THEORY OF CHANGE

Degrees of Change program models are guided by a research-based theory of change of the Act Six program developed as part of DoC President and Act Six Founder Tim Herron’s Ed.D. dissertation at the University of Washington.  You can download a narrative form of the theory of change and learn more about the research behind Degrees of Change models.

A.  Program staff leverage school and community networks to promote the program and actively recruit applicants in target communities.

B.  Program staff provide application workshops for students and support school and community staff assisting students in the application process.

C.  Program and college staff implement a three-phase selection process utilizing community-based selection committees, an interactive assessment event, and a multi-day campus visit.

D.  Program staff coordinate a seven-month training program with regular weekly meetings, weekend retreats, an extended campus visit, and a week-long summer wilderness expedition.

E.  Program staff deliver curriculum via training sessions, readings, and homework assignments.

F.  Program staff facilitate personal story sharing sessions, community building activities, and social activities for cadres.

G.  College faculty provide writing instruction and grade writing assignments from training.

H.  College and program staff host campus visits that include resource orientations, and meetings with faculty, administration, and student leaders.

I.  Colleges provide scholarships, leveraging government and private grant funds to meet full demonstrated need with no loans and limited work study.

J.  Program and college staff publicize scholarship recipients and host public community and campus events recognizing and celebrating the leadership and achievement of students.

K.  College staff conduct a weekly first semester seminar for the cohort with emphasis on utilizing campus resources, studying leadership theories, and team building.

L.  Program and college staff facilitate students’ connections with the urban community.

M.  Program and college staff encourage regular cohort-initiated meetings after first semester, and continue to meet with each cohort once per semester and as needed in response to issues.

N.  College staff meet individually with each student each semester and as needed for individual coaching and support.

O.  Program and college staff monitor grades, social satisfaction, and campus involvement, meeting personally with struggling students and connecting to needed resources.

P.  College staff match students with individual faculty mentors who meet regularly with students to provide encouragement and to support students’ academic progress.

Q.  Program staff host network-wide convention every other summer featuring encouraging and challenging speakers and workshops, as well as a career and graduate school fair.

R.  Program and college staff build relationships with employers, connecting students with internships, employment, and service opportunities.

S.  Program and college staff support and advocate for students with faculty and administration as problems or suggestions for changes in programs and curriculum.

T.  Program and college staff provide encouragement for graduate school attendance, write recommendations to support students’ applications, and help identify financial aid.

U.  Program and college staff host senior capstone class on campus and in the community to guide students in reflecting on their college experience and prepare for graduation.

V.  Program staff create opportunities for a post-graduation year of service in the community.

W.  Program staff resource and support an alumni association, facilitating networking and hosting an annual alumni retreat.