Wrap Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7778102323Part II. Project Planning and Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Planning and Implementing an Education Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Part II Wrap Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25252542Part III. Project Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .What is Project Evaluation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Why is Evaluation Important to Project Design and Implementation? . . . . . . . . . . . . . . . . . . . . . . . .Planning an Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Who Should Conduct the Evaluation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Evaluation Costs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Part III Wrap Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .434343454754555656Part IV. Data Collection Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Matching Data Collection Instruments to What is Being Assessed . . . . . . . . . . . . . . . . . . . . . . . . . .Validity and Reliability of Evaluation Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Mixed Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Types of Data Collection Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Selecting the Right Data Collection Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57575758585962Appendix A. Fact Sheets on Data Collection Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67Appendix B. Determining Sample Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81Appendix C. Logic Model and Performance Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83Appendix D. Levels of Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90Selected References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91

IntroductionAconsiderable amount of time, effort, and other resources go into the developmentand implementation of education projects. Quite obviously, the goal is to createeffective projects that can serve as models of excellence. Whether the project isan hour-long endangered species talk, a family festival, a severe weather awarenessworkshop, marine resources monitoring, or a community forum, the aim of providingquality educational experiences remains the same.Who Should Use This Manual?This manual has been developed to help project managers and education coordinatorswho design education projects take the development process to a new level of excellence.The manual walks through the basics of needs assessment, project planning andimplementation, and evaluation. This information is intended to answer questions aboutthe project development process and to be used as an overall project improvement tool.A systematic approach to the overall project planning and implementation processis outlined. Education coordinators are encouraged to take a step back and makeconsidered decisions that will result in increased effectiveness. Specifically, using theprocess described in this manual will help you:OMatch agency’s needs and capability: Throughout the process, you will be asked toconsider how the project addresses the agency’s mission. Knowing how the project“fits” within the agency’s priorities will ensure strategic use of resources and help youbuild internal support for the project. You will be able to articulate why this project isimportant and why NOAA should support it.OSet realistic and meaningful goals, objectives, and outcomes: From the developmentof the needs assessment to designing the final evaluation and everything inbetween, you will know what you want to accomplish and if you actuallyaccomplished it. You will set objectives that are measurable and worth measuring.You will focus your project on outcomes that make a difference and ensure that adirect relationship exists between outcomes and project components. In a time ofincreasing attention to accountability, you will be able to document educationalimpacts.OUse limited resources wisely: By identifying measurable objectives based on wellthought-out and researched priorities, projects will be focused and resources will beused efficiently. At various points in the project design process, you will be asked toinventory existing materials and programs. By taking stock, you will avoid re-inventingthe wheel. Judiciously adapting or adopting materials saves both time and money.ODesign effective and sustainable projects: Projects that are designed with best practicesin mind are more effective: continuous project improvement becomes integral tothe process, evaluation is not left to the end, stakeholders’ needs are consciouslyIntroduction1

addressed throughout, and credibility is built. When decision-makers and others seeresults and meaningful partnerships established, projects are truly sustainable.OEnhance the learning process: In the end, education projects are developed becauseof the learner. Projects are developed because we want participants to gain specificknowledge and skills. Education projects are developed to promote public safety andthe development of environmental and scientific literacy. Careful attention to the designand implementation of an education project will be reflected in learner outcomes.It should be noted at the outset that this manual outlines an ideal process for the designof high quality education projects. Developing appropriate budgets and schedulesare, obviously, key to the ultimate success of the education project. Without properattention to budget details, a project may never make it beyond the early stages ofplanning. Similarly, poor scheduling may mean that materials are not ready whenneeded or evaluation opportunities are missed. Although both budgeting and schedulingwill impact the quality of the project, the focus of this manual is on the design of theeducation intervention and its evaluation.Each project is different, however, varying in scope and duration. Materials developedfor a one-shot event at an elementary school will be very different from those developedfor a community group that meets on a regular basis. Projects vary in the amount ofresources (human as well as monetary) available. It is unrealistic to expect all educationcoordinators to follow all of the recommended steps. The steps outlined here are meantas a guide. Use them as a template to inform your decision-making. Use them to helpensure the development of effective education projects.A Word about Programs and ProjectsIn everyday speech it would not be unusual to hear someone talk about the NOAAEducation Program or for a presentation given to a group of fifth grade students at alocal school to be described as a program. Similarly, it is not unusual to hear project andprogram used interchangeably. For purposes of clarity and consistency, “program” and“project” are used in this manual in very specific, distinct ways.Programs derive directly from the agency’s mission and represent a coordinated andsystematic effort to address that mission. Programs support NOAA’s Strategic Plan andgoals. A set of projects, taken together, reinforce a program. In turn, a series of activitiesare devised to address project goals and objectives. Projects are focused on specific issuesand audiences. The following graphic might help to illustrate the distinction.2Designing Education Projects

Project Development as a CyclePrograms vs. ProjectsProject development requires a commitment to asystematic, iterative process of assessment, design,implementation, and evaluation. Whether the processis described using a flow chart or through text, itis important to remember that the process is notlinear. Although each stage or phase of the projectdevelopment and implementation process can bedescribed (and will be in this manual), the stagesare not discrete. These steps overlap and interrelate;they provide a dynamic and flexible guideline fordeveloping effective projects efficiently. Projectdevelopment is a cyclical process in which the resultsof one phase become the starting products for thenext phase.The Project DEVELOPMENT ects,ActivitiesMission &Support GoalsAt each step in the process, theproject team reflects on decisionsand activities that have gone onbefore, and assesses successes andthe need for course corrections.Underlying project planning andimplementation is the premise thatlearning about how the project workstakes place continuously throughoutthe process and that learning is fedback into the system.It should be remembered that not allprojects are alike. How the projectdevelopment cycle plays out willdepend on the politics surroundingthe project, funding requirements,and the project’s degree of complexity. For example, some projects will need review andapproval at each stage, while others may only require limited oversight within the agency.ImplementHow is this Manual Organized?For the convenience of the reader, the major sections of this manual will follow theproject development cycle. It is divided into four major parts:Part I. Needs AssessmentPart II. Project Planning and ImplementationPart III. Project EvaluationPart IV. Data Collection InstrumentsIntroduction3

Parts I through III utilize a project development model created by Bennett and Rockwell(1995, 2004). Targeting Outcomes of Programs or the TOP model integrates evaluationwithin the project development process. When planning an education or outreach project,education coordinators start at the upper left-hand side of the model by describing thesocial, economic, and environmental (SEE) conditions that need to be addressed. As theeducation coordinators work their way down the programming staircase they identify theprogram design elements necessary to achieve the desired SEE conditions. At each levelof project development, outcomes are identified and later used as benchmarks to helpevaluate the extent to which they were achieved. Project implementation and outcomeevaluation ascend TOP’s programming staircase on the right-hand side of the model. PartIV describes a variety of common data collection instruments or tools followed by a seriesof appendices that provide a more extensive consideration of specific topics. A glossary oftechnical terms, especially those related to needs assessment and evaluation, and a list ofreferences are included at the end after the appendices.TOP Model’s Programming StaircaseProject EvaluationProject DevelopmentSocial, economic, andenvironmental (SEE)conditionsSocial, economic, andenvironmental (SEE)conditionsPracticesPracticesKnowledge, attitudes,skills, and aspirations(KASA)Knowledge, attitudes,skills, and rticipationActivitiesActivitiesResourcesSource: Bennett, C. and Rockwell, K. (2004). Targeting Outcomes of Programs (TOP): A hierarchy for targeting outcomes and evaluatingtheir achievement. Retrieved January 2009, from University of Nebraska-Lincoln website: http://citnews.unl.edu/TOP/index.html4Designing Education Projects

Throughout this manual, examples and case studies are provided. These examples arebased on existing education projects run by or supported by NOAA. They offer a glimpseof how other education coordinators handled a particular step in the design process.Hopefully, these examples, by being rooted in real world experiences, will help yousee how the project development cycle can best be fitted to your work. As you read theexamples and their accompanying text, please remember that this manual outlines acomprehensive project development process. Depending on the scope and scale of theeducation project you are proposing, all of the steps may not be followed completely.The following education and outreach projects are used to demonstrate different projectplanning, and evaluation concepts and approaches. Each project is in a different stageof development and has contributed either directly or indirectly to the content andexamples provided throughout the manual. While not all of the examples followed theTOP Model, they provide insight into how NOAA education coordinators developedtheir projects.OAlaska Fisheries Science Center (AFSC) Committee on Outreach, Education andDiversity (COED) Professional Development Project. National Marine FisheriesService. Seattle, WAOAquatic Invasive Species Exhibit Development. Oregon Sea Grant College Program.Corvallis, OROBay Watershed Education and Training (B-WET). NOAA Chesapeake Bay Office.Annapolis, MDOCostal Training Program. Padilla Bay National Estuarine Research Reserve. Mt. Vernon,WAOFlorida Hazardous Weather Awareness Week. Florida Division of EmergencyManagement and National Weather Service. Melbourne, FLOMERIT

program design elements necessary to achieve the desired SEE conditions. At each level of project development, outcomes are identified and later used as benchmarks to help evaluate the extent to which they were achieved. Project implementation and outcome evaluation ascend TOP’s programming staircase on the right-hand side of the model. Part

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