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Grant Unit Day 3: Solutions

Dr. Will Kurlinkus
University of Oklahoma
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Made to Stick: Chapter 1

n What makes information stick/memorable?

n Sticky examples: illustrating abstract concepts (a medium

popcorn contains the same amount of fat as a bacon and egg
breakfast, a big mac and fries, and a steak dinner combined).
1. Simple
2. Unexpected
3. Concrete
4. Credible
5. Emotion-oriented
6. Story-based

n Analyze the “Making the Bus Story” Using this template.

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Program Design: Pre-Planning
1. Good program
designs are geared
towards local
assets/resources.
n Who will your workers
be? Who already wants
to help? Who is in power
that you need to get on
board?
n What resources (space,
people, money, time,
equipment) do you
already have for free
that you can contribute
to the project?
n What experts do you
have that can work with
you? Is anyone working
on similar issues?
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Program Design: Pre-Planning
1. Good program designs are geared
towards concrete long-term goals.
Feasible objectives are S.M.A.R.T
n Goals are descriptive long-term big
picture hopes (recruit more women
to stem, make more hospital n Specific:
workplaces for women in STEM).
n Measurable:
2. Good program designs are well-
researched.
n Demonstrate what has worked in the
n Attainable:
past, what has failed, and how you
are learning from those things. n Relevant:
(you’re required to describe 3 other
solutions people have tried)
n Time Bound:
3. Program designs result in concrete
objectives.
n Objectives are quantifiable
outcomes that you hope to reach by
the end of your program. (We hope
to give classroom presentations to
every public school in Norman. We
hope to have a 5% increase in local
female applicants to OU by 2020).
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Sample Goals: Big Picture
n To restore the health of marsh vegetation located off the coast
of New Orleans so it provides a natural buffer against future
storm surges.

n To give the citizens of New Orleans a better control over

sediment loss and subsistence rates.
n To ensure that the rich culture and traditions imbedded in
New Orleans can continue to play a role in the United States
for at least 100 more years.

n To help conserve the tourist income that New Orleans Brings

contributes.
n To avoid a potential humanitarian crisis associated with the
relocation of New Orleans residents.
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Sample Objectives: How we get
there
n Immediately begin making the 4.5m wide incisions in each levee.
There should be 80 total incisions, 40 on each side of the river, all
separated a mile apart. The slits across from each other along the
river should alternate every half mile for 40 miles.

n To finish making one levee slit on both sides of the river every
month.

n To finish installing one floodgate per levee slits on either side of the
river each month. Installations should align with the levee slit
completions throughout the process so it is constantly moving.

n To monitor the marsh plant growth by seeing a 10% increase in

vegetation by the end of the first year, a 30 percent increase by the
end of the second year, a 60% increase by the end of the third year,
and a 75% increase by the end of the fourth year.
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Sample Objectives

n For the needs analysis, Dr. Baralt will use multiple research
methods (interviews, class observations, questionnaires,
journals, ethnography, language use audit) and diverse
sources (learners, program graduates, learner family
members, teachers, administrators, community members,
business owners, literature, job descriptions in Miami) to
design 40 target tasks that learners at FMU need and want to
be able to do in the Spanish language. “Target tasks” in
second language teaching require students to do meaningful,
needs-based tasks such as filling out a job application, taking
a patient’s vital signs in a clinic setting, or doing a
presentation for a class or a job while using the target
language (Long, 2005, 2015). Twenty tasks will be for the
Spanish 1 course, and 20 will be for the Spanish 2 course.
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Strategies: The Things You’ll
Actually Do
n Look at your pre-planning stages (especially your resources and
objectives).
n What will you need to do to actually do to result in these changes?
n Strategies usually have plans (big steps like giving classroom
presentations on women in STEM) and sub-plans (Who will give the
presentations? What will the content/activities be? Who will plan the
presentations? How long will they be?)
o What other sub-planning questions could we ask about planning
a classroom presentation?

n Good strategies are based in proven research (things that have

been shown to work in the past).

n Remember to make sure you keep a running list or resources

(the things that you need to accomplish your activity) in
order to use it in your budget.
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What is a logic model?

n The goal of a logic model is to paint for your granting institution an easy
to understand almost flowchart of events that illustrates in one image
what you will be doing and how what you’re doing will lead to success.

n Inputs: local resources, staff, volunteers, the money you receive,

partners, everything that you will gather to actually do your project.

n Outputs: What you’re going to produce with your inputs.

n Activities: What you’re actually going to do.
n Objectives: Immediate products or things that come from your activities—
different from the concrete quantifiable goals we’ve talked about earlier.

n Outcomes:
n Short: The first stage of your quantifiable objectives that shows your project is
on the right track.
n Medium: Your second stage of quantifiable objectives—what will it look like
after your project has been completed?
n Long: What we called goals earlier. Big things we’re reaching towards. What
will it look like several years after your project is completed?
Program: Boy Scouts of America, Last Frontier Council of Oklahoma Logic Model
Situation: Inclusion of Girls Online Training in the Boy Scouts of America

Inputs Outputs Outcomes

Activities Objectives Short Medium Long

$2500 grant Volunteer artists

Present information
to create videos, about female youth Online training ready in
The need to photos and and the changes that 3 months
train adults in animation will affect the Feedback and testing
the boy scout scouting program of training to continue
program about to ensure updates as
needed
the new Paying IT to add Increase access to Beta-testing training
regulations and additional tabs to training about female from 8 months after
changes due to lead to the training youths in scouting training released
recent news. on myscouting.org program To provide a secure and
and developing QR Developing a inclusive space for both
Volunteers codes consistent final girls and boys in the Boy
Create an
informative and product that the Scouts of America.
Local resources practical training that Review surveys and National BSA could
Consult with a
Fine Art gender equality will be retentive statistics gathered on implement To ensure training helps
departments expert and afterwards the site prepare adults for
Gender + experienced scenarios that will help
equality scouters, and prevent incidents in the
centers training consultants Create a final Produce future
to ensure training is product with the deliverables for
above adequate teams United Way of
Develop the final
training program
COKC to ensure
accountability and
Develop promotions for Reach a goal success
the training. Develop
stipulations for of 90% trained
untrained adults adults

Assumptions External Factors

The training is mandatory for all adult scout leaders Internet access may not be possible
The goal is to increase a positive environment with this training Training webpage may break down and will require time to fix
The training will be required every certain amount of years, and so updates will be needed
Troops/Packs may not have received the messages or information

Rev. 7/09
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