Program

Wednesday

Day 1 Presentation: Theories of Change workshop EER 2026 (PowerPoint 2007 (.pptx) 2.9MB Jul21 26)

8:30 Welcome, overview, introductions, social norms

8:50 Gallery tour of examples

Day 1 Models for Gallery Tour (Acrobat (PDF) 1.5MB Jul21 26)

9:10 Concepts and practice

9:40 Introduce jigsaw activity on theories of change

10:00 Break

10:15 Jigsaw expert group work

Day 1 Theories of Change Handout (Acrobat (PDF) 640kB Jul21 26)

10:35 Return to home group

11:05 Whole-group report outs and questions

Where might it apply?

A. Self-efficacy

• found in communal interactions - such as the classroom; mentoring in the field
• how to model self-efficacy for students
• as humans - in life, in general
• encapsulated within self-determination theory
• surprising - the other parts of the theory
• surprising - performance - in conflict with learning through failure
• transparency of the different facets - verbal persuasion in ways do build self-awareness and relevance

B.SECI organizational knowledge creation

• organizational level knowledge creation - such as PD workshops/EEER - and how to influence home institutions
• socialization aspect - and if field experiences go away what is lost
• if EER is like a "summer camp" - shared culture and tacit knowledge - and how it is important for spreading of knowledge
• concern for the TOC - "internalized" stage - when it is part of culture - may not know what led to those changes/practices
• jigsaw activity being a microversion of the process
• idea of spiraling and come back around and it is to a new place so not a circle

C. Situated learning

• classroom settings, EER, could be scaled at so many different levels (dept, inst, geographic context)
• defining the scale is vital to using it
• how to connect students the learning to different contexts - how could it help cue students (I learned in lecture and it will apply to lab tomorrow)
• learning situated in cultural contexts - social norms of department or institution - connected with the visual for the SECI spiral
• makes the most sense when it is paired with an additional theory - but how could it be applied on its own

D. Self-determination

• example given about how to use in education - where autonomy and connection possible
• parenting - being sure the child has choice and feels competent
• students - sometimes students choose easiest thing - so balancing autonomy with the self-efficacy
• complexity with the autonomy -- and it is the perceived autonomy whether you actually have autonomy
• applies to project-based learning - what level of autonomy is appropriate - upper division vs intro course - given that understand what works and doesn't
• Teacher professional development (pre-service mostly) - having teacher candidates enact best practices as not intrinsically motivated and help them to think in that way to help drive the more internal motivation tasks as K-12 students may not be interested in the topic 

What makes it "appropriate" to adopt / adapt a theory of change?

• consider lens or the "why" for doing something and the ethical/moral aspect and how theory of change could support those principles
• used situated expectancy after observations of student conversation/work - and how representative it was of the context
• most of the time - which one squishes best for the goal of the project
• defining boundary conditions - situational analysis and ability to collect data - which one's would actually be usable within those conditions
• Curious about adapt - exciting part is what is the surprise or doesn't fit - not squishing but adapting to help explain what is observed 

 

11:25 Roadcheck

11:30 Adjourn for the day

Thursday

Day 2 Logic Model Slides (PowerPoint 2007 (.pptx) 3.3MB Jul22 26)

8:30 Welcome, roadcheck questions addressed, overview

8:40 Concepts and practice (presentation interspersed with small group introductory activity)

9:25 Gallery walk revisited

9:45 Introduce group work

Day 2 Logic Model Template (Acrobat (PDF) 97kB Jul21 26)

Logic Model Template: MS Word version (Microsoft Word 2007 (.docx) 14kB Jul21 26)

10:10 Break

10:30 Facilitated group work

Google sheet template

11:15 Wrap-up, further resources, and workshop evaluation

Benefits of Logic models

 

11:30 Adjourn

 

General resources on Logic Models and Theories of Change

• W.K. Kellogg Foundation Logic Model Development Guide
  
  https://www.wkkf.org/resource-directory/resources/2004/01/guiding-program-direction-with-logic-models
• United Nations Development Group https://unsdg.un.org/sites/default/files/16.-2016-10-18-Guidance-on-ToC-PSG-LAC.pdf
• Funnell, S. C. & Rogers, P. J. (2011). Purposeful program theory: Effective use of theories of change and logic models. San Francisco, CA: Jossey-Bass.
• Taplin, Clark, Collins, & Colby (2013) Theory of Change: A series of technical papers. http://www.actknowledge.org/resources/documents/ToC-Tech-Papers.pdf
• Taplin & Clark (2012) Theory of Change Basics: A Primer http://www.theoryofchange.org/wp-content/uploads/toco_library/pdf/ToCBasics.pdf
• Center for Theories of Change https://www.theoryofchange.org/what-is-theory-of-change/
• University of Wisconsin Extension Logic Model Training Guide https://fyi.extension.wisc.edu/programdevelopment/logic-models/
• McLaughlin, John A., & Jordan, Gretchen B. (1999). Logic models: A tool for telling your program’s performance story. Evaluation and Program Planning, 22(1), 65-72.
• Milstein, Bobby, & Chapel, Tom. (N.D.). Developing a Logic Model or Theory of Change. The Community Toolbox. from http://ctb.ku.edu/en/tablecontents/sub_section_main_1877.aspx
• NAGT Geoscience Education Researcher Toolbox https://nagt.org/nagt/geoedresearch/toolbox/index.html
• Sandoval, William (2013) Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18-36. https://doi.org/10.1080/10508406.2013.778204

Citations for different Theories of Change

Andragogy - Adult learning theory
 

• Knowles, M. (1984). Andragogy in Action. Jossey-Bass. San Francisco, CA

Diffusion Theory

• Rogers, E. M. (2003). Diffusion of Innovation (5th Edition). Free Press. New York, NY.

Heideggers hermeneutical spiral

• Smythe, E. A., Ironside, P.M., Sims, S. L., Swenson, M. M., Spence, D. G. (2008). Doing Heideggerian hermeneutic research: A discussion paper. International Journal of Nursing Studies, 45(9), 1389-1397.

Network Theory 

• Granovetter, M.S., (1983). The strength of weak ties: A network theory revisited. Sociological Theory, 1, 210-233.

Organizational Knowledge Creation Theory

• Nonaka, I., Konno, N. (1998). The Concept of “Ba”: Building a Foundation for Knowledge Creation. California Management Review, 40(3), pp 40-54.
• Nonaka, I., vonKrogh, G., & Voelpel, S. Organizational Knowledge Creation Theory: Evolutionary Paths and Future Advances. Organizational Studies, 27(8), 1179-1208

Persistence

• Byars-Winston, A., Rogers, J, Branchaw, J., Pribbenow, C., Hanke, R., & Pfund, C. (2016). CBE-Life Sciences Education, 15. DOI:10.1187/cbe.16-01-0030
• Tinto, V. (1997). Classrooms as Communities, the Journal of Higher Education, 68(6), 59-623

Readiness for Change

• Armenakis, A. A., Bernerth, J. B., Pitts, J. P., & Walker, H. J. (2007). Organizational change recipients' beliefs scale: Development of an assessment instrument. Journal of Applied Behavioral Science, 43(4), 481-505.
• Bouckenooghe, D. (2010). Positioning change recipients' attitudes toward change in the organizational change literature. the Journal of Applied Behavioral Science, 46(4), 500-531.

Self Authorship

• Keegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press
• Swanson, K. W. (2010). Constructing a learning partnership in transformative teacher development. Reflective Practice, 11(2), 259-269.

Self Determination 

• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68â€"78. https://doi.org/10.1037/0003-066X.55.1.68
• Deci, E. L., & Ryan, R. M(2012). Self Determination Theory. Handbook of Theories of Social Psychology: Volume 1 Edited by Van Lange, P.M., Kruglanski, A. W., & Higgins, E. T. SAGE. Thousand Oaks, CA. 416-437.
• Weir, K. (2025). Self-determination theory: A quarter century of human motivation research. Breakthrough Research series. American Psychological Association. https://www.apa.org/research-practice/conduct-research/self-determination-theory

Self-efficacy

• Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Sense of Belonging

• Hurtado, S. Carter, D. F. Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students' Sense of Belonging. Sociology of Education, 70(4), 324-345
• Johnson, D. R., Soldner, M., Leonard, J. B., Alvarez, P., Inkeleas, K. K., Rowan-Kenyon, H., & Longerbeam, S. (2007). Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups. Journal of College Student Development, 48(5), 525-542.

Situated Learning

• Borko, H. (2004). Professional development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), pp 3-15.
• Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28(2), 4-15.
• Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26, 5-17.
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
• Putnam, R. T., & Borko, H. (2000). What do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? Education Researcher, 29(1), pp 4-15.

Socioecological theory

• Bronfenbrenner U.(1977). Toward an experimental ecology of human development. American Psychologist, 32, 513â€"531. doi:10.1037/0003-066X.32.7.513.

Policy Theories

• Theories of the Policy Process (2007) edited by Paul A. Sabatier, Westview Press Cambridge: MA (pp8-10).
• Multiple-Streams (based on the "garbage can" model) : Kingdon, J. W., & Stano, E., (1984). Agendas, alternatives, and public policies. Little Brown & Co., New York, NY.
• Punctuated-Equilibrium Framework: Baumgarner, F. R., & Jones, B. D. (1993). Agendas and Instability in American Politics. University of Chicago Press, Chicago, IL.