User:Krkreass

HMSV 440W: Program Development, Implementation, and Funding Fall 2007 Friday 4:20 am – 7:00 p.m.

Dr. Kurt Kreassig – krkreass@odu.edu

Course Number: HMSV 440W

Course Title: Program Development, Implementation, and Funding

Contact Information: Office Hours: Friday 3:30-4:10 p.m. Office Phone: 757-470-6346 E-mail: krkreass@odu.edu Office: Constant Hall 1009

3. Catalogue Course Description: This course presents models and practices of developing, implementing, and evaluating human service programs. The course includes an introduction to fundraising. 3 credits

4. Course Competencies: Goals: The goal of this course is to provide the students with a substantive introduction to the key concepts, concerns, tools, and practices of human service program development and implementation. In addition, students will be exposed to evaluation strategies and issues related to evaluation design. After successfully completing this course, students will be able implement a small-scale evaluation study.

Objectives: At the completion of the course, students will be able to:

1. Identify potential funding sources and fundraising techniques. 2. Initiate relationships with potential internship sites. 3. Address typical ethical concerns related to grant getting, contracting, and fundraising. 4. Identify program components and apply knowledge to a program currently in place in a local agency. 5. Design a proposal for planning, implementing, and identifying resources for new programs or services. 6. Define program evaluation and discuss purposes of various types of program evaluation. 7. Formulate concerns into researchable questions, particularly in identifying problems of research that have direct relevance to human service practice 8. Evaluate significance of research questions for practice and policy advocacy and preparing appropriate research designs. 9. Develop data collection instruments, taking into consideration the logic and connection between the research question, sample population being studied, and the nature of data to be collected. 10. Summarize and interpret data gathered for a program evaluation. 11. Be able to review and critique the design, implementation, and findings of an evaluation.

5. Course Requirements and Course Overview: Human service professionals are increasingly responsible for developing new programs and finding external sources of funding to administer programs. Evaluation of these programs is critical for several reasons: (1) funding agents increasingly require internal and external evaluations of programs for accountability, (2) evaluation is an integral part of successful program design, (3) program evaluations serve to provide information to improve and change programs, and (4) program evaluation reports are useful for educating others about the impacts and benefits of programs.

The primary learning format will be lectures, “classroom” exercises and activities that involve all students as active learners. Class lectures and exercises are based on the understanding that all readings assigned for that topic have been completed prior to class. It is expected that each student possesses experiences and knowledge related to course content that will enrich class discussions. Active and relevant participation in the learning process is expected.

Learning to be a helpful professional requires preparation and attention. Many of the things that go wrong in life are the result of not being prepared or focused. This course requires you to use yourself and others in gaining skills and knowledge about human service practice. The class atmosphere will be informal, professional, and respectful of diverse opinions, ideas, and theories. In the spirit of intellectual inquiry, all points of view, personal experiences, values, and questions relevant to the objectives of this course will be treated respectfully and seriously, and are, at the same time, open to critique and challenge by others. Each student is required to uphold standards of civility and respect of others when participating in any aspect of this class. Without such respect, we cannot have a meaningful discussion of the issues we hope to cover.

E-Mail and Blackboard Account: Students must activate and use their ODU e-mail account as per the Human Services program policy. You will be responsible for checking your ODU account regularly during the semester and checking Blackboard at least twice a week for posted announcements and handouts. All students must have an activated ODU e-mail account and must appear on Blackboard no later than Friday, September 8. Since all class handouts and samples are only available through Blackboard, it is imperative that each student confirms that his or her Blackboard account is working. It is the student’s responsibility to work with OCCS in correcting any problem. The instructor will not correct these errors for the student. Students with problems activating their Blackboard account should immediately send an e-mail to OCCS at: occshelp@odu.edu. Blackboard can be accessed at: http://blackboard.odu.edu

Weight of Assignments: Please note that student work is expected to be of high quality. The student will work with the instructor to design a separate project appropriate to the student’s future career placement):

Class Attendance & Participation …………………………………………….………….………… 25 points Case Study on Program Development & Implementation………………………………………..150 points Part I of Evaluation Report of an Agency Program………………………………………………..100 points Part II of Evaluation Report of an Agency Program.………………………………………………100 points Final Evaluation Report………………….……………………………………………………………100 points Evaluation Presentation (oral & written).…………………………………………………………… 25 points

Evaluation Report of an Agency Program (oral & written): Each student is to choose an agency program and complete an evaluation of the program, and prepare an evaluation report. The Evaluation Report will be submitted in 3 sections:

Part I is due on September 28, 2007, and should include the following:  an introduction to the report  a discussion of the focus of the evaluation  the evaluation plan and procedures, including the evaluation approach chosen, the questions and criteria to be used in the evaluation, and a timeline of the evaluation process  appendices (measurement chart, budget & costs chart, evaluation timeline/activity chart)

Part II is due on November 2, 2007, and should include the following:  evaluation findings  conclusions and recommendations  a description of the evaluation’s limitations  suggestions for future evaluations  appendices  executive summary

Both of the above will be returned to each student with comments. The Final Evaluation Report incorporating any revisions of sections 1 and 2 that the student needs to make are due on November 30, 2007.

Measurements Chart: This chart depicts the research questions guiding the program evaluation , along with the measurements, data source(s), research design, and analysis that will be used to answer each research question. Refer to the sample evaluation for an example of a measurement chart, as well as examples of the other appendices.

Budget & Cost Chart: For the purpose of this chart, assume that this will be an external evaluation conducted by an agency. The purpose of this assignment is to have you estimate what it will cost to do the evaluation. In preparing the budget estimates, please make the following assumptions (remember, you can just buy a portion of someone’s time):

• Administrator – $55,000 - $90,000 per year plus 25% fringe benefits (depending on level of administration) • Research associate - $15,000 per year • Hourly help - $20/hour • Cost of phone interview - $20.00 each • Cost of personal interview - $60.00 each • Cost of consultant - $150/hour • Printing - $.10/copy • Office supplies - $100/month

Timeline/Activities Chart: This chart specifies the level of effort in hours, days, weeks, months, etc., necessary to complete this project. This is often known as a Gantt Chart.

Students will prepare a formal PowerPoint presentation of their program evaluation findings. This formal presentation needs to include (1) a brief overview of the agency and of the program being evaluated, (2) the evaluation’s research questions, (3) the results, and (4) implications for the agency/program. These presentations will begin on November 30, 2007.

PowerPoint Presentation of Findings: This formal presentation needs to include the following: • Title slide • Overview of presentation (topics to be discussed) 1 slide • Brief overview of the agency and the program being evaluated – 2-4 slides • Type of evaluation and research design – 2-3 slides • Findings – 2-4 slides • Implications for the program/agency – 1-2 slides

Case Study You will be given five case studies. You are to choose one and design a plan for developing and implementing the program, including the resources and tools that would be used in each phase. Specific information will be provided in class. There is also a powerpoint presentation on Program Development and Implementation that reviews all stages that are essential in this process posted on Blackboard.

Grading rubrics are provided for each project. It is your responsibility to review these rubrics and ensure that each project has the essential components required. There will be no resubmissions if you fail to include all components of a project.

The case study is due October 19, 2007.

6. Grading 463 – 500 pts. A 400-413 B- 337-349 D+ 450-462 A- 387-412 C+ 312-336 D 439-449 B+ 362-386 C 300-311 D- 414-438 B 350-361 C- Below 300 F

Questioning Grades: At times students question grades given for assignments. This is fine. However, I will not accept that you think you deserve a higher grade and proceed to review your work to look for reasons to give you one! If you think your work was not graded fairly, you must submit a typed statement within one week of receiving the grade stating why you think your work deserves additional consideration and the specific points you think argue for your getting additional credit. You must be very specific about the reasons why you think the quality of your work should receive a higher valuation from me. It is not sufficient to say that you worked really hard on the assignment – effort may not equate to the quality of the product. It is not acceptable to tell me that another student got a better grade than you and you know that he/she did the paper the night before the assignment was due…etc.

Process: To seek a review of your work, you must attach your original graded paper to your typed request and submit it to me no later than one week after the paper was returned to you. The burden is on you to present your case for reconsideration on the specific merits of your work.

7. Special Needs: In accordance with university policy, a student who wishes to receive some instructional accommodation, because of a documented sensory and/or learning disability, should meet with the instructor to discuss this accommodation. Any student who has a concern or needs to make special arrangements for meeting the requirements of the course is encouraged to speak with the instructor.

8. Attendance: In this course, students will become important resources for each other. Therefore, regular attendance and full participation are required. All assignments must be submitted by the designated date. See Students’ Responsibilities for additional information.

Class begins: August 31, 2007 Labor Day Holiday September 3, 2007 Fall Holiday: October 6-9, 2007 Last day to withdraw: October 23, 2007 Thanksgiving Holiday: November 21-25, 2007 Class ends: December 7, 2007 Final Examinations: December 8-14, 2007

9. Honor Pledge: "I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to Honor Council hearings if summoned." By attending Old Dominion University you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors.

10. Office hours: Friday’s 3:30-4:20 pm and other times as arranged.

11. Course Sequencing and Prerequisites: Prerequisites are HSV 341, 343, 344, and 346. Permission of the instructor is required for graduate students interested in taking this course.

12. Required Texts and Readings: Posavac, E. J., & Carey, R. G. (2003). Program evaluation: Methods and case studies (6th ed.). Upper Saddle River, NJ: Prentice Hall.

American Psychological Association (2001). Publication manual of the American

Psychological Association (5th ed.). Washington, D.C.: American Psychological
Association.

13. Supplemental Texts and Readings: These readings are not required, but you might find them helpful in your human service work. In addition, you may find them useful as reference for your course assignments. Listed below are some of the many excellent step-by-step evaluation guides you can download for free as PDF files from the Internet:  Centre for Health Promotion, University of Toronto Evaluating Health Promotion Programs. Visit: http://www.utoronto.ca/chp (click on 'Resources', then click on 'Centre for Health Promotion Publications')  Health Canada Guide to Project Evaluation: A Participatory Approach. Visit: http://www.hc-sc.gc.ca/hppb/familyviolence/html/1project.htm  The Foundation Center: Helping grant makers succeed. Visit: http://www.fdncenter.org/  Horizon Research Inc. (for the American Association for the Advancement of Science). Taking Stock: A Practical Guide to Evaluating Your Own Programs

            Visit: http://www.horizon-research.com/reports/1997/taking_stock.php

 US Department of Health and Human Services, Centers for Disease Control and Prevention Framework for Program Evaluation in Public Health. Visit: http://ftp.cdc.gov/pub/Publications/mmwr/rr/rr4811.pdf  Outcome Evaluation in the Human Services: Summary of United Way of Metropolitan Dallas Program Evaluation Model – a Sample Evaluation. Visit: http://www.the2professors.com/workshop/Logic/uwlogic.htm

Non-Sexist Language: As Human Service Professionals, we strive to achieve inclusive language standards for all written and oral communication. Language is behavior, and inclusive language standards are congruent with our efforts to increase awareness and sensitivity, and to eliminate discriminatory biases in our communication patterns. See the APA Manual, 5th edition, for further explanation.

Instructor’s Responsibilities:

1. Develop lecture, discussion and exercise materials. 2. Arrange for supplemental materials / guest speakers as needed. 3. Facilitate small group activities. 4. Structure papers and other appropriate measures of student learning /outcomes. 5. Provide guidance to students on assignments. 6. Observe student performance, evaluate students work and provide feedback.

Students’ Responsibilities: 1. Students are expected to contribute to class discussions utilizing examples from readings, lectures, and work and life experiences. 2. Human service education is professional education. As a result, it is customary to require both attendance and participation as a nominal expectation of students. 3. Students will attend all classes on time and actively participate in class discussions and exercises. Your course grade may be reduced for failure both to attend and participate. 4. Readings are assigned so that the class has a “common ground” of theory for discussion of course content. I assume you will be current in your assigned readings. 5. Students must submit all assignments on time. Exceptions to this will only occur with extremely extenuating circumstances and with the prior approval of the instructor. In other words, do not count on this happening – plan your workload well in advance!! 6. It is important that you schedule your workload so that your best work be turned in on the due date. Requests for redoing graded assignments will be denied. I am, however, happy to consult with you on a planned basis prior to final submission of your work. 7. Students will provide feedback to me on identified learning needs as the course progresses. 8. Students will adhere to the University Academic Honor Code. If you participate in unethical behavior, including plagiarism and/or academic dishonesty, University policy will be strictly enforced. 9. Students are responsible for any material covered in class, announcements/e-mails made concerning changes in course syllabus, or any other substantive changes in assignments, etc. 19. Students will respect the integrity of the learning situation and classroom environment and display professional conduct. Disruptive behavior is not tolerated in this classroom. We assume that, as an adult learner, you are here to learn. Disruptive behavior will result in your being asked to leave the class and possibly a referral to the Honor Council.

DISRUPTIVE BEHAVIOR INCLUDES, BUT IS NOT LIMITED TO… • Arriving late /leaving early • Leaving cell phones on in class – Making or Taking Calls • Overt Inattentiveness - Sleeping in class, lying on desks/tables, etc. • Reading, writing and/or working on non-class related material • Chatting, whispering, or other activities not related to the work in the class • Eating in class • Monopolizing classroom discussions • Failing to respect the rights of others to express their opinions • Constant questions or interruptions that interfere with instructor’s presentation • Creating a distraction through verbal or nonverbal expressions • Talking when the instructor or others are speaking • Intoxication/use of profanity/ Violent or otherwise threatening acts

Course Activity Relevance to Objectives Course Participation: Participation in class discussion will provide a demonstration of student recognition and familiarity with the evaluation and funding approaches taught within the course. Objective 1, 3, 6, 11 Evaluation Report: Students will work with community partners to evaluate a community-based project or project component in Hampton Roads. Goals are completion of evaluation project, community presentation of project, and ensuring community use of the project. Objectives 6 - 11 Case Study: Students will choose a topic from 5 choices and follow the program development and implementation process. Goals are ability to assess feasibility, plan, and implement a program/service with all necessary tools included. Objectives 1 - 5

Course Planner

August 31 Review of course syllabus and requirements Presentation on professional writing/APA style

September 7 Needs Assessment, (Chapter 6) Planning Process

September 15 Evaluation Models (Chapter 2) Criteria & Standards (Chapter 3)

September 21 Summative vs. Formative Evaluations, Measurement Charts

September 28 Types of Evaluations (Chapters 8 & 9) – Part 1 of your evaluation project is due

October 5 Designing a program plan and effective implementation

October 12 Evaluation & Recommendations (Chapters 13 & 14)

October 19 Cost analysis & budgets (Chapter 12) – Case study is due

October 26 Ethics & evaluation biases (Chapter 5)

November 2 Part 2 of your evaluation is due

November 9 Fundraising and other program resources

November 16 The process of grant writing

November 23 Thanksgiving Holiday – no class

November 30 Class presentations on program evaluation projects – Final evaluation project is due

December 7 Class presentations on program evaluation projects