Bringing Theory to Practice
BTtoP Toolkit Overview (pdf)
The Toolkit instrument was created for the Project by Dr. Ashley Finley, National Evaluator for BTtoP. Drawing from standardized instruments and original items from BTtoP consortium institutions, the intent of this assessment tool is to address multiple dimensions of engaged learning, civic engagement, and student mental health and well-being in a single instrument. The instrument was created to guide common assessment efforts across diverse campuses. It is not intended to be the definitive assessment resource for BTtoP work. Please see the link below for additional resources on assessment.
BTtoP Toolkit Instrument (doc)
This link displays the instrument as it appears in a web-based format for one institution. Please see the Overview link above for further explanation of instrument construction and specific areas of assessment. The instrument is the property of Bringing Theory to Practice. We ask that you do not reprint or distribute without the consent of Dr. Finley or Bringing Theory to Practice.
W.K. Kellogg Foundation Logic Model Development Guide (pdf)
BTtoP recommends this logic model development guide created by the Kellogg Foundation "to give
staff of nonprofits and community members alike sufficient orientation
to the underlying principles of 'logic modeling' to use this tool to
enhance their program planning, implementation, and dissemination
An accompanying logic model template from National Evaluator Ashley Finley (email@example.com) is available upon request.
VALUE: Valid Assessment of Learning in Undergraduate Education
Through AAC&U’s VALUE Project teams of faculty nationwide collaborated on the development of rubrics to directly assess student development in 15 critical skill and knowledge areas. Included among these are specific rubrics that may be helpful for the assessment of BTtoP-related efforts such as: “Civic Engagement – Local and Global,” “Intercultural Knowledge and Competence,” “Ethical Reasoning,” “Foundations and Skills for Lifelong Learning,” “Integrative Learning,” and “Teamwork,” among others.
The Mental Health Continuum Short Form
"The short form of the Mental Health Continuum (MHC-SF) is derived from the long form (MHC-LF), which consisted of seven items measuring emotional well-being, six 3-item scales (or 18 items total) that measured the six dimensions of Ryff’s (1989) model of psychological well-being, and five 3-item scales (or 15 items total) that measure the five dimensions of Keyes’ (1998) model of
social well-being. The measure of emotional well-being in the MHC-LF included six items measuring the frequency of positive affect that was derived, in part, from Bradburn’s (1969) affect balance scale, and a single item of the quality of life overall based on Cantril’s (1965) self-anchoring items. The estimates of internal consistency reliability for each of the three sets of measures—emotional, psychological, and social well-being—in the MHC short and long forms have all been high (> .80; see e.g., Keyes, 2005a). The MHC-LF form measures of social and psychological well-being have been validated (see Keyes, 1998; Ryff, 1989, Ryff & Keyes, 1995) and used in hundreds of studies over the past two decades, and their use as a measure of overall positive mental health was first introduced by Keyes (2002) and recently summarized in Keyes (2007)."
For more information please contact Ashley Finley (firstname.lastname@example.org). For web related questions please contact Dylan Joyce (email@example.com).