EVALUATION PLAN: LECP 2

Table of Contents

Loyola Experience Culminating Program Description ................................................................... 5

Purpose of the Evaluation ............................................................................................................... 6
Justification for Evaluation ......................................................................................................... 6
Stakeholders .................................................................................................................................... 7
Logic Model .................................................................................................................................... 9
Mixed Methods Approach ............................................................................................................ 11
Qualitative Analysis Purpose .................................................................................................... 11
Methodological Strategy12
Sampling and Recruitment.13
Validity and Ethics.....14
Positionality Statement..16
Data Analysis Procedure17
Quantitative Analysis ................................................................................................................ 19
Methodological Description...19
Sampling, Validity, and Reliability...20
Survey Description.21
Instrument Analysis...23
Budget ........................................................................................................................................... 24
Next Steps ..................................................................................................................................... 25

Appendices
Appendix A: Loyola Culminating Experience Portfolio Example Gallery .................................. 27
Appendix B: Logic Model ............................................................................................................ 28
Appendix C: Example Loyola Experience Culminating Portfolio ............................................... 29
Appendix D: Consent To Participate In Loyola Experience Culminating Portfolio Research..... 30
Appendix E: LECP Focus Group E-mail ...................................................................................... 32
Appendix F: LECP Focus Group Protocol .................................................................................. 33
Appendix G: LECP Survey........................................................................................................... 35
Appendix H: LECP Survey Follow-Up E-Mail ............................................................................... 39
Appendix I: Evaluation Buget ...................................................................................................... 40
Appendix J: Evaluation Timeline ................................................................................................. 41
References ..................................................................................................................................... 42
EVALUATION PLAN: LECP 3

The Center for Experiential Learning (CEL) at Loyola University Chicago works to

advance the institutions mission by providing staff, resources, and programming for students to

meet the universitys social justice goals. The CEL collaborates with campus, community, and

employer partners to promote, develop, and implement academic experiential learning through

teaching, research, and service (Loyola University Chicago, 2016b). This is accomplished by

pairing an academic class with engaged learning experiences such as service in the community,

research, or internship opportunities. Co-curricular activities are also recognized by the CEL as

ways students can contribute to the university mission. Students who participate in CEL

programs will be able to illustrate four primary outcomes:

1. Synthesize learning from experiences outside the classroom with learning inside the

classroom, connecting theory with practice, through reflection.

2. Critically reflect upon their intellectual, personal, professional, and civic learning within

a social justice context.

3. Demonstrate the knowledge, skills, attitudes, values, and ethics acquired through the

learning from experience.

4. Articulate future intentions and actions through integrative and intentional reflection on

experience (Loyola University Chicago, 2016c).

The CEL attempts to assess the achievement of these outcomes through the collection of

electronic portfolios (e-Portfolios) created by students as they reflect on their experiences with

CEL programming.

In the spring semester of 2016 the CEL launched an initiative called the Loyola

Experience Culminating Portfolio (LECP), which allows students to organize and reflect on their
EVALUATION PLAN: LECP 4

undergraduate education using one of several e-Portfolio building websites (webfolios). The

ePortfolio platforms endorsed by the CEL are Taskstream and Weebly, but students may opt to

use any website they choose to build their portfolios. According to CEL director Patrick Green

(personal communication, September 21, 2016)., the intent of the program is to assess the

outcomes of student learning. In order to evaluate the LECP it is important to understand the

mission of both Loyola University and the CEL. Loyola was built on the foundation of Jesuit

principles and beliefs. The schools mission states:

We are Chicagos Jesuit, Catholic University a diverse community seeking God in all
things and working to expand knowledge in the service of humanity through learning,
justice, and faith. We are guided by a simple promise: to prepare people to lead
extraordinary lives (Loyola University Chicago, 2016a).

Green said the LECP as an integrative, reflective tool for students to create a web-based portfolio

expressing their learning and development through curricular and co-curricular experiences.

Since it is a culminating project, third-year and fourth-year undergraduate students are targeted

to participate in the program. The LECP uses the Loyola Experience four key areas: Community,

Commitment, Engagement, and Reflection, as a framework for the reflection prompts. Green

said the LECP is integrative by facilitating opportunities for students to express how learning and

development such as awareness of their social identities occurred through curricular and co-

curricular experiences. The portfolio is reflective because of how students demonstrate meaning-

making as a result of the integrative experiences. A final purpose of the portfolio is to assess how

students are connecting to Loyolas Jesuit mission and meeting the CEL outcomes through office

programming.
EVALUATION PLAN: LECP 5

Loyola Experience Culminating Program Description

In its first year the LECP program was run and supported by the e-Portfolio peer mentor

team comprised of four undergraduate students and one graduate student. Peer mentors created a

LECP website, which detailed the submission requirements, portfolio link submission form,

workshop information, and example gallery. For an example of the LECP gallery, see Appendix

A. The team aimed to make the process non-cumbersome for students. The submission

requirements gave two reflection prompts for each of the four key areas.

The purpose of the workshops was to provide an opportunity for students to visit the CEL

and receive in-person assistance from an e-Portfolio peer mentor. The workshops were held in

the CEL on Wednesday, March 30th and Thursday, March 31st for three hours in the evening.

Dinner was also provided as an extra incentive for students to attend. Completed e-Portfolios

were submitted to evaluators by Friday, April 8th through a Google Form page on the LECP

website. The two evaluators were from the e-Portfolio program. These individuals did not use a

formal rubric for assessment, but reviewed reflections to check relevance to the prompts and

overall portfolio presentation. There were ultimately 25 submissions and all of those e-Portfolios

were deemed successful in integrating and reflecting in a cumulative way their mission-related

experiences at Loyola. The only incentive the CEL provided to complete the LECP was a Key

Frame. The 25 winners were awarded a Key Frame to place their four keys in during the

universitys Weekend of Excellence, which is a two-day event held in April meant to highlight

the work completed by students across campus.

EVALUATION PLAN: LECP 6

Purpose of the Evaluation

With the LECP going into its second year, the goal of this evaluation plan is to assess the

current process for marketing it to Loyola students. The primary question that will drive this

evaluation will be: Is the Center for Experiential Learning implementing effective student

support strategies to create awareness of, and increase participation in the Loyola Experience

Culminating Portfolio? This evaluation will use a mixed methods approach to examine if the

Center for Experiential Learning is effective in creating awareness and increasing the number of

students who participate in the LECP. This evaluation will be beneficial to the CEL because it

comes after the first run of the program and before they run it again in the spring semester of

2017. The theories, models, research methods, and recommendations offered here will better

inform the CEL and other stakeholders as they make decisions for implementation and

evaluation of the LECP going forward.

Justification for Evaluation

The use of e-Portfolios to assess student-learning outcomes is a newer approach to

education pedagogy because the technology is newer. Data collection on how e-Portfolios affect

learning became more intentional after the formation of the Inter/National Coalition for

Electronic Portfolio Research in 2003 (Chatham-Carpenter, Sweawel, & Raschig, 2009). The

literature indicates that this new digital artifact can be a useful tool for both learning and

assessment (Chatham-Carpenter, et al, 2009; Reynolds & Patton, 2014). Much of the research

reveals several predominant reasons to use e-Portfolios in higher education. Those reasons are:

(a) to allow students to reflect on their learning; (b) to help students synthesize their curricular

and co-curricular activities so they can better articulate the collegiate experiences to potential
EVALUATION PLAN: LECP 7

employers; (c) to allow faculty and other stakeholders to assess learning outcomes; (d) to

showcase that students are meeting the professional standards set by their fields; and (d) to use as

a method for faculty tenure and promotion (Chatham-Carpenter, et al, 2009).

E-Portfolio programs offer a variety of benefits to students and the institution. This

evaluation will be a valuable instrument to the CEL by improving how they support students

who participate in the LECP; and increase the benefit to student learning at Loyola, and increase

the opportunity for institutional assessment of its social justice mission. According to Dalton

(2007) e-Portfolios must be tailored to the specific goals and circumstances of an institution,

and this requires considerable planning and broad institutional collaboration (p. 101). It is for

this reason that this evaluation will also survey ways in which various stakeholders of the Loyola

community contributes to the e-Portfolio programs.

Stakeholders

Understanding individuals level of power and interest is important because it will help

guide the evaluation design and results. Bryson and Patton (2010) identify these individuals as

stakeholders. Stakeholders are people who can affect or are affected by and evaluation process

or its findings (p. 31). Stakeholders who have bought into the benefits and usefulness of an

evaluation can help provide valuable information or resources. This is why connecting with these

constituents throughout the process is important for a successful evaluation.

There are four primary types of stakeholders for this evaluation. The first is the players

or, those with both a vested interest in the evaluation and influence over the evaluation (Bryson

& Patton, 2010). For the LECP assessment, the players are the CEL staff. The CEL staff

members include program managers for the Academic Internship, Undergraduate Research,
EVALUATION PLAN: LECP 8

Service-Learning, Community Partnerships, e-Portfolios, and the CEL director. These

individuals hold the highest level of interest since student reflections may speak directly about

their program area. They also have power over the LECP support services because they are

facilitated through the CEL office.

The subjects for this evaluation are the students. Subjects are individuals with interest

in the evaluation because they are less affected by the results and have low influence on the

evaluation (Bryson & Patton, 2010). Students have an interest because of the Key Frame

incentive but low power because they do not have influence over the evaluation. Their

participation in the evaluation is crucial to accurately evaluating the effectiveness of the CEL

support strategies. Therefore even though students do not have power over the evaluation they do

have influence over the how the CEL changes their support strategies.

The context setters are people with influence but low interest in the evaluation (Bryson

& Patton, 2010). The academic provost is a context setter because this individual is not directly

affected by the LECP evaluation. However, the academic provost does hold power over the

LECP because this office oversees the CEL. Other context setters are faculty and student

organization advisors. This is because they provide the opportunities students need to participate

in the program. These opportunities are two of the key reflections in the LECP. Faculty are

interested in student reflection on commitment to their academic major. Faculty and/or student

organization advisors may also be interested in how students reflect on their engagement in

curricular or co-curricular experiences.

Community Partners, who are key stakeholders for the CEL, are the crowd. The crowd

is a group with minimal interest and influence in the evaluation (Bryson & Patton, 2010). This is
EVALUATION PLAN: LECP 9

because they have the least interest and power in the LECP evaluation. This group is included in

the evaluation because they are integral to the operations of the CEL, which works closely with

community partners to provide engaged learning experiences for students. These experiences

include academic internships, service-learning sites, and undergraduate research opportunities.

Community partners are also loosely tied to the evaluation via student reflections. For the

engagement key, students may discuss their experience with a community partner.

Although each stakeholder is not directly influenced by evaluation of the LECP support

services, they all have an interest in the success of the LECP program because student reflections

via the LECP will demonstrate the overall success of students who participate in CEL programs.

It can also demonstrate the overall success of how students connect to the mission of the

university. As portfolio submissions increase, the CEL can collect data to inform and improve

their programs. This is why examining e-Portfolios and its support services is an important step

in improving new Loyola Experience Culminating Portfolio program.

Logic Model

McLaughlin and Jordan (2010) state logic models are valuable tools for helping

evaluators conceptualize and plan their evaluation studies. The Logic model (see Appendix B)

provides a visual representation of areas that contribute to the CELs process of engaging

stakeholders and promoting the LECP. The logic model outlines CEL inputs, outputs, and

outcomes related to the process used by the unit to engage stakeholders.

The inputs consist of personnel, time, space allocation, and finances. The personnel

supporting the LECP include the e-Portfolio Program Manager, the e-Portfolio Graduate

Assistant, and e-Portfolio Peer Mentors. Indirectly, members of other non-portfolio CEL
EVALUATION PLAN: LECP 10

programs also contribute. These members include the director of the CEL, the graduate assistant

for CEL Communications and Marketing, and peer mentors for service-learning and academic

internships program managers. Another input of this logic model is the time spent in developing

teaching material to support students in creating a LECP; the time spent in holding workshops

for interested students; and the time spent in creating promotional materials for the LECP. The

next input is space: physical space to hold workshops and meetings, and the online space

students ned to create their LECPs. The last input is finances needed for staff and peer mentor

salaries, for refreshments at workshops, and for the materials that are utilized to engage students

(paper, computers, and Internet connection).

The outputs consist of activities and participants as they pertain to developing student

engagement in the LECP. Activities include outreach to eligible students by CEL staff members,

completion of the e-Portfolio by students, and rewarding of the Key Frame to students with the

strongest LECP. Primary participants of this process are the students engaging the LECP and the

CEL staff that supports them in the process. Finally, outside stakeholders such as faculty

members, internship, and service-learning sites supervisors also serve as indirect participants in

this process.

Outcomes are short-term and medium-term LECP goals. A short-term outcome is to

garner student interest in creating an LECP. Increased student interest in creating an e-Portfolio

indicates more students engaging in pedagogical method that deepens student learning through

synthesizing experience and reflection. Another short-term outcome is to create buy-in from non-

student stakeholders. A medium-term outcome is to assess how students articulate their

EVALUATION PLAN: LECP 11

experiences as it relates to the Loyola University mission. Another medium-term goal is to

increase involvement in activities related social justice.

The logic model also includes assumptions and external factors related to the process of

making students aware of the LECP. The CEL provides staff and mentors to help students create

their LECPs. If the CEL increases buy-in from the wider Loyola community, like faculty and

staff who can offer curricular and co-curricular service-learning activities, students will have

more experiences they can reflect upon in their LECP.

Mixed Methods Approach

The evaluation will employ a mixed methods approach for this evaluation. Creswell

(2009) describes mixed methods research as a design utilizing both quantitative and qualitative

research by collecting, analyzing, and connecting of both forms of data. The type of design being

implemented is an embedded mixed methods approach. The embedded design emphasizes one

method while arranging the other within it (Creswell, 2009). For the LECP evaluation, the

quantitative design will be prioritized and the qualitative design will be nested within it. This is

because the quantitative method will survey students after completing the LECP providing data

on what the actual experience of students was with CEL support services. The qualitative data

will focus on the students who will participate in the LECP and the engagement process.

Therefore we will be collecting the qualitative data first by conducting student interviews prior to

engaging in the LECP program and following with a survey after completing the program.

Qualitative Analysis Purpose

The purpose of the qualitative assessment is to examine the process of CEL engagement

initiatives for the LECP. The process will be evaluated by conducting student focus group
EVALUATION PLAN: LECP 12

interviews prior to participation in the program. A focus group conducted with a group of people

who possess certain characteristics and provide qualitative data in a focused discussion to help

understand the topic of interest (Schuh, 2009). The evaluators hope to learn about the

engagement process and experience of students who participate in the LECP program. The

information will be used to supplement the quantitative survey assessment, which collects data

on what was the experience of students who participated in the LECP program.

The qualitative assessment will also address limitations from the quantitative survey

assessment. This is because qualitative research is more vibrant in nature. Qualitative approaches

account for a variety of data collection factors such as the data collection setting, role of the

researcher, source of data, analysis of data patterns, and meaning behind data (Creswell, 2009).

The information collected in a focus group will be used to understand the perspective of potential

student participants before participating in the program.

Methodological strategy. The primary qualitative data collection method will be focus

group interviews. This is because the purpose of a focus group is to gather the range of opinions

and experiences (Krueger & Casey, 2010, p. 381). Conducting focus group interviews with

students eligible to participate in the LECP will help evaluators understand what encourages

students to engage in the program. Again, eligible students are those in their third and fourth year

at Loyola University. This is because the intent of the portfolio is to be culminating. It is also

assumed that by the third year a majority of students have participated in at least one engaged

learning class so they can reflect on the third key- engagement. The students we hope to engage

in the interviews are those who are interested in the Loyola Experience program and would like

to have an opportunity to earn the key frame.

EVALUATION PLAN: LECP 13

The focus groups will be conducted and the data analyzed by the end of the fall semester

so that any adjustments to existing LECP marketing strategies can be made in time for the spring

semester when students will begin to produce their e-Portfolio (see Appendix C). Interview

questions will be in a structured in a controlled format with pre-established questions with

questions [that] tend to be close-ended in order to better manage the data collection process

(Schuh, 2009, p. 65). The full focus group protocol can be found in Appendix D. The focus

group data will then be aggregated and used to inform support strategies. This will help the CEL

identify which support services and strategies are most effective to employ in order to increase

LECP engagement.

Sampling and recruitment. To generate participants for the qualitative portion of this

evaluation, a homogenous sampling method will be utilized. Potential participants will be limited

to students who already earned at least two engagement keys and, as a result, have become

eligible to earn a commemorative key frame if they decide to complete their LECP. This is a

population that is limited to students that are in their junior or senior year, which is tracked by

the CEL.

Contact information for this population will be provided by the CEL for the purpose of

sending out invitations to potential participants. Evaluators will communicate to this population

of students through an individual e-mail invitation (see Appendix E). The e-mail will ask the

potential participants if they are interested in telling the story of their learning experiences at

Loyola. Students will also be informed of the focus group intention to gather students opinions

on the CELs current outreach strategies for the LECP and whether or not they feel those

strategies are effective. Lastly the e-mail will provide students with a link directing them to a
EVALUATION PLAN: LECP 14

Google sign-up form with three date and time options for the focus groups. The e-mail will be

sent by the evaluators on behalf of CEL director Patrick Green.

To incentivize participation, a meal will be provided for participants during each of the

focus groups. The meal will be ordered by the CEL and will be delivered from Potbellys

Restaurant. Invitees will be made aware of this within the initial invitation email. Additionally,

the Center for Experiential Learning will provide a gift bag comprised of giveaways already in

their promotional inventory. The gift bag will be given to one random participant at each of the

focus groups. Incentives are a way to increase the perceived reward, minimize the perceived

cost, and increase trust (Schuh, 2009, p. 98). The meal and the bag giveaway are also the types

of incentives that may increase the response rate of participants (Krueger & Casey, 2010; Schuh,

2009), and let the participants leave the focus group feeling appreciated.

It is the intention of the evaluation team to have enough interest and participation to

populate three focus groups with a maximum of five participants in each group. The evaluation

team will limit the number of participants to five in order to ensure that enough data are

collected to conduct analyses across groups (Schuh, 2009, p. 68), and to take into account the

post focus group transcription and coding process. If initial interest is not adequate after the first

week, the email will be sent again until there is enough committed participation to fill the focus

groups. Once there are a sufficient number of participants for the available focus group dates, the

evaluators will close the group link.

Validity and ethics. To ensure the validity of this plan, the evaluation team will follow

the guidelines put forth by Schuh et al., (2009) for ensuring goodness in qualitative inquiry:

triangulation; member checks, positionality; peer-debriefing; audit trail; and use of rich
EVALUATION PLAN: LECP 15

descriptions. The qualitative and quantitative data aid in the triangulation of information because

it uses multiple sources of data. Additionally, internal and external evaluators will help the

evaluation team in scrutinizing the accuracy of each other's interpretations, which will help

minimize potential biases. It is important to have someone who is not familiar with the study to

review the findings and interpretations as well as to ask questions about the study (Schuh, 2009).

The note-taker will do a member check immediately following each focus group by summarizing

initial interpretations of the discussions.

The evaluation team will engage in a positionality exercise where they will write down

all of their salient identities. They will then share with each other these identities, and engage in

discussions about the ways in which they can become more aware of how their identities can

influence in biased and unbiased ways during the evaluation process. As part of the peer debrief,

the evaluation team will seek the participation and review of the director of the CEL, the

ePortfolio Portfolio Program Coordinator, and support staff within the CEL who assist students

with their LECP. Their perspective will assist the evaluation team in pointing out and addressing

possible blind spots. To address the audit trail, this evaluation plan explains detailed records of

all assessment and research procedures, methods, and decisions made throughout the course of

the project (Schuh, 2009, p. 169). As part of the audit trail, this plan offers rich descriptions

when conveying the setting, context, participants, and findings (Schuh, 2009, p. 169). This will

help ensure the transferability of the findings in similar situations (Schuh, 2009). Additionally,

evaluators will be actively engaged during the focus group discussions, transcription, and coding

processes. As part of the coding process the evaluators will work toward reaching the same

conclusion by using intercoder agreement.

EVALUATION PLAN: LECP 16

To also ensure an ethical approach to the LECP evaluation plan, participants will receive

a consent form, which has been adapted from the Loyola University general informed consent

template (See Appendix F). This form will be provided to participants via email as an editable

PDF prior to the focus group and again during the focus group so the facilitator can review each

section and verify signatures. Since this evaluation involves human subjects in a focus group, the

CEL will request an expedited review from the Institutional Review Board (IRB). This is

appropriate because this study involves no more than minimal risk to the subjects (Schuh,

2009, p. 200).

Positionality statement. The evaluation team is made up of two internal evaluators and

one external evaluator. The internal evaluators are Rebecca DeRose and Carlos Ballinas. They

both serve as graduate assistants within the CEL. As internal evaluators, DeRose and Ballinas

will act as focus group facilitators, or moderators where necessary, and will assist in the

transcription and coding process. Given the nature of their involvement with the CEL and the

LECP, the team as a whole acknowledges the potential for bias when engaging participants in

discussion during the focus groups. The team will try to be intentional in recognizing their

positionality and be accountable to one another in order to make sure that no potential bias takes

place. Efforts to minimize potential biases during data collection and analysis are important

because students are engaged in answering focus group questions.

The external evaluator, Jessica Brown, will act as the note-taker, or assistant moderator

where necessary, and assist in the transcription and coding process. Acting as a participant

observer during the focus group discussions will allow Brown to maximize her external role. She

will be able take a broader, more neutral, view of both of the CEL and LECP as she takes notes
EVALUATION PLAN: LECP 17

on the process and the discussion. Because Brown does not have an intimate knowledge of the

unit or the program, or a close relationship with the high interest stakeholders she may be more

likely to notice missing questions, gaps in information, and lack of connections between data and

analysis.

Moreover, all three evaluators are graduate students who also have to complete a type of

ePortfolio for their own academic units; they will be able to relate to the experiences and needs

of the students participating in the focus groups. These characteristics of the evaluators will build

trust between them and the focus group participants because the challenge of moderating is to

help participants feel comfortable enough to share, in the presence of the rest of the group, what

they think and how they feel (Krueger & Casey, 2010, p. 393). The evaluators will be able

understand the position of the participants as consumers of the strategy, as well as the position of

the CEL as it relates to the creation and marketing of the strategy. Additionally, the three

evaluators come from diverse backgrounds, which may be relevant as students share their

personal perspectives on the survey questions.

Data analysis procedure. The first step in the LECP qualitative data analysis procedure

will be to take notes during the focus group discussions. This is an important step in the

systematic analysis procedure as the note-taker can listen for vague or inconsistent comments,

ask a final preference question, or immediately summarize key findings (Krueger & Casey,

2010).

The second step is to organize and transcribe the information gathered from the focus

groups. Because the discussions will be video recorded, evaluators can use Adobe Premiere Pro,

a timeline-based video editing software application, to transcribe the recordings. This is a cost-
EVALUATION PLAN: LECP 18

effective transcription method because Loyola University already uses Premiere throughout the

institution, and the program has a built-in speech-to-text feature, which takes only a single

person to use in a short amount of time. However, the transcriber may have to edit for any vocal

fillers or inarticulate language that the program does not properly translate. This can be done

when the full text is copied and organized on Microsoft Word documents, where evaluators can

opt for either hand-written or digital notes on the comments made during the focus groups. Focus

group transcripts will be saved digitally on multiple hard drives, and printed as hard copies for

backup.

The third step in the analysis process will be to code the data. Coding provides the

analyzer with a systematic process for organizing and categorizing the data so that meaning can

be derived from the data to answer the research question, (Schuh, 2009). The evaluators will

read through each focus group transcript and make notes. These notes will be combined with

those taken during the discussions. All notes should either be hand-written or digital, but not

both for consistency. For this plan it is recommended that notes be taken using the Review

feature of Word as to eliminate misunderstanding of hand-written notes. Again, these documents

can be printed for backup at the completion of the note-taking process. The data will be

organized and coded by macro topics based on participants responses to specific questions from

the interview protocol. Focused coding (Schuh, 2009, pg. 162) will be employed again for more

macro topics or other topics that might emerge during this process. The evaluators will identify

categories and themes, and collect data that support categories and themes that adhere to the

research question. Evaluators will present the data using the categories and themes generated

from the coding process, and visuals appropriate to the results reached by the analysis.
EVALUATION PLAN: LECP 19

Quantitative Analysis

The purpose of the quantitative evaluation in the mixed method approach is to evaluate

the effectiveness of the CEL strategy to engage third and fourth year students who participate in

the Loyola Experience Culminating Portfolio program. These strategies include how students

received information, support services offered to students, and interactions with the e-Portfolio

content management system. Measures for the strategies will include the frequency of

information and support services as well as the usefulness of support services and the e-Portfolio

content management system.

The quantitative approach is part of the QUAN-qual design, and is appropriate because

the LECP is a new program. The quantitative method is the dominant part of the evaluation

because it provides numeric descriptions of trends, attitudes, or opinions of a population

(Creswell, 2009, p. 145). The quantitative results will help evaluators best identify areas of

strength, weakness, and gaps in how students interact with the LECP. Evaluators hope the

quantitative results will be descriptive and informative in regards to how third and fourth year

students are influenced by CEL strategies.

Methodological description. The methodological approach is the pre-experimental one-

shot case study design method. This method will help evaluators make a generalization about

the impact of a treatment (or intervention) (Creswell, 2009, p.145). It will also assist the

evaluators in measuring the programs process or, how the educational intervention of the

portfolio is implemented by the CEL. The one-shot case study design involves an exposure of a

group to a treatment followed by a measure (Creswell, 2009, p. 160). For this evaluation we are
EVALUATION PLAN: LECP 20

measuring how third and fourth year students (group) respond to CEL engagement strategies

(intervention).

Since the LECP is a pilot program only a post-test assessment will be conducted. The

pre-test assessment will be distributed in the form of an Internet survey because students will be

completing the portfolio online. Once the LECP is created, the portfolio link will be submitted

via a Google form. After completing the Google form, students will be prompted to follow a link

and take the Internet survey for the program evaluation. Distributing the survey immediately

after students complete the portfolio is an effective way to measure the CELs strategy to engage

students with the LECP.

Sampling, validity and reliability. To ensure validity and effectiveness of the

sampling population, evaluators will not open the survey to students who are interested in

participating in an upcoming LECP campaign nor to students who have only partially

participated in an LECP campaign in the past. These students will not effectively serve the

evaluation of the LECP process, as they cannot provide a holistic assessment based on their own

experience. Instead, the evaluators will focus on third and fourth year students who have

completed the LECP as the respondents for the survey. This is an appropriate population to

survey because these students will have already received previous LECP marketing materials,

been exposed to CEL staff, peer mentors, online resources and workshops in an effort to

complete their LECP. Their experiences with the LECP make them best suited to provide direct

feedback on the effectiveness of the process that they just engaged in. In an effort to provide face

validity to this decision, the evaluators will consult with CEL director Patrick Green and his staff

about the survey.

EVALUATION PLAN: LECP 21

In order to engage the target audience, the evaluators will create a prompt that will be

attached to the LECP submission link. Students will be prompted to complete the survey upon

submitting their portfolio to the submission link. When students submit the link to their LECP,

the CEL will also have access to their name and email. To ensure students have the greatest

number of opportunities to complete the survey, those who select No Thanks to the initial

request will be invited twice more to complete it via email from the time they submit the LECP

to the last day of the semester. The evaluators will consult with CEL staff to ensure validity and

effectiveness of this communication method. The design of the survey also addresses internal

consistency by grouping similar question measuring the same concept.

In selecting the sampling population, bias for this evaluation should be minimal as it uses

a probability sample, such that all members of the population have an equal chance of being

selected and so that nothing about them would change their probability of being selected

(Newcomer & Conger, 2010, p. 458). Respondent/non-respondent biases should also be limited

because the survey is not delivered or available until the moment at which the student submits

their ePortfolio. Thus returns on the survey would be greatly based, or influenced, upon when the

student completes the ePortfolio.

Survey description. The purpose of the survey will be to better understand how the

LECP program engaged eligible students in the creation and completion of an LECP. The

students will be informed that their input will help the CEL make improvements to future LECP

campaigns (See Appendix G for invitation). They will also be informed that their responses to

the survey will remain confidential. To ensure confidentiality the survey will be administered

through Opinio. This is an electronic web-based survey software product licensed by Loyola and
EVALUATION PLAN: LECP 22

administered by Information Technology Services (ITS). This software will create unique

identifying codes that will allow the evaluation team to keep track of survey responses while at

the same time keeping the identity of each student submission confidential.

The survey will aim to measure the frequency in which the participants were exposed to

information about the LECP, and measure the effectiveness of the support services surrounding

the LECP. Specifically, it will seek to find out about the level of engagement that the CEL had

with the participants. Next, it will aim to measure the usefulness of the resources provided by the

CEL. Specifically, it will measure the effectiveness of staff support, workshops, structured touch

points, and ePortfolio tutorials. The survey will also measure the student's level of satisfaction

with the process. Specifically, it seeks to find out about their level of satisfaction with the CEL

staff, the access to information about the LECP, the clarity of goals surrounding the LECP, and

student engagement with the LECP.

The survey instrument will utilize Likert-type scales and drop-down lists as measurement

tools. This type of ratings scale is appropriate for the evaluation because it allows students a

range of options that aim to reflect their experiences, while also providing information for what

is being measured. The drop-down lists will provide valuable categorical data, such as race or

gender identity, for the analysis. The Likert scales will measure frequency touch points with the

LECP and the CEL. For this, the left side of the scale will begin with the option of 0 and the

right side will end with the option of more than 5 times. The next Likert scale item will assess

the usefulness of CEL resources to support students in creating the LECP. This will be a 4-point

scale that will begin with the option of not useful on the left, and end with the option of very

useful on the right. The next Likert scale gauges the level of satisfaction with the process. The
EVALUATION PLAN: LECP 23

left side of this 5-point scale will begin with the option of Very Dissatisfied, and the right side

will end with the option of Very Satisfied. Finally, the survey will gather demographics

information and offer an opportunity to add comments. A complete copy of the survey can be

found in Appendix H.

The evaluators will also attempt to pilot test the survey by inviting those students who

completed the LECP the previous year to take it and provide feedback. The survey will be

limited to these 9 items, plus the comments section to reduce survey fatigue, which is important

here because the students being surveyed will already have spent some time online completing

the actual ePortfolio.

Instrument analysis. The LECP quantitative survey represents a descriptive pre-

experimental one-shot case study design. The results and analysis of the surveys will be a series

of steps presented to relevant stakeholders as a measure of the effectiveness of CEL strategies to

engage students in the ePortfolio. The series of steps is an effective interpretation strategy

because it makes it so that the reader can see how one step leads to another for a complete

discussion of the data analysis procedures (Creswell, 2009, p. 151).

The first step will discuss the number of respondents. To ensure students have the

greatest number of opportunities to complete the survey, those who select No Thanks to the

initial request will be invited twice more to complete it via email from the time they submit the

LECP to the last day of the semester. Evaluators will aim for a response rate of at least 60% in

order to have a statistically significant number of respondents.

The third step would be a detailed descriptive statistical analysis of the data and a

visualization of that data. The Likert scale will provide valuable frequency data that will include
EVALUATION PLAN: LECP 24

analyses of means, medians, and modes. Histogram charts will be used to visualize how many

times any given score appears in the data set (Huck, 2013, p. 22). LECP survey responses that

could be illustrated via a histogram include: how often students were exposed to information

about the e-Portfolio; and how often students used various program-related support services.

Simple frequency distribution tables would also be beneficial in showing similarities across

categorical variables like year in school or gender identity.

The fourth step would be an interpretation of the results of the data, which would include

how the results answered the research question, offers explanations of why the results occurred,

and implications for future practice (Huck, 2013).

Budget

Included in this evaluation is a prospective, preliminary budget (See Appendix I). The

line item that will require the most funds will be refreshments. This evaluation suggests catered

food from Potbellys restaurant at each of the three scheduled focus group. The total cost for the

refreshments will be $207.81. Promotional giveaways are also included in the budget with a line

item of $0.00. This is because the promotional materials will be gathered from the already

purchased stock of promotional materials that the CEL has in its possession. Since the evaluators

administering this evaluation are current students and serve as either full time employees or

graduate students with stipends within Loyola University Chicago, the evaluation does not have

to incur the added cost of a salary or stipend for these positions. Lastly, included in this budget

are the materials that the evaluation team will use to record, code, and analyze the focus groups

and survey results. There is no added cost from these materials as video recording devices and

Adobe Premiere Pro can all be accessed within LUC at no additional cost.
EVALUATION PLAN: LECP 25

Timeline

This mixed method evaluation will take place over a 12-month period. This timeline (See

Appendix J) includes creation of the evaluation design, as well as the quantitative and qualitative

research, analysis, and presentation of the results. The schedule includes approximately two

months to develop the evaluation plan, two months to solicit and verify focus group members,

one month to conduct the focus groups, one month to transcribe and code the data, and one

month to analyze and present the data. These steps will begin in June of 2017 and conclude in

January of 2018. This will complete the development and qualitative stages of the process. The

quantitative stage will start in late March when students begin to complete their ePortfolios and

submit the surveys, and end on April 27, the last day of classes. Data analysis and presentation of

the results to the CEL director and other key stakeholders will take one month. This timeline is

important because it allows for results of the qualitative analysis to influence any changes to the

marketing strategy prior to the due dates of the e-Portfolio in the spring of the following year.

Moreover, concluding the quantitative analysis by the end of May allows for the CEL to earmark

any funds that may be needed to improve the program before the next fiscal year begins.

Next Steps

The primary focus of evaluating the LECP is to improve the process that program uses to

engage eligible students. This includes careful examination of the student support strategies

provided by the CEL. The evaluators hope that the CEL will be able to use the data collected

from the student focus group interviews and post-participation surveys to make adjustments to

the program and ultimately increase program engagement. We also recommend that the CEL

continue to evaluate the process of how students engage in the LECP. As the program ages there
EVALUATION PLAN: LECP 26

may become other process areas to assess. For example, if there is a need for other incentives for

recruitment besides the Key Frame? This will help the CEL and ePortfolio program identify

barriers that keep students from participating. Some of these factors may be difficulty using

technology, vague information on what the program is, how to participate, or how to earn the

frame?

Improving the CEL student support strategies can also improve the quality of portfolios

submitted. The CEL can then use the catalogue of portfolios as qualitative data to demonstrate

how students are meeting the learning outcomes of the Center and how students are connecting

with the mission of the university. At this point a follow-up evaluation focused on program

outcomes can be conducted. This can further the overall quality of support services offered by

the CEL as they work to curate significant learning experiences for students at Loyola.
EVALUATION PLAN: LECP 27

Appendix A

LOYOLA CULMINATING EXPERIENCE PORTFOLIO EXAMPLE GALLERY

Retrieved from http://loyolaexperienceeportfolio.weebly.com/examples.html

EVALUATION PLAN: LECP 28

Appendix B

LOGIC MODEL

Inputs Outputs

PERSONAL Participants Activities

ePortfolio Program Manager
ePortfolio Graduate Assistant Students engaging the LECP Attend workshop that informs students
ePortfolio Peer Mentors about the benefits of creating a LECP
Director of the CEL CEL staff support and the Key Frame
Graduate Assistant for
Communication & Marketing Outside stakeholders such as faculty, Students engaging and creating a LECP
and site & internship supervisors
TIME Students receiving the Key Frame
Developing teaching material Students enroll in UNIV 101/201during
Holding workshops for students first year
Creating promotional materials
Teaching students along in the
process
Outcomes
FINANCIAL
Staff and peer mentor salaries Short Term Medium Term
Refreshments & dinner
Materials (paper & computers) Garner stakeholder interest and create ???
buy-in for the LECP program
SPACE
Space for workshops
Websites to create the LECP
Meeting room for staff to develop Assumptions External Factors
the process to engage students
Sufficient staff to hold workshops and Cooperation of greater Loyola
guide students along the process of community in promoting LECP
creating a LECP workshops

Sufficient peer mentors in the mix to Quality service learning experiences that
support a large number of students in can contribute to a strong LECP
creation and development of LECPs
Student interest and participation
EVALUATION PLAN: LECP 29

Appendix C

EXAMPLE LOYOLA EXPERIENCE CULMINATING PORTFOLIO

EVALUATION PLAN: LECP 30

Appendix D

CONSENT TO PARTICIPATE IN
LOYOLA EXPERIENCE CULMINATING PORTFOLIO RESEARCH

Project Title: Loyola Experience Culminating Portfolio focus group

Researcher(s): (Insert name of researcher(s)

Introduction:
You are being asked to take part in a research study being conducted by Patrick Green, the Director of the
Center for Experiential Learning at Loyola University of Chicago.

You are being asked to participate because you have earned at least two Engagement Keys and are
eligible to earn a commemorative key frame if you complete the Loyola Experience Culminating
Portfolio (LECP). There will be multiple focus groups with a maximum of 5 participants per group.
Participants will be at least third or fourth year Loyola students.

Please read this form carefully and ask any questions you may have before deciding whether to
participate in the study.

Purpose:
The purpose of this study is to evaluate the effectiveness of the strategy the Center for Experiential
Learning uses to engage students to participate in the LECP.

Procedures:
If you agree to be in the study, you will be asked to:
Attend a focus group on a date of your choosing about the LECP program.
Actively participate in discussions during the focus group about the LECP strategy.
Comment via email on conclusions drawn by researchers following the completion of all focus
groups.

Risks/Benefits:
There are few foreseeable risks involved in participating in this research beyond those experienced in
everyday life. However, there is a minimal risk of loss of confidentiality but there are procedures in place
to prevent this from occurring. There are no direct benefits to you from participation, but your
participation will help the Center for Experiential Learning improve how it supports student as they
reflect on their Loyola experiences, and grown their personal and professional persona.

Confidentiality:
Students will be identified by self-selected pseudonyms during the focus group. The pseudonyms
will be used throughout the video-taping and analysis of the discussions. Video recording is used
for the focus group because students will be discussing a video as part of the process. Recording
will not begin until after students have assigned themselves pseudonyms, and only the moderators
and CEL director will have access to both the video.
There are some limits to confidentiality The director for the Center Experiential Learning will
have access the sign-in sheets with the students real names.
Focus group discussions will be videotaped and saved to digitally to an external drive that will be
held in a locked area by the director of the Center for Experiential Learning. [TB2]
EVALUATION PLAN: LECP 31

Voluntary Participation:
Participation in this study is voluntary. If you do not want to be in this study, you do not have to
participate. Even if you decide to participate, you are free not to answer any questions or to withdraw
from participation at any time without penalty. Your decision to participate, or not participate, will have
no effect on any services you are receiving from Loyola University Chicago.

Contacts and Questions:

If you have any questions, please contact Center for Experiential Learning Director Patrick Green a
pgreen@luc.edu. If you have questions about your rights as a research participant, you may contact the
Loyola University Office of Research Services at (773) 508-2689.

Statement of Consent:
Your signature below indicates that you have read the information provided above, have had an
opportunity to ask questions, and agree to participate in this research study. You will be given a copy of
this form to keep for your records.

____________________________________________ __________________
Participants Signature Date

____________________________________________ ___________________
Researchers Signature Date
EVALUATION PLAN: LECP 32

Appendix E

LOYOLA EXPERIENCE CULMINATING PORTFOLIO

FOCUS GROUP E-MAIL INVITATION

Are you interested in how you can tell the story of your learning experiences
at Loyola?
If so, the Center for Experiential Learning (CEL) would love your input on our Loyola Experience
Culminating Portfolio program. We will be conducting focus groups to get your opinion on how we share
information about the program with students, and how we can encourage students to complete an
ePortfolio as part of their Loyola experience. If you are interested in the opportunity to participate, please
click the link below and sign up for one of three upcoming focus group sessions. Each session will take
approximately one hour. Participants will get a complementary meal, and the be placed in a drawing for a
chance to win some sweet CEL swag!

<<Yes, Im interested in attending a focus group>>

We look forward to seeing you at one of the focus groups!

Sincerely,

Patrick Green
Director of the Center for Experiential Learning
Loyola University Chicago
pgreen@luc.edu

*The Center for Experiential Learning: Space is limited. Participants will receive detailed information about the goals of the
focus group and all participant information will remain confidential.
EVALUATION PLAN: LECP 33

Appendix F

LOYOLA EXPERIENCE CULMINATING PORTFOLIO FOCUS GROUP PROTOCOL

Sign in form

Todays date: 00/00/0000 Facilitator: _______________________

YOUR NAME MAJOR(S), MINOR

Script

Welcome, and thank you for attending the Loyola Experience Culminating Portfolio focus group. From
here on out we will refer to the program as the LECP. My name is _____________ and I am the
facilitator, and joining me is ________________ who will be taking notes. You will also see
_______________ who will be the assistant moderator making sure that everything runs smoothly today.

Before we begin we have to make sure everyones paperwork is in order. Please review the forms you
received when you signed in. The forms describe the purpose of the study and this process. You will need
to sign and date the form before we continue. By signing, you are consenting to participate in this
research project. I will go through each item with you so that you fully understand the project. Please stop
me at any time if you have questions or concerns about any of the items.

Now, we will watch a short video about the LECP. After the video I will ask you some questions about
what you saw and we want you to share your responses with us. You should share as much as you are
comfortable with sharing. All of your responses will remain confidential, and your real names will not be
used at any time during this process. Please select an alternate name that you would like to be referred to
so that we can maintain your confidentiality. ______________ will take note of your pseudonym before
we begin the video recording of this process.

NOTE NAMES.

BEGIN RECORDING.

PLAY VIDEO.

Now that you have watched our video about the LECP I will begin asking you some questions:

Q1: How familiar were you with the LECP before watching this video or going through this
process?
EVALUATION PLAN: LECP 34

Q2: How do you think the LECP fits in with Loyolas social justice mission?

Q3: Based on the what you saw in the video how well do you think the Center for Experiential
Learning did in explaining the goals of the LECP?

Q4: What other methods, besides what you saw in the video, do you think the Center for
Experiential Learning could use to get the LECP in front of Loyola students?

Q5: Do you think the LECP is a good way for students to reflect upon their Loyola experience?

Q6: What do you think about earning a Key Frame as part of the reward for completing the
LECP?

Q7: What other rewards or incentives do you think the Center for Experiential Learning could
offer other for completing the LECP?

Q8: What other things do you think the Center for Experiential Learning could do to encourage
students to participate in the LECP?

Q9: Did the information you saw on the video today encourage you to complete the LECP?

That was my last question. Would anyone like to make any final comments about todays topic?

This concludes our focus group. Our note-taker ________________ will summarize the themes you all
discussed so that we can be sure we accurately reflect what was said today.

MEMBER CHECK

Thank you for participating and helping us with our research project. If you have any questions, please
contact Center for Experiential Learning Director Patrick Green a pgreen@luc.edu.
EVALUATION PLAN: LECP 35

Appendix G

LOYOLA EXPERIENCE CULMINATING PORTFOLIO SURVEY

Screen 1: Survey Introduction

Thank you for submitting your Loyola Experience Culminating Portfolio. The LECP aims to encourage
engagement, reflection, integration of service learning, demonstration of skill, and personal, academic
and career development.

Your responses will help the Center for Experiential Learning understand how students engage with the
process, their feelings about the process, and help us make improvements in the future. Your information
will remain confidential.

The survey will take 10-15 minutes to complete. Please click the Next button to complete the survey. If
you would like to opt out of the survey, click the No Thanks button.

Screen 2: Learning About the LECP

PROGRAM INTRODUCTION
How did you FIRST learn about the LECP? << dropdown list>>
EVALUATORS NOTE: The drop-down list will include the following options:
<< Staff; Faculty; Student; LUC website; Print materials>>

The following questions concern the frequency in which you heard about the LECP. Thinking about how
often you heard about the LECP, on a scale of 1-5, please indicate how many times each person or area
provided information about the ePortfolio.

1 = 0 times 2 = 1-2 times 3 = 2-3 times 4 = 4-5 times 5 = More than 5 times

REINFORCEMENT OF INFORMATION
1 2 3 4 5
1. How often did you learn about the LECP from:
a. Center for Experiential Learning staff
b. The Center for Experiential Learning website
c. Center for Experiential Learning print materials
d. A staff member from your major program
e. A faculty member from your major program
f. A staff member from your minor program
g. A faculty member from your minor program
h. A current Loyola student
EVALUATION PLAN: LECP 36

The following questions address how often you used the services provided by the CEL to complete you
ePortfolio. Please indicate how frequently you took advantage of each resource.

1 = 0 times 2 = 1-2 times 3 = 2-3 times 4 = 4-5 times 5 = More than 5 times

FREQUENCY OF SUPPORT SERVICES

1 2 3 4 5
1. How many times did you receive support from:
a. Center for Experiential Learning staff
b. The Center for Experiential Learning website
c. Center for Experiential Learning print materials
d. A staff member from your major program
e. A faculty member from your major program
f. A staff member from your minor program
g. A staff member from your minor program
h. A current Loyola student

Screen 2: Support & Resources

The following questions address useful you found the services provided by the LECP. Please indicate
how useful you thought each resource was.

1 = Not useful 2 = Somewhat useful 3 = Neutral 4 = Very useful

SUPPORT SERVICES
1 2 3 4
1. How useful did you find the:
a. Center for Experiential Learning staff
b. Center for Experiential Learning Taskstream tutorial
c. Center for Experiential Learning Weebly tutorial
d. Examples of previous student ePortfolios
e. ePortfolio orientation sessions

1 = Very easy 2 = Somewhat easy 3 = Somewhat difficult 4 = Very difficult

EASE OF WEB BUILDING SITE

1 2 3 4
1. How easy did you find:
a. Using Taskstream to create the e-Portfolio
b. Using Weebly to create the e-Potfolio
EVALUATION PLAN: LECP 37

Screen 3: Engagement & Reflection

LENGTH OF ENGAGEMENT
From start to finish, how many hours did it take you to complete the LECP? << dropdown list>>

EVALUATORS NOTE: The drop-down list will include the following options:
<< 1-4 hours;4-8 hours; 9-15 hours; 16-20 hours; more than 20 hours>>

The following questions address how clear the instructions were for completing the LECP. Please indicate
on a scale of 1-5 how satisfied you were with the following areas.

1 = Very dissatisfied 2 = Dissatisfied 3 = Unsure 4 = Satisfied 5 = Very satisfied

SATISFACTION OF INSTRUCTIONS 1 2 3 4 5
1. How satisfied were you with:
a. Online access to information about the LECP
b. Explanation of the goals of the LECP?
c. Explanation of the requirements of the LECP?
d. Your ability to meet the requirements of the LECP

The following questions concerns the goals of the LECP. Thinking about how the process helped you, on
a scale of 1-5, please indicate how satisfied you were with

1 = Very dissatisfied 2 = Dissatisfied 3 = Unsure 4 = Satisfied 5 = Very satisfied

SATISFACTION WITH GOALS 1 2 3 4 5

1. How satisfied were you with how the LECP helped you:
a. Reflect on your service learning?
b. Reflect on your social identity?
c. Reflect on Loyolas social justice mission?
d. Unify your Loyola experience?
e. Explain your professional development?
EVALUATION PLAN: LECP 38

Section 4: Demographics

DEMOGRAPHICS
Please indicate your gender << dropdown list>>
Please select your year in school << dropdown list>>
Please select your first major << dropdown list>>
Please select your second major << dropdown list>>
Please select your minor << dropdown list>>
Please identify your race << dropdown list>>
Please indicate if you live on or off campus << dropdown list>>

COMMENTS
Please include any additional comments you have concerning the process of completing the LECP or access to
information about it in the space below.
EVALUATION PLAN: LECP 39

Appendix H

LOYOLA EXPERIENCE CULMINATING PORTFOLIO SURVEY FOLLOW-UP E-MAIL

Hello [Student Name],

You recently submitted your Loyola Experience Culminating Portfolio to the Center for Experiential
Learning. Thank you!

We still need one more thing from you before the semester ends your survey about the LECP. Your
responses on the survey helps the CEL provide students with the best possible experience as they work
toward completing the ePortfolio.

The survey will take 10-15 minutes to complete. Please click the link below to complete the survey.

<<LECP Survey Form>>

Sincerely,

Patrick Green
Director of the Center for Experiential Learning
Loyola University Chicago
pgreen@luc.edu
EVALUATION PLAN: LECP 40

Appendix I

EVALUATION BUDGET

Activity Item Cost Quantity Total Notes

Survey
Survey
Survey $0.00 Open $0.00 administered
Administration
via Opinio

Statistical Currently available on

Adobe Premiere Pro $0.00 N/A $0.00
Anaylsis all LUC computers

Available to rent from

Video recording device $0.00 1 $0.00 Digital Media Lab
at no cost

Available to reserve via

Focus Room
$0.00 3 $0.00 Room Reservations
Groups reservations
at no cost

Each oder will be for 8

Food catered by
$69.27 3 $207.81 people, including food,
Potbellys
drinks, & utensils

Items will come from

Raffle drawing Swag bag $0.00 3 $0.00 existing giveaway bags
owned by the CEL

Total $69.27 $207.81

EVALUATION PLAN: LECP 41

Appendix J

EVALUATION TIMELINE

2017 2018
TASK
JUN JULY AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN
Develop evaluation
plan x x x

Solicit participants
for qualitative x x
focus group
Conduct focus
groups interviews x

Analyze and code

interviews x

Present data to
stakeholders x

Begin marketing
LECP to students x x

Studnets submit
LECP; complete x x
quantitative survey
Analysis of
quantittative x
surveys
Presentation of
results to x
stakeholders
EVALUATION PLAN: LECP 42

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