A comparison of linear and systems thinking approaches for program evaluation illustrated using the Indiana Interdisciplinary GK-12 |
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| Authors: | Melissa Dyehouse Deborah Bennett Jon Harbor Amy Childress Melissa Dark |
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| Institution: | 1. Dep. of Educational Studies, Purdue University, 100 N. University St., West Lafayette, IN 47907-2098, USA;2. Dep. of Earth and Atmospheric Sciences, Purdue University, 550 Stadium Mall Dr., West Lafayette, IN 47907, USA;3. Discovery Learning Center, Purdue University, West Lafayette, IN 47907, USA;4. Dep. of Computer Technology, Purdue University, 401 N. Grant St., West Lafayette, IN 47907-2021, USA;1. Department of Hematology and Hemotherapy, Hospital General Universitario Gregorio Marañón, Madrid, Spain;2. Instituto de Investigación Sanitaria Gregorio Marañón, Madrid, Spain;3. Sequencing and Genotyping Research Support Service, Hospital General Universitario Gregorio Marañón, Madrid, Spain;1. Land & Water Development Chair Group, IHE Delft Institute for Water Education, P.O. Box 3015, 2601 DA, Delft, the Netherlands;2. Integrated Water Systems & Governance Department, IHE Delft Institute for Water Education, P.O. Box 3015, 2601 DA, Delft, the Netherlands;3. Wageningen University & Research (WUR), Water Resources Management Chair Group, the Netherlands;1. Faculty of the Humanities, Program of Science and Technology Education, Ben-Gurion University of the Negev, P.O. Box 653, Beer Sheva, Israel;2. Department for Environmental Science and Agriculture, Beit Berl Academic College, Doar Beit Berl 44905, Israel;1. National Institute of Urban Infrastructure Planning, University of Engineering and Technology, Peshawar, Pakistan;2. 200 University Avenue W., Department of Civil and Environmental Engineering, University of Waterloo, ON, Canada N2L 3G1;3. 200 University Avenue W., Department of Earth and Environmental Sciences, University of Waterloo, ON, Canada N2L 3G1;1. School of Engineering, University of Guelph, 50 Stone Road East, Guelph, Ontario N1G 2W1, Canada;2. McGill University, Department of Bioresource Engineering, 21111 Lakeshore Road, Ste-Anne-de-Bellevue, Québec H9X 3V9, Canada |
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| Abstract: | Logic models are based on linear relationships between program resources, activities, and outcomes, and have been used widely to support both program development and evaluation. While useful in describing some programs, the linear nature of the logic model makes it difficult to capture the complex relationships within larger, multifaceted programs. Causal loop diagrams based on a systems thinking approach can better capture a multidimensional, layered program model while providing a more complete understanding of the relationship between program elements, which enables evaluators to examine influences and dependencies between and within program components. Few studies describe how to conceptualize and apply systems models for educational program evaluation. The goal of this paper is to use our NSF-funded, Interdisciplinary GK-12 project: Bringing Authentic Problem Solving in STEM to Rural Middle Schools to illustrate a systems thinking approach to model a complex educational program to aid in evaluation. GK-12 pairs eight teachers with eight STEM doctoral fellows per program year to implement curricula in middle schools. We demonstrate how systems thinking provides added value by modeling the participant groups, instruments, outcomes, and other factors in ways that enhance the interpretation of quantitative and qualitative data. Limitations of the model include added complexity. Implications include better understanding of interactions and outcomes and analyses reflecting interacting or conflicting variables. |
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