From ae370b766b31c3b0626832c8089303063caee3ed Mon Sep 17 00:00:00 2001
From: Gang He <steel.he@gmail.com>
Date: Sat, 11 May 2024 10:56:35 -0400
Subject: [PATCH] rerender and update lecture 8

---
 casestudies.qmd                               |   10 -
 casestudies/case1.qmd                         |   34 -
 docs/404.html                                 |   51 +-
 docs/casestudies.html                         |  645 ----
 docs/casestudies/case1.html                   |  649 ----
 docs/casestudies/case1.pdf                    |  Bin 8723 -> 0 bytes
 docs/lectures.html                            |    2 +-
 .../images/cdc-framework-stakeholders.gif     |  Bin 36675 -> 0 bytes
 .../images/program-evaluation-markmap.svg     |    5 +
 docs/lectures/lecture1.html                   |    2 +-
 docs/lectures/lecture2.html                   |    2 +-
 docs/lectures/lecture3.html                   |    2 +-
 docs/lectures/lecture5.html                   |    2 +-
 docs/lectures/lecture9.html                   |   12 +-
 docs/lectures/program-evaluation-markmap.html |    2 +-
 docs/project.pdf                              |  Bin 17311 -> 17315 bytes
 docs/search.json                              | 2606 ++++++++---------
 docs/sitemap.xml                              |   96 +-
 .../bombing-heating-and-causal-models.html    |    8 +-
 .../bombing-heating-and-causal-models.pdf     |  Bin 26538 -> 26570 bytes
 docs/stories/esther-duflo-and-rcts.html       |    2 +-
 docs/stories/esther-duflo-and-rcts.pdf        |  Bin 20366 -> 25900 bytes
 docs/stories/feifei-li-and-imagenet.html      |  691 -----
 .../feifei-li-imagenet-and-ai-revolution.html |    2 +-
 .../feifei-li-imagenet-and-ai-revolution.pdf  |  Bin 0 -> 18731 bytes
 ...g-data-visualization-and-storystelling.pdf |  Bin 24485 -> 24479 bytes
 docs/stories/high-line-park.html              |   49 +-
 docs/stories/high-line-park.pdf               |  Bin 24574 -> 24576 bytes
 docs/stories/john-muir-and-national-park.html |    8 +-
 docs/stories/john-muir-and-national-park.pdf  |  Bin 14549 -> 20875 bytes
 ...john-snow-and-evidence-based-analysis.html |    2 +-
 .../john-snow-and-evidence-based-analysis.pdf |  Bin 23724 -> 24204 bytes
 ...bert-bullard-and-environmental-justice.pdf |  Bin 0 -> 24192 bytes
 docs/stories/the-moral-machine-and-ethics.pdf |  Bin 16291 -> 16289 bytes
 lectures/_pe-markmap.md                       |    4 +-
 .../images/program-evaluation-markmap.html    |   25 +
 .../images/program-evaluation-markmap.svg     |    5 +
 lectures/lecture9.qmd                         |   15 +-
 lectures/program-evaluation-markmap.html      |    2 +-
 lectures/program-evaluation-markmap.svg       |    5 -
 40 files changed, 1353 insertions(+), 3585 deletions(-)
 delete mode 100644 casestudies.qmd
 delete mode 100644 casestudies/case1.qmd
 delete mode 100644 docs/casestudies.html
 delete mode 100644 docs/casestudies/case1.html
 delete mode 100644 docs/casestudies/case1.pdf
 delete mode 100644 docs/lectures/images/cdc-framework-stakeholders.gif
 create mode 100644 docs/lectures/images/program-evaluation-markmap.svg
 delete mode 100644 docs/stories/feifei-li-and-imagenet.html
 create mode 100644 docs/stories/feifei-li-imagenet-and-ai-revolution.pdf
 create mode 100644 docs/stories/robert-bullard-and-environmental-justice.pdf
 create mode 100644 lectures/images/program-evaluation-markmap.html
 create mode 100644 lectures/images/program-evaluation-markmap.svg
 delete mode 100644 lectures/program-evaluation-markmap.svg

diff --git a/casestudies.qmd b/casestudies.qmd
deleted file mode 100644
index cf3915e..0000000
--- a/casestudies.qmd
+++ /dev/null
@@ -1,10 +0,0 @@
----
-title: Case Studies
-repo-actions: false
----
-
-
-| # | Case | Due date |
-|-----------------|-----------------|---------------------|
-| 1    | Northwest Housing Alternatives | March 16, 2024   |
-
diff --git a/casestudies/case1.qmd b/casestudies/case1.qmd
deleted file mode 100644
index f2eb698..0000000
--- a/casestudies/case1.qmd
+++ /dev/null
@@ -1,34 +0,0 @@
----
-title: Northwest Housing Atlertative
-format: 
-  html: 
-    theme: cosmo
-    css: /styles.css
-    toc: true
-    link-external-icon: true
-    link-external-newwindow: true
-  pdf: 
-    documentclass: article
-    #classoption: [landscape]
-    lof: false
-    lot: false
-    geometry:
-      - top=1in
-      - bottom=1in
-      - left=1in
-      - right=1in
-      - heightrounded
-    #fontfamily: xelatex
-    colorlinks: true
-#draft: true
----
-
-## Background
-
-## Questions
-
-## Further readings
-
-
-
-
diff --git a/docs/404.html b/docs/404.html
index 76bd8a4..9e9737f 100644
--- a/docs/404.html
+++ b/docs/404.html
@@ -2,12 +2,12 @@
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+    <a class="nav-link" href="https://github.com/drganghe/program-evaluation" target="_blank"> <i class="bi bi-github" role="img">
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+    <div id="quarto-margin-sidebar" class="sidebar margin-sidebar zindex-bottom">
         
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@@ -262,7 +251,29 @@ <h1 class="title">Page Unplugged</h1>
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+    <a class="nav-link" href="https://twitter.com/DrGangHe" target="_blank">
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diff --git a/docs/casestudies.html b/docs/casestudies.html
deleted file mode 100644
index bf5ad7d..0000000
--- a/docs/casestudies.html
+++ /dev/null
@@ -1,645 +0,0 @@
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-  
-
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-<th>#</th>
-<th>Case</th>
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-<td>1</td>
-<td>Northwest Housing Alternatives</td>
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diff --git a/docs/casestudies/case1.pdf b/docs/casestudies/case1.pdf
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diff --git a/docs/lectures/lecture3.html b/docs/lectures/lecture3.html
index 19d5d7a..fbda65f 100644
--- a/docs/lectures/lecture3.html
+++ b/docs/lectures/lecture3.html
@@ -8,7 +8,7 @@
 <link href="../site_libs/quarto-html/light-border.css" rel="stylesheet">
 <link href="../site_libs/quarto-html/quarto-html.min.css" rel="stylesheet" data-mode="light">
 <link href="../site_libs/quarto-html/quarto-syntax-highlighting.css" rel="stylesheet" id="quarto-text-highlighting-styles"><meta charset="utf-8">
-  <meta name="generator" content="quarto-1.5.25">
+  <meta name="generator" content="quarto-1.5.31">
 
   <meta name="author" content="Gang He">
   <meta name="dcterms.date" content="2024-03-23">
diff --git a/docs/lectures/lecture5.html b/docs/lectures/lecture5.html
index 8b552f8..f62bf95 100644
--- a/docs/lectures/lecture5.html
+++ b/docs/lectures/lecture5.html
@@ -8,7 +8,7 @@
 <link href="../site_libs/quarto-html/light-border.css" rel="stylesheet">
 <link href="../site_libs/quarto-html/quarto-html.min.css" rel="stylesheet" data-mode="light">
 <link href="../site_libs/quarto-html/quarto-syntax-highlighting.css" rel="stylesheet" id="quarto-text-highlighting-styles"><meta charset="utf-8">
-  <meta name="generator" content="quarto-1.5.25">
+  <meta name="generator" content="quarto-1.5.31">
 
   <meta name="author" content="Gang He">
   <meta name="dcterms.date" content="2024-04-13">
diff --git a/docs/lectures/lecture9.html b/docs/lectures/lecture9.html
index e6f6744..eb55861 100644
--- a/docs/lectures/lecture9.html
+++ b/docs/lectures/lecture9.html
@@ -390,14 +390,14 @@ <h2>Your evaluation is important to us</h2>
 <center>
 <a href="http://baruch.cuny.edu/EVALS" class="uri">http://baruch.cuny.edu/EVALS</a>
 </center>
-
-<img data-src="../lectures/images/Simplified-Logic-Model.jpeg" class="quarto-figure quarto-figure-center r-stretch"><div class="footer">
-<p>Source: <a href="https://freshspectrum.com/evaluation-cartoons/">Freshspectrum</a></p>
-</div>
 </section>
 <section id="mindmap-of-class" class="slide level2 center">
 <h2>Mindmap of class</h2>
-<iframe width="980" height="600" src="../lectures/program-evaluation-markmap.html" title="Program Evaluation Mindmap"></iframe>
+<iframe width="980" height="600" src="../lectures/program-evaluation-markmap.html" title="Program Evaluation Mindmap">
+</iframe>
+<div class="footer">
+<p>Refresh page to see the mindmap or click <a href="../lectures/program-evaluation-markmap.html" class="external" target="_blank">here</a>, <a href="../lectures/images/program-evaluation-markmap.svg">download</a>.</p>
+</div>
 </section>
 <section id="criticspitfalls-in-evaluations" class="slide level2 center">
 <h2>Critics/pitfalls in evaluations</h2>
@@ -526,7 +526,7 @@ <h2>Checklist</h2>
 <li>Does the impact evaluation schedule allow sufficient time to prepare and submit the research protocol to the IRB and obtain consent before data collection from human subjects begins?</li>
 <li>Did the research team submit the research protocol and preanalysis plan to a social science trial registry?</li>
 <li>Is a procedure in place to ensure that the key elements of the intervention are documented as they happen, and not only as they are planned?</li>
-<li>Do policy makers understand that evaluation results might show that the intervention was not eff ective, and do they agree that such results will be published and not held back?</li>
+<li>Do policymakers understand that evaluation results might show that the intervention was not effective, and do they agree that such results will be published and not held back?</li>
 </ul>
 </div>
 <div class="footer">
diff --git a/docs/lectures/program-evaluation-markmap.html b/docs/lectures/program-evaluation-markmap.html
index de2f7e4..0cb88f7 100644
--- a/docs/lectures/program-evaluation-markmap.html
+++ b/docs/lectures/program-evaluation-markmap.html
@@ -4,7 +4,7 @@
 <meta charset="UTF-8">
 <meta name="viewport" content="width=device-width, initial-scale=1.0">
 <meta http-equiv="X-UA-Compatible" content="ie=edge">
-<title>Markmap</title>
+<title>Program Evaluation Mindmap</title>
 <style>
 * {
   margin: 0;
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     "text": "Tools\nDAG chart tool: Dagitty\nRandom Generator\nFEMA Benefit‐Cost Analysis (BCA) Toolkit 6.0 Release Notes"
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-    "text": "Recap lecture 1\n\nGet to know each other\nJohn Snow and evidence based analysis\nEvidence based policy\n\nGlobal clean energy supply chain\nQueens curb side organics\n\nCapturing the wedage\nGoverners Island and other cases"
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-    "text": "Program & Program Evaluation\n\n\nProgram:\n\nA program is a set of resources and activities directed toward one or more common goals, typically under the direction of a single manager or management team.\n\n\nProgram Evaluation:\n\nProgram evaluation is the application of systematic methods to address questions about program operations and results. It may include ongoing monitoring of a program as well as one-shot studies of program processes or program impact. The approaches used are based on social science research methodologies and professional standards.\n\n\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "Five questions to ask\n\nCan the results of the evaluation influence decisions about the program?\nCan the evaluation be done in time to be useful?\nIs the program significant enough to merit evaluation?\nIs program performance viewed as problematic?\nWhere is the program in its development?\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "Type of evaluation\n\nFormative ↔︎ Summative\nOngoing ↔︎ One-Shot\nObjective ↔︎ Observers Participatory\nGoal-Oriented ↔︎ “Goal-Free”\nQuantitative ↔︎ Qualitative\nEx Ante ↔︎ Post Program\nProblem Orientation ↔︎ Non-Problem\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "Types and uses of evaluation\n\n\n\n\n\n\n\n\n\n\nEvaluation Types\nWhen to use\nWhat it shows\nWhy it is useful\n\n\n\n\nFormative Evaluation Evaluability Assessment Needs Assessment\n- During the development of a new program.  - When an existing program being modified or is being used in a new setting or with a new population.\n- Whether the proposed program elements are likely to be needed, understood, and accepted by the population you want to reach. - The extent to which an evaluation is possible, based on the goals and objectives.\n- It allows for modification to be made to the plan before full implementation begins.- Maximizes the likelihood that the program will succeed\n\n\nProcess EvaluationProgram Monitoring\n- As soon as program implementation begins.- During operation of an existing program.\n- How well the program is working- The extent to which the program is being implemented as designed- Whether the program is accessible and acceptable to its target population\n- Provides an early warning for any problems that may occur- Allows programs to monitor how well their program plans and activities are working\n\n\nOutcome Evaluation Objectives-Based Evaluation\n- After the program has made contact with at least one person or group in the target population\n- The degree to which the program is having an effect on the target population’s behaviors.\n- Tells whether the program is being effective in meeting its objectives.\n\n\nEconomic Evaluation: Cost Analysis, Cost-Effectiveness Evaluation, Cost-Benefit Analysis, Cost-Utility Analysis\n- At the beginning of a program- During the operation of an existing program.\n- What resources are being used in a program and their costs (direct and indirect) compared to outcome\n- Provides program managers and funders a way to assess cost relative to effects. “How much bang for your buck.\n\n\nImpact Evaluation\n- During the operation of an existing program at appropriate intervals. - At the end of a program.\n- The degree to which the program meets its ultimate goal on an overall rate of STD transmission (how much has program X decreased the morbidity of an STD beyond the study population).\n- Provides evidence for use in policy and funding decisions\n\n\n\n\n\nSource: CDC"
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-    "text": "Process evaluation can be very useful\n\n\nSource: Limbani et al. (2019)"
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-    "text": "Exploratory evaluation\n\n\n\n\n\n\n\n\n\nApproach\nPurpose\nTime\n\n\n\n\nEvaluability assessment\nAssess whether programs are ready for useful evaluation; get agreement on program goals and evaluation criteria; clarify the focus and intended use of further evaluation.\n1 to 6 months; 2 staff-weeks to 3 staff-months\n\n\nRapid feedback evaluation\nEstimate program effectiveness in terms of agreed-on program goals; indicate the range of uncertainty in the estimates; produce tested designs for more definitive evaluation; clarify the focus and intended use of further evaluation.\n3 to 6 months; 3 to 12 staff-months\n\n\nEvaluation synthesis\nSynthesize findings of prior research and evaluation studies.\n1 to 4 months; 1 to 3 staff-months\n\n\nSmall-sample studies\nEstimate program effectiveness in terms of agreed-on program goals; produce tested measures of program performance.\n1 week to 6 months; 1 staff-week to 12 staff-month\n\n\n\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "Evaluability Standards: Readiness for Useful Evaluation\n\nProgram goals are agreed on and realistic.\nInformation needs are well defined.\nEvaluation data are obtainable.\nIntended users are willing and able to use evaluation information.\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "Selecting an exploratory evaluation approach\n\n\n\n\n\n\n\n\nApproach\nWhen Appropriate\n\n\n\n\nEvaluability assessment\nLarge, decentralized program; unclear evaluation criteria.\n\n\nRapid feedback evaluation\nAgreement exists on the goals in terms of which a program is to be evaluated; need for evaluation information “right quick”; potential need for more definitive evaluation.\n\n\nEvaluation synthesis\nNeed for evaluation information “right quick”; potential need for more definitive evaluation.\n\n\nSmall-sample studies\nAgreement exists on the goals in terms of which a program is to be evaluated; collection of evaluation data will require sampling.\n\n\n\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "GAO’s Evaluation Design Process\n\nclarify the study objectives;\nobtain background information on the issue and design options;\ndevelop and test the proposed approach;\nreach agreement on the proposed approach.\n\n\nRead more: Designing Evaluations: 2012 Revision"
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-    "text": "References\n\n\nLimbani, Felix, Jane Goudge, Rohina Joshi, Marion A. Maar, J. Jaime Miranda, Brian Oldenburg, Gary Parker, et al. 2019. “Process Evaluation in the Field: Global Learnings from Seven Implementation Research Hypertension Projects in Low-and Middle-Income Countries.” BMC Public Health 19 (1): 953. https://doi.org/10.1186/s12889-019-7261-8.\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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-    "text": "Welcome and icebreaker\n\nRose: “something that is working well or something positive”\nThorn: “something that isn’t working or something negative”\nBud: “an area of opportunity or idea yet to be explored”"
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-    "text": "John Snow, Cholera, the Broad Street Pump\n\n\n\n\n\n\n\n\n\n\n\n\nSource: Wikipedia; Learn more on Google Map"
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-    "text": "Program & Program Evaluation\n\n\nProgram:\n\nA program is a set of resources and activities directed toward one or more common goals, typically under the direction of a single manager or management team.\n\n\nProgram Evaluation:\n\nProgram evaluation is the application of systematic methods to address questions about program operations and results. It may include ongoing monitoring of a program as well as one-shot studies of program processes or program impact. The approaches used are based on social science research methodologies and professional standards.\n\n\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "Theory of change\n\n\n\n\n\n\nflowchart LR\n  A(IRA) --&gt; B(Subsidies)\n  B --&gt; C(Investment)\n  B --&gt; D(Jobs)\n  C --&gt; E(Domestic Manufacturing)\n  D --&gt; E(Domestic Manufacturing)"
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-    "text": "Big data and AI\n\n\n\n\n\n\n\n\nPerspective:\n\nUniverse created:\n\n13.8 billion years ago\n\nEarth created:\n\n4.54 billion years ago\n\nModern human:\n\n300,000 years ago\n\nCivilization:\n\n12,000 years ago\n\nWritten record:\n\n5,000 years ago\n\n\n\n\n\n1943: Neural networks\n1957: Perceptron\n1974-86: Backpropagation, RBM, RNN\n1989-98: CNN, MNIST, LSTM, Bidirectional RNN\n2006: “Deep Learning”, DBN\n2009: ImageNet\n2012: AlexNet, Dropout\n2014: GANs\n2014: DeepFace\n2016: AlphaGo\n2017: AlphaZero, Capsule Networks\n2018: AlphaFold 1, BERT\n2021: AlphaFold 2\n2023: ChatGPT\n2024: Sora, Gemini\n\n\n\n\n\nPhoto: NASA; Read more: Wikipedia"
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-    "text": "Evidence based policy\nExample: RAND’s Health Insurance Experiment (HIE)\n\n\n\n\n\n\n\n\nKey findings:\n\n\nCost sharing reduced spending for health care services\nParticipants with cost sharing made fewer medical visits and were admitted to hospitals less frequently\nReduced spending resulted entirely from less use of care; the costs of care were not affected\nCost sharing had no detrimental effects on participants’ health, except for the sickest and poorest patients\n\n\n\n\n\nSource: 40 Years of the RAND Health Insurance Experiment"
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-    "text": "References\n\n\nHelveston, John Paul, Gang He, and Michael R. Davidson. 2022. “Quantifying the Cost Savings of Global Solar Photovoltaic Supply Chains.” Nature 612 (7938): 83–87. https://doi.org/10.1038/s41586-022-05316-6.\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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-    "text": "Lecture 1 Introduction\n\n\n\nGang He\n\n\nMar 9, 2024\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLecture 2 Goals and Types of Evaluation\n\n\n\nGang He\n\n\nMar 16, 2024\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLecture 3 Logic and Causal Models\n\n\n\nGang He\n\n\nMar 23, 2024\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLecture 4 Stakeholder Analysis, Mapping, and Engagement\n\n\n\nGang He\n\n\nApr 6, 2024\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLecture 5 Evaluation Designs\n\n\n\nGang He\n\n\nApr 13, 2024\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLecture 6 Data Collection: Procedures, Instrumentation, Practical Considerations\n\n\n\nGang He\n\n\nApr 20, 2024\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLecture 7 Data Analysis: Quantitative, Qualitative, and Mixed Analysis\n\n\n\nGang He\n\n\nApr 27, 2024\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLecture 8 Economic Evaluation and Performance Measurement\n\n\n\nGang He\n\n\nMay 4, 2024\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nLecture 9 Ethics, Principles, and Standards\n\n\n\nGang He\n\n\nMay 11, 2024\n\n\n\n\n\n\n\n\nNo matching items"
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-    "text": "English physician\nLeader in the development of anaesthesia and medical hygiene\nFounders of modern epidemiology and early germ theory"
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-    "section": "1854 Broad Street cholera outbreak",
-    "text": "1854 Broad Street cholera outbreak\n\nA severe outbreak of cholera in 1854 near Broad Street in London\nBackground: the 1846–1860 cholera pandemic happening worldwide\nThe outbreak killed 616 people\n\n\nTwo theories\n\nMiasma theroy\n\nParticles in the air\nDr William Farr, commissioner for the 1851 London census and a member of the General Register’s Office,\nMiasma arose from the soil surrounding the River Thames\n\nGerm theory\n\nA germ cell that had not yet been identified, via water\nJohn Snow"
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+    "section": "Recap lecture 3",
+    "text": "Recap lecture 3\n\nTheory of change\nLogic model\nDAG: Directed Acyclic Graphs\nCausal models\nJobs Plus in NYC case\nAsk a good question game"
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-    "section": "John Snow’s investigation",
-    "text": "John Snow’s investigation\n\nMapping out the cases\n\n“all the deaths had taken place within a short distance of the [Broad Street] pump”.\n\nStatistics: Cholera rate in sewage-polluted water serving area is 14 times those from upriver"
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-    "section": "Evidence is power",
-    "text": "Evidence is power\n\nJohn Snow’s invetigation\n\nGovernment officals replaced the Broad Street pump\n\nHe convinced William Farr, his opponent, to accept the germ theory\n\n\nThe power of data visulization\n\nThe create of double-blind experiment\n\nFounding of epedimiology"
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+    "text": "The first step\n\n\nSource: CDC"
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-    "section": "Further readings",
-    "text": "Further readings\n\nTulchinsky, Theodore H. 2018. “Chapter 5 - John Snow, Cholera, the Broad Street Pump; Waterborne Diseases Then and Now.” In Case Studies in Public Health, edited by Theodore H. Tulchinsky, 77–99. Academic Press. https://doi.org/10.1016/B978-0-12-804571-8.00017-2.\nScott Cunningham. 9.1 John Snow’s Cholera Hypothesis in Cause Inference: The Mixtape. https://mixtape.scunning.com/09-difference_in_differences"
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+    "section": "Stakeholder Identification and Analysis Techniques",
+    "text": "Stakeholder Identification and Analysis Techniques\n\nConducting basic stakeholder identification and analysis\nChoosing evaluation stakeholder analysis participants\nCreating an engagement plan (approach, frequency, goals)"
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-    "text": "The High Line is a 1.45-mile-long elevated linear park, greenway, which was created on an abandoned rail trail\nUsed to be a big headache for the city, and property nearby\nNow a success story of urban planning, landscape design, and human recreation\nAttracts 5 million visitors yearly"
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+    "section": "Questions to ask",
+    "text": "Questions to ask\n\nWho the evaluation sponsor(s) is.\n\nWho the day-to-day process champion(s) is, meaning the day-to-day evaluation process manager; this person may be the evaluator, but maybe not.\n\nWho the stakeholders, key stakeholders, and primary intended users are.\n\nWhat the purpose(s) or intended use(s) of the evaluation is.\n\nWho the members of the evaluation coordinating committee or task force are, if such a group is to be formed.\n\nHow the different stakeholders will be involved at different stages in the evaluation process.\n\nWho the evaluator(s) is, or at least what his or her qualifications should be, and who the members of any required evaluation team might be.\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "The High Line is a 1.45-mile-long elevated linear park, greenway, which was created on an abandoned rail trail\nUsed to be a big headache for the city, and property nearby\nNow a success story of urban planning, landscape design, and human recreation\nAttracts 5 million visitors yearly"
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+    "section": "Types of stakeholders",
+    "text": "Types of stakeholders\n\nImplementers\nDecision makers\nParticipants\nPartners\n\n\nSource: CDC"
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-    "text": "Brief history\n\n“1934: As part of the West Side Improvement Project, the High Line opens to trains. It runs from 34th Street to St John’s Park Terminal, at Spring Street. It is designed to go through the center of blocks, rather than over the avenue, carrying goods to and from Manhattan’s largest industrial district.”\n“1980s: Following decades-long growth in the interstate trucking industry, the last train runs on the High Line in 1980, pulling three carloads of frozen turkeys. A group of property owners lobbies for demolition while Peter Obletz, a Chelsea resident, activist, and railroad enthusiast, challenges demolition efforts in court.”\n“1999: Friends of the High Line is founded by Joshua David and Robert Hammond, residents of the High Line neighborhood, to advocate for the High Line’s preservation and reuse as public open space.”\nSection 1 opened in 2009; Section 2 in 2011; Section 3 in 2014; The Spur in 2018."
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+    "section": "Useful thinking",
+    "text": "Useful thinking\n\nInternal vs. external\nPrimary vs. secondary\nInfluential vs. non-influential\nSupportive vs. adversarial"
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-    "text": "Stakeholders\n\nThe movement to save the High Line was catalyzed by iconic photographs taken by Joel Sternfeld in 2000, nine years before the park would open to the public\n\nFriends of the High Line and the City of New York conduct a process to select a design team for the High Line. The selected team is James Corner Field Operations, a landscape architecture firm, Diller Scofidio + Renfro, and Piet Oudolf, planting designer\n\nThe City accepts ownership of the High Line which is donated by CSX Transportation, Inc. in November 2005; Groundbreaking is celebrated in April 2006\n\nThe High Line is maintained by Friends of the High Line, which was founded by area residents Joshua David and Robert Hammond in 1999\n\nThe public support: donation and support\n\nMayor Michael Bloomberg administration"
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+    "section": "How to involve stakeholders",
+    "text": "How to involve stakeholders\n\nInvite stakeholders to a meeting\nInvolve stateholders in key activities\n\nPlan\nImplement\nOutcome\nRecommendation\n\n\n\nSource: CDC"
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-    "title": "High Line Park",
-    "section": "Resources",
-    "text": "Resources\n\nPermit: Rallying public support for the park and convincing Mayor Michael Bloomberg’s administration in 2002 to support the project by filing a request with the United States Surface Transportation Board to create a public trail on the site.\nFunding:\n\nlicensing agreement with the New York City Department of Parks & Recreation: $5 million a year daily operation and maintenance of the park\nFriends of the High Line has raised more than $150 million in public and private funds"
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+    "section": "Engagement level",
+    "text": "Engagement level\n\nNo engagement\nEngage as data source\nInform\nConsult\nInvolve\nCollaborate\nEmpower"
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-    "section": "Impact",
-    "text": "Impact\n\nProperty prices increase by 10% on average, developers and residents are happy, the City is happy.\nWon numerous urban/landscape awards, a must go place in NYC"
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+    "section": "Mapping stakeholders",
+    "text": "Mapping stakeholders\n\nList all potential stakeholders\nCategorize them\nDescribe interest and influence\nNote preferred communication channel\nDevelop strategies\nMonitor and update\nShare and review\nDevelop an action plan"
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-    "section": "Thoughts for evaluation",
-    "text": "Thoughts for evaluation\n\nNot all about costs: public space, history, vision, and creative ideas\n\nEvaluation indicators: visitors, property value, awards, what else?"
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+    "text": "Stateholders strategies and criteria\n\n\nSource: A Practical Guide for Engaging Stakeholders in Developing Evaluation Questions"
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-    "text": "Further readings\n\nMohammadsaeid Mahmoodabadi Arani, 2021. Towards a Cost-Benefit Analysis of the High Line in New York City."
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+    "section": "Offshore wind example",
+    "text": "Offshore wind example\n\n\n\n\n\n\n\n\nStakeholders\nInterests and concerns\n\n\n\n\nLocal residents\nConcerned about visual and noise pollution, potential impacts on property value, and benefits to the local community like job opportunities and community facilities.\n\n\nEnvironmental & conservation groups\nInterested in the project’s ecological impact, particularly bird migration and marine life, but also supportive of renewable energy initiatives.\n\n\nLocal and national governments\nInterested in sustainable energy goals, economic development, job creation, and regulatory compliance; concerned about residents NIMBY.\n\n\nUtility company\nInterested in increasing share of renewables per regulation, concerned about grid reliability.\n\n\nPotential energy consumers\nInterested in reliable, cost-effective, and sustainable energy.\n\n\nCompany investors and shareholders\nLooking for profitability, sustainable investments, and risk management.\n\n\nLocal fishing and maritime industries\nConcerned about potential disruptions to fishing routes and marine ecosystems.\n\n\nNearby tourism businesses\nConcerns about potential impacts on the aesthetics of the landscape and tourist attractions.\n\n\nRenewable energy advocacy groups\nSupportive of clean energy but keen on ensuring it’s done right without unnecessary environmental impacts.\n\n\n\n\n\nAdapted from Patrick Grégoire. Read more: South Fork Wind Delivers First Offshore Wind Power to Long Island"
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+    "section": "Prioritize stakeholders",
+    "text": "Prioritize stakeholders\nNew York offshore wind delay evaluation example\n\nLevel 1 Stakeholders will include developers, State policy makers, regulators. You decide to in close contact with these groups on a monthly basis.\nLevel 2 Stakeholders will include people like local policy makers, utilities who you need to engage with for the same purpose, but not as often. Your team will engage with these people quarterly.\nLevel 3 Stakeholders will include people who aren’t directly involved but who need to be kept informed about your efforts, like heads of community organizations and advocacy groups, and committee leaders. You decide to update them half-yearly/annually."
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+    "section": "Eisenhower Matrix",
+    "text": "Eisenhower Matrix\n\n\n\nI have two kinds of problems: the urgent and the important. The urgent are not important, and the important are never urgent.\n\n— Dwight D. Eisenhower\n\n\n\n\n\n\n\n\n\nImage source"
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-    "text": "#\nCase\nDue date\n\n\n\n\n1\nNorthwest Housing Alternatives\nMarch 16, 2024"
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+    "text": "Missing opportunities\n\nNot engage stakeholders\nEngage stakeholders too late\nNot inform stakeholders"
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-    "title": "Program Evaluation (Spring 2024)",
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-    "text": "This course examines the practical aspects of program evaluation within public policy in domestic and international contexts. Emphasis is placed on the design and implementation of small- to medium-scale program evaluations under time and budget constraints using ‘best feasible’ methods. Topics include the types and purposes of evaluation, theory-based evaluation, evaluability and planning, measurement and construct validity, data collection, evaluation design, estimation of program effects, experiments, qualitative and mixed methods, evaluation resistance, building organizational capacity, ethics, cost-effectiveness, and reporting and utilization. The course will be useful to students working in a variety of mission-driven organizations, especially those who currently have, or expect to have in the future, program evaluation responsibilities."
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+    "section": "UNEG Principles",
+    "text": "UNEG Principles\n\nIdentify the stakeholders and the role these will play in the evaluation.\nPromote an inclusive and diverse stakeholder engagement with a tailored approach by stakeholder\nEngage stakeholders early on and throughout the evaluation process\nSeek opportunities to engage with stakeholders in order promote an evaluation culture\nEnsure communication with stakeholders is clear and tailored to their specific needs\nAbide to the highest ethical standards in engaging with evaluation stakeholders, ensuring respect and sensitivity to stakeholder’s diversity and human rights\nSeek and use stakeholders’ feedback on the evaluation process for effective learning and continuous improvement of evaluation practice\n\n\nSource: UNEG"
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-    "text": "This course examines the practical aspects of program evaluation within public policy in domestic and international contexts. Emphasis is placed on the design and implementation of small- to medium-scale program evaluations under time and budget constraints using ‘best feasible’ methods. Topics include the types and purposes of evaluation, theory-based evaluation, evaluability and planning, measurement and construct validity, data collection, evaluation design, estimation of program effects, experiments, qualitative and mixed methods, evaluation resistance, building organizational capacity, ethics, cost-effectiveness, and reporting and utilization. The course will be useful to students working in a variety of mission-driven organizations, especially those who currently have, or expect to have in the future, program evaluation responsibilities."
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+    "text": "Story\n\nJohn Muir and the National Park System\n\n\n\nPhoto source: Library of Congress"
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-    "title": "Program Evaluation (Spring 2024)",
-    "section": "Learning Objectives",
-    "text": "Learning Objectives\n\nDevelop and conduct practical program evaluations under time and budget constraints using the best feasible methods\n\nUnderstand the various types and purposes of evaluation and the specific role of impact evaluation within the broader evaluation field\n\nDetermine whether specific programs are evaluable\n\nCritique program evaluation designs based on principles of internal and external validity\n\nCreate a logic model in support of theory-based evaluation\n\nDefine desirable program outcomes in measurable terms\n\nEvaluate the costs and benefits of various methods for data collection and analysis\n\nEmploy specific quantitative and qualitative methods to support program evaluation, including the estimation of program effects\n\nUnderstand evaluation jargon and understand key nuances in evaluation discourse\n\nAnticipate and address common sources of resistance to evaluation\n\nExhibit an awareness of program evaluation capacity in organizations, articulate the major obstacles to evaluation, and identify opportunities for improving evaluation capacity and practice."
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+    "text": "References\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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-    "title": "Program Evaluation (Spring 2024)",
-    "section": "Acknowledgment",
-    "text": "Acknowledgment\nThis class benefits from similar classes and I cannot credit them enough below:\n\nPAF9174 taught by Prof. George Mitchell\n\nDr. Andrew Heiss, Program Evaluation"
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+    "title": "Lecture 7 Data Analysis: Quantitative, Qualitative, and Mixed Analysis",
+    "section": "Recap lecture 6",
+    "text": "Recap lecture 6\n\nData sources\nStatistical data\nSurvey\nInterview\nEvaluation project consultation"
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-    "href": "index.html#reuse-of-material",
-    "title": "Program Evaluation (Spring 2024)",
-    "section": "Reuse of material",
-    "text": "Reuse of material\nThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.\nPlease feel free to link my site and this course site to use any organized material. Copyrights belong to cited authors/creators. Example language to use:\n\nThis course/class benefits from the Program Evaluation class material developed by Dr. Gang He."
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+    "section": "Today’s agenda",
+    "text": "Today’s agenda\n\nData analysis\nQualitative methods\nQuantitative methods\nVisualization\nStory telling\nCase: NYC G&T Program"
   },
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-    "title": "Program Evaluation (Spring 2024)",
-    "section": "How to help",
-    "text": "How to help\nIf you like this course, you can Star the course repository to help more people to see it. If you find any issue, please use the “Report an issue” on the right side of a specific page. You can help more people to access the open-source course by spreading the word. Comments and suggestions are very welcome."
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+    "section": "Qualitative data",
+    "text": "Qualitative data\n\n\n\n\n\n\n\n\nPrimary purpose\nMethods\n\n\n\n\nEnumerative\nClassical Content Analysis; Word count; Cultural domain analysis; Ethnographic decision models\n\n\nDescriptive\nMatrix displays; Timelines; Concept maps/mind maps; Template/framework analysis\n\n\nHermeneutic\nThematic analysis; Constant comparative method; Thematic narrative analysis; Framework analysis; Discourse analysis; Qualitative content analysis\n\n\nExplannatory\nQualitative comparative analysis; Process tracing\n\n\n\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "Discontinuities in U.S. strategies employed during the Vietnam War to estimate their causal impacts.\nRounding thresholds in an algorithm used to target air strikes\nBombing increased the military and political activities of the communist insurgency, weakened local governance, and reduced noncommunist civic engagement.\nSpatial discontinuity across neighboring military regions that pursued different counterinsurgency strategies.\nA strategy emphasizing overwhelming firepower plausibly increased insurgent attacks and worsened attitudes toward the U.S. and South Vietnamese government, relative to a more hearts-and-minds-oriented approach."
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-    "text": "Discontinuities in U.S. strategies employed during the Vietnam War to estimate their causal impacts.\nRounding thresholds in an algorithm used to target air strikes\nBombing increased the military and political activities of the communist insurgency, weakened local governance, and reduced noncommunist civic engagement.\nSpatial discontinuity across neighboring military regions that pursued different counterinsurgency strategies.\nA strategy emphasizing overwhelming firepower plausibly increased insurgent attacks and worsened attitudes toward the U.S. and South Vietnamese government, relative to a more hearts-and-minds-oriented approach."
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+    "text": "Matrix displays\n\n\n\nI have two kinds of problems: the urgent and the important. The urgent are not important, and the important are never urgent.\n\n— Dwight D. Eisenhower\n\n\n\n\n\n\n\n\n\nImage source"
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-    "section": "Heating differences between the North and South in China",
-    "text": "Heating differences between the North and South in China\n\nChina’s Huai River policy: free winter heating via the provision of coal for boilers in cities north of the Huai River but denied heat to the south.\nRegression discontinuity design based on distance from the Huai River\nAmbient concentrations of TSPs are about 184 μg/m3 [95% confidence interval (CI): 61, 307] or 55% higher in the north.\nLife expectancies are about 5.5 y (95% CI: 0.8, 10.2) lower in the north owing to an increased incidence of cardiorespiratory mortality.\nLong-term exposure to an additional 100 μg/m3 of TSPs is associated with a reduction in life expectancy at birth of about 3.0 y (95% CI: 0.4, 5.6)."
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+    "section": "Word counting",
+    "text": "Word counting\n\n2,406: Number of words in President Obama’s inaugural speech\n4: Number of times the president said “crisis”\n3: Number of times he said “economy”\n2: Number of times he said “war”\n67: Number of times he said “our”\n2: Number of times he said “my”\n1: Number of times he said “change”\n11: Number of times he said “new”\n\nDiscuss the limitations of word counting\n\nSource: U.S. News"
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-    "section": "Further readings",
-    "text": "Further readings\n\nDell M, Querubin P. Nation Building Through Foreign Intervention: Evidence from Discontinuities in Military Strategies. The Quarterly Journal of Economics 2018;133:701–64. https://doi.org/10.1093/qje/qjx037.\n\nChen Y, Ebenstein A, Greenstone M, Li H. Evidence on the impact of sustained exposure to air pollution on life expectancy from China’s Huai River policy. PNAS 2013. https://doi.org/10.1073/pnas.1300018110."
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-    "text": "Marxe School of Public and International Affairs\nCourse Name: PAF 9174 (43225), Program Evaluation\nInstructor: Gang He and Samantha Macbride\nEmail: gang.he@baruch.cuny.edu and samantha.macbride@baruch.cuny.edu\nTime: Saturday 12:30-3:30pm\nLocation: Newman Vertical Campus, 14th Floor, Room 14-285"
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+    "section": "Descriptive statistics",
+    "text": "Descriptive statistics\n\nDistribution\nMeasures of central tendency\n\nMean\nMedian\nMode\n\nMeasures of variability\n\nRange\nStandard deviation\nVariance\nInterquartile range"
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-    "text": "Marxe School of Public and International Affairs\nCourse Name: PAF 9174 (43225), Program Evaluation\nInstructor: Gang He and Samantha Macbride\nEmail: gang.he@baruch.cuny.edu and samantha.macbride@baruch.cuny.edu\nTime: Saturday 12:30-3:30pm\nLocation: Newman Vertical Campus, 14th Floor, Room 14-285"
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-    "text": "Course Description\nThis course examines the practical aspects of program evaluation within public policy in domestic and international contexts. Emphasis is placed on the design and implementation of small- to medium-scale program evaluations under time and budget constraints using ‘best feasible’ methods. Topics include the types and purposes of evaluation, theory-based evaluation, evaluability and planning, measurement and construct validity, data collection, evaluation design, estimation of program effects, experiments, qualitative and mixed methods, evaluation resistance, building organizational capacity, ethics, cost-effectiveness, and reporting and utilization. The course will be useful to students working in a variety of mission-driven organizations, especially those who currently have, or expect to have in the future, program evaluation responsibilities."
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+    "section": "R squared",
+    "text": "R squared\n“The proportion of the variation in the dependent variable that is predictable from the independent variable(s).”\n\\(R^2\\) does not indicate whether:\n\nthe independent variables are a cause of the changes in the dependent variable;\nomitted-variable bias exists;\nthe correct regression was used;\nthe most appropriate set of independent variables has been chosen;\nthere is collinearity present in the data on the explanatory variables;\nthe model might be improved by using transformed versions of the existing set of independent variables;\nthere are enough data points to make a solid conclusion.\n\n\nSource: Wikipedia"
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-    "text": "Learning Objectives\n\nDevelop and conduct practical program evaluations under time and budget constraints using the best feasible methods\n\nUnderstand the various types and purposes of evaluation and the specific role of impact evaluation within the broader evaluation field\n\nDetermine whether specific programs are evaluable\n\nCritique program evaluation designs based on principles of internal and external validity\n\nCreate a logic model in support of theory-based evaluation\n\nDefine desirable program outcomes in measurable terms\n\nEvaluate the costs and benefits of various methods for data collection and analysis\n\nEmploy specific quantitative and qualitative methods to support program evaluation, including the estimation of program effects\n\nUnderstand evaluation jargon and understand key nuances in evaluation discourse\n\nAnticipate and address common sources of resistance to evaluation\n\nExhibit an awareness of program evaluation capacity in organizations, articulate the major obstacles to evaluation, and identify opportunities for improving evaluation capacity and practice."
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+    "section": "Summary of statistics",
+    "text": "Summary of statistics\n\n\n\n\n\n\n\n\n\n\n\n\nUnited States\nChina\nGermany\n\n\n\n\n\nEst. (Std. Err.)\nEst. (Std. Err.)\nEst. (Std. Err.)\n\n\n(Intercept)\n15 (1.04)***\n18 (1.58)***\n12 (0.96)***\n\n\nlog(cum_capacity_kw)\n-0.44 (0.045)***\n-0.57 (0.070)***\n-0.33 (0.042)***\n\n\nlog(price_si)\n0.15 (0.058)*\n0.23 (0.079)\n0.21 (0.054)\n\n\n\n\n\nAsterisks indicate the level of significance: *5%; **1%; ***0.1%.\n\n\nSource: Helveston, He, and Davidson (2022)"
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-    "text": "Class Readings\nRequired text, available online via Baruch Newman Library.\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. Fourth ed. San Francisco, CA: Jossey-Bass. [Hereafter, “Handbook”].\nOther readings and materials will be posted on Blackboard."
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+    "section": "Statiscal significance",
+    "text": "Statiscal significance\np value: “The lower the p-value is, the lower the probability of getting that result if the null hypothesis were true.”\n\n\nSource: Wikipedia; Read more: Leek et al. (2017), Benjamin et al. (2018)"
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-    "text": "Grading\nFinal grades will be calculated as follows:\n\n\n\n\n\n\n\n\n\nItem\nWeight\nNotes\n\n\n\n\nWeekly case study\n40 %\n5 cases\n\n\nProject: Proposal\n10 %\n\n\n\nProject: Presentation\n20 %\n\n\n\nProject: Final report\n30 %"
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-    "text": "Grading Scale\n\n\n\n\nGrade\nRange\nGrade\nRange\n\n\n\n\nA\n93 - 100%\nC\n73 - 76.99%\n\n\nA-\n90 - 92.99%\nC-\n70 - 72.99%\n\n\nB+\n87 - 89.99%\nD+\n67 - 69.99%\n\n\nB\n83 - 86.99%\nD\n63 - 66.99%\n\n\nB-\n80 - 82.99%\nD-\n60 - 62.99%\n\n\nC+\n77 - 79.99%\nF\n&lt; 60%"
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+    "section": "Climate Strips",
+    "text": "Climate Strips\n\n\nSource: https://www.reading.ac.uk/planet/climate-resources/climate-stripes"
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-    "text": "Recap lecture 2\n\nTypes and applications of evaluation\nExploratory evaluation\nHigh Line Park\nCultural responsive evaluation\nNorthwest Housing Alternatives"
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-    "text": "Today’s agenda\n\nTheory of change\nLogic model\nDAG: Directed Acyclic Graphs\nCausal models\nJobs Plus in NYC case\nAsk a good question game"
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-    "text": "Theory of change\n\n\n\n\n\n\nflowchart LR\n  A(IRA) --&gt; B(Subsidies)\n  B --&gt; C(Investment)\n  B --&gt; D(Jobs)\n  C &lt;--&gt; D\n  C --&gt; E(Domestic Manufacturing)\n  D --&gt; E(Domestic Manufacturing)"
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+    "text": "References\n\n\nBenjamin, Daniel J., James O. Berger, Magnus Johannesson, Brian A. Nosek, E.-J. Wagenmakers, Richard Berk, Kenneth A. Bollen, et al. 2018. “Redefine Statistical Significance.” Nature Human Behaviour 2 (1): 6–10. https://doi.org/10.1038/s41562-017-0189-z.\n\n\nDodds, Peter Sheridan, Kameron Decker Harris, Isabel M. Kloumann, Catherine A. Bliss, and Christopher M. Danforth. 2011. “Temporal Patterns of Happiness and Information in a Global Social Network: Hedonometrics and Twitter.” PLOS ONE 6 (12): e26752. https://doi.org/10.1371/journal.pone.0026752.\n\n\nHelveston, John Paul, Gang He, and Michael R. Davidson. 2022. “Quantifying the Cost Savings of Global Solar Photovoltaic Supply Chains.” Nature 612 (7938): 83–87. https://doi.org/10.1038/s41586-022-05316-6.\n\n\nLeek, Jeff, Blakeley B. McShane, Andrew Gelman, David Colquhoun, Michèle B. Nuijten, and Steven N. Goodman. 2017. “Five Ways to Fix Statistics.” Nature 551 (7682): 557–59. https://doi.org/10.1038/d41586-017-07522-z.\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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-    "text": "Elements of a program\n\n\nInputs:\nThings that go into an activity; money, people, time, etc.\nActivities:\nActions that convert inputs to outputs; things that the program does\n\nOutputs:\nTangible goods and services produced by activities; you have control over these\nOutcomes:\nWhat happens when the target population uses the outputs; you don’t have control over these\n\n\n\nInputs → Activities → Outputs → Outcomes → Final outcomes\n\n\nSource: Gertler et al. (2016)"
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+    "text": "Recap lecture 1\n\nGet to know each other\nJohn Snow and evidence based analysis\nEvidence based policy\n\nGlobal clean energy supply chain\nQueens curb side organics\n\nCapturing the wedage\nGoverners Island and other cases"
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+    "text": "Program & Program Evaluation\n\n\nProgram:\n\nA program is a set of resources and activities directed toward one or more common goals, typically under the direction of a single manager or management team.\n\n\nProgram Evaluation:\n\nProgram evaluation is the application of systematic methods to address questions about program operations and results. It may include ongoing monitoring of a program as well as one-shot studies of program processes or program impact. The approaches used are based on social science research methodologies and professional standards.\n\n\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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+    "text": "Five questions to ask\n\nCan the results of the evaluation influence decisions about the program?\nCan the evaluation be done in time to be useful?\nIs the program significant enough to merit evaluation?\nIs program performance viewed as problematic?\nWhere is the program in its development?\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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+    "section": "Type of evaluation",
+    "text": "Type of evaluation\n\nFormative ↔︎ Summative\nOngoing ↔︎ One-Shot\nObjective ↔︎ Observers Participatory\nGoal-Oriented ↔︎ “Goal-Free”\nQuantitative ↔︎ Qualitative\nEx Ante ↔︎ Post Program\nProblem Orientation ↔︎ Non-Problem\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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+    "text": "Types and uses of evaluation\n\n\n\n\n\n\n\n\n\n\nEvaluation Types\nWhen to use\nWhat it shows\nWhy it is useful\n\n\n\n\nFormative Evaluation Evaluability Assessment Needs Assessment\n- During the development of a new program.  - When an existing program being modified or is being used in a new setting or with a new population.\n- Whether the proposed program elements are likely to be needed, understood, and accepted by the population you want to reach. - The extent to which an evaluation is possible, based on the goals and objectives.\n- It allows for modification to be made to the plan before full implementation begins.- Maximizes the likelihood that the program will succeed\n\n\nProcess EvaluationProgram Monitoring\n- As soon as program implementation begins.- During operation of an existing program.\n- How well the program is working- The extent to which the program is being implemented as designed- Whether the program is accessible and acceptable to its target population\n- Provides an early warning for any problems that may occur- Allows programs to monitor how well their program plans and activities are working\n\n\nOutcome Evaluation Objectives-Based Evaluation\n- After the program has made contact with at least one person or group in the target population\n- The degree to which the program is having an effect on the target population’s behaviors.\n- Tells whether the program is being effective in meeting its objectives.\n\n\nEconomic Evaluation: Cost Analysis, Cost-Effectiveness Evaluation, Cost-Benefit Analysis, Cost-Utility Analysis\n- At the beginning of a program- During the operation of an existing program.\n- What resources are being used in a program and their costs (direct and indirect) compared to outcome\n- Provides program managers and funders a way to assess cost relative to effects. “How much bang for your buck.\n\n\nImpact Evaluation\n- During the operation of an existing program at appropriate intervals. - At the end of a program.\n- The degree to which the program meets its ultimate goal on an overall rate of STD transmission (how much has program X decreased the morbidity of an STD beyond the study population).\n- Provides evidence for use in policy and funding decisions\n\n\n\n\n\nSource: CDC"
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-    "text": "Directed Acyclic Graphs (DAG)\nDirected: Each node has an arrow that points to another node\nAcyclic: You can’t cycle back to a node (and arrows only have one direction)\nGraph: It’s a graph\n\nSource: Andrew Wheiss"
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+    "section": "Process evaluation can be very useful",
+    "text": "Process evaluation can be very useful\n\n\nSource: Limbani et al. (2019)"
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-    "text": "Draw a DAG\n\n\nStep 1: List variables\nStep 2: Simplify\nStep 3: Connect arrows\nStep 4: Use logic and math to determine which nodes and arrows to measure\n\nWhat is the causal effect of an additional year of education on earnings?\n\n\n\n\n\n\n\n\nSource: Andrew Wheiss"
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+    "text": "Exploratory evaluation\n\n\n\n\n\n\n\n\n\nApproach\nPurpose\nTime\n\n\n\n\nEvaluability assessment\nAssess whether programs are ready for useful evaluation; get agreement on program goals and evaluation criteria; clarify the focus and intended use of further evaluation.\n1 to 6 months; 2 staff-weeks to 3 staff-months\n\n\nRapid feedback evaluation\nEstimate program effectiveness in terms of agreed-on program goals; indicate the range of uncertainty in the estimates; produce tested designs for more definitive evaluation; clarify the focus and intended use of further evaluation.\n3 to 6 months; 3 to 12 staff-months\n\n\nEvaluation synthesis\nSynthesize findings of prior research and evaluation studies.\n1 to 4 months; 1 to 3 staff-months\n\n\nSmall-sample studies\nEstimate program effectiveness in terms of agreed-on program goals; produce tested measures of program performance.\n1 week to 6 months; 1 staff-week to 12 staff-month\n\n\n\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "Causal identification\nA causal effect is identified if the association between treatment and outcome is propertly stripped and isolated.\n\nArrows in a DAG transmit associations\n\nWe can redirect and control those paths by “adjusting” or “conditioning”"
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+    "section": "Evaluability Standards: Readiness for Useful Evaluation",
+    "text": "Evaluability Standards: Readiness for Useful Evaluation\n\nProgram goals are agreed on and realistic.\nInformation needs are well defined.\nEvaluation data are obtainable.\nIntended users are willing and able to use evaluation information.\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "Three types of associations\n\n\n\nConfounding: Common cause\n\n\n\n\n\n\nCausation: Mediation\n\n\n\n\n\n\nCollision: Endogeneity/Selection\n\n\n\n\n\n\n\n\n\nSource: Andrew Wheiss"
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+    "section": "Selecting an exploratory evaluation approach",
+    "text": "Selecting an exploratory evaluation approach\n\n\n\n\n\n\n\n\nApproach\nWhen Appropriate\n\n\n\n\nEvaluability assessment\nLarge, decentralized program; unclear evaluation criteria.\n\n\nRapid feedback evaluation\nAgreement exists on the goals in terms of which a program is to be evaluated; need for evaluation information “right quick”; potential need for more definitive evaluation.\n\n\nEvaluation synthesis\nNeed for evaluation information “right quick”; potential need for more definitive evaluation.\n\n\nSmall-sample studies\nAgreement exists on the goals in terms of which a program is to be evaluated; collection of evaluation data will require sampling.\n\n\n\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "Confounding example\n\n\nWhat’s the relations between money and win margin?\n\n\n\n\n\n\nMoney \\(\\rightarrow\\) Win\nMoney \\(\\leftarrow\\) Quality \\(\\rightarrow\\) Win\nQuality is a backdoor\nSolution:\n\n\nFind the part of campaign money that is explained by quality, remove it. This is the residual part of money.\nFind the part of win margin that is explained by quality, remove it. This is the residual part of win margin.\nFind the relationship between the residual part of money and residual part of win margin. This is the causal effect."
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+    "text": "High Line Park Story\n\n\n\n\n\n\nPhoto credit: Gang He"
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-    "text": "Causasion example\n\n\n\n\n\n\n\n\nShould you control job connections?\n\nAvoid overcontrolling\n\n\n\n\nSource: Andrew Wheiss"
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+    "text": "Culturally responsive evaluation\n\nCulture of the program that is being evaluated\nCultural parameters\nIncluding equity"
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-    "text": "Colliders example\n\n\n\n\n\n\n\n\nDo programming skills reduce social skills?\nHired by a tech company inadvertently connected the two.\n\n\n\nSource: Andrew Wheiss"
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-    "text": "Colliders example\n\n\n\n\n\n\n\n\nHeight is unrelated to basketball skill among NBA players\n\nColliders can create fake causal effects\nColliders can hide real causal effects\n\n\n\n\nSource: Andrew Wheiss"
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+    "text": "Evaluation process and feedback\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "section": "Counterfacture, intervention, and effects",
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+    "section": "GAO’s Evaluation Design Process",
+    "text": "GAO’s Evaluation Design Process\n\nclarify the study objectives;\nobtain background information on the issue and design options;\ndevelop and test the proposed approach;\nreach agreement on the proposed approach.\n\n\nRead more: Designing Evaluations: 2012 Revision"
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-    "text": "Causal models\n\nInstrumental variables\nRandomized controlled trail (RCT)\nRegressional discontinuity (RD)\nDiference in difference (DiD)\nMatching"
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+    "text": "References\n\n\nLimbani, Felix, Jane Goudge, Rohina Joshi, Marion A. Maar, J. Jaime Miranda, Brian Oldenburg, Gary Parker, et al. 2019. “Process Evaluation in the Field: Global Learnings from Seven Implementation Research Hypertension Projects in Low-and Middle-Income Countries.” BMC Public Health 19 (1): 953. https://doi.org/10.1186/s12889-019-7261-8.\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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-    "text": "References\n\n\nChen, Yuyu, Avraham Ebenstein, Michael Greenstone, and Hongbin Li. 2013. “Evidence on the Impact of Sustained Exposure to Air Pollution on Life Expectancy from China’s Huai River Policy.” Proceedings of the National Academy of Sciences, July. https://doi.org/10.1073/pnas.1300018110.\n\n\nDell, Melissa, and Pablo Querubin. 2018. “Nation Building Through Foreign Intervention: Evidence from Discontinuities in Military Strategies.” The Quarterly Journal of Economics 133 (2): 701–64. https://doi.org/10.1093/qje/qjx037.\n\n\nGertler, Paul J., Sebastian Martinez, Patrick Premand, Laura B. Rawlings, and Christel M. J. Vermeersch. 2016. Impact Evaluation in Practice, Second Edition. Washington, DC: World Bank. https://doi.org/10.1596/978-1-4648-0779-4.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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+    "text": "About us\n\n\nProfessor Gang He\n\nProfessor Samantha MacBride"
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-    "text": "Your final project is a demonstration of your master of the concepts and skills discussed in the class. You can choose an program evaluation topic of your own interest. I also post below sample topics.\n\n\n\nWhat are the impact of ARPA-E programs?\nDoes the EPA’s Clean Air Act worth it?\nHow to prepare for Governors Island development projects evaluable?"
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+    "section": "Welcome and icebreaker",
+    "text": "Welcome and icebreaker\n\nRose: “something that is working well or something positive”\nThorn: “something that isn’t working or something negative”\nBud: “an area of opportunity or idea yet to be explored”"
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-    "text": "Your final project is a demonstration of your master of the concepts and skills discussed in the class. You can choose an program evaluation topic of your own interest. I also post below sample topics.\n\n\n\nWhat are the impact of ARPA-E programs?\nDoes the EPA’s Clean Air Act worth it?\nHow to prepare for Governors Island development projects evaluable?"
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+    "section": "Why PAF 9174?",
+    "text": "Why PAF 9174?\nGoal: sensible program evaluation at reasonable cost\n\nFunder\nGovernment/NGO/Public Institutions/Citizens\nProgram manager/staff\nExecutives\nEvidence-based policy and management decisions"
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+    "text": "Organization\n\nSyllabus\nBlackboard\nOffice hour\nCase studies\nEvaluation report"
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-    "text": "Presentation\nYour presentation should about 15-20 minutes long summarizing your work.\nYour presentation will be graded by the following criteria:\n\nNice presence [4pt]\nClear presentation of project ideas and insights [4pt]\nMastery of the subject [4pt]\nPresentation design and style [4pt]\nOverall impression [4pt]"
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+    "title": "Lecture 1 Introduction",
+    "section": "John Snow, Cholera, the Broad Street Pump",
+    "text": "John Snow, Cholera, the Broad Street Pump\n\n\n\n\n\n\n\n\n\n\n\n\nSource: Wikipedia; Learn more on Google Map"
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-    "text": "Final project\nA typical program evaluation report includes an introduction of program, scope of evaluation, proposed approach and evidences, conclusion and recommendation. Your evaluation report should be double spaced, 10 pages long, excluding appropriately cited references.\nYour evaluation report will be graded by the following criteria:\n\nClear description of program for evaluation [5pt]\nRigorous analysis [5pt]\nClear writing, presentation, visulization [5pt]\nOverall impression [5pt]"
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+    "text": "Cost saving of global supply chain\n\n\nSource: Helveston, He, and Davidson (2022)"
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-    "text": "Week\nDate\nGuiding question\nTopic\nStory\nCase Study\nAssignment\n\n\n\n\n1\nMar 9\nWhat is program evaluation? Where are we headed in this course?\nIntroduction and Overview\nJohn Snow\n\n\n\n\n2\nMar 16\nWhy do evaluation?\nGoals and Types of Evaluation\nHigh Line Park\nCase 1: Northwest Housing Alternatives\nCase Response 1\n\n\n3\nMar 23\nHow to identify causal effects?\nLogic and Causal Models\nBombing, Heating, and Causal Models\nCase 2: Jobs Plus in NYC\nCase Response 2\n\n\n4\nApril 6\nHow to account for everyone involved?\nStakeholder Engagement\nJohn Muir and National Park System\nCase 3: ARPA-E\nCase Response 3\n\n\n5\nApril 13\nHow do I use the scientific method in the real world?\nEvaluation Designs\nEsther Duflo and RCTs\n\nProposal due\n\n\n6\nApril 20\nWhere does the data for program evaluation come from?\nData Collection\nFei-fei Li and ImageNet\n\n\n\n\n7\nApril 27\nWhat methods make data tell accurate stories and solve problems?\nData Analysis\nHans Rosling and Storytelling\nCase 4: NYC Gifted & Talented Program\nCase Response 4\n\n\n8\nMay 4\nIs the program worthwhile? What happens next?\nEconomic Evaluation and Performance Measurement\nRobert Bullard and Environmental Justice\nCase 5: CBA of EPA Clean Air Act\nCase Response 5\n\n\n9\nMay 11\nHow to be an ethical evaluator?\nEthics, Principles, and Standards\nThe Moral Machine\n\n\n\n\n10\nMay 18\nWhat we have learned in the class?\nFinal presentation"
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+    "title": "Lecture 1 Introduction",
+    "section": "Performance analysis of the Queens Residential Curbside Organics Program",
+    "text": "Performance analysis of the Queens Residential Curbside Organics Program\n\n\nSource: Prof. Samantha MacBride"
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-    "text": "References\n\nDell M, Querubin P. Nation Building Through Foreign Intervention: Evidence from Discontinuities in Military Strategies. The Quarterly Journal of Economics 2018;133:701–64. https://doi.org/10.1093/qje/qjx037.\n\nChen Y, Ebenstein A, Greenstone M, Li H. Evidence on the impact of sustained exposure to air pollution on life expectancy from China’s Huai River policy. PNAS 2013. https://doi.org/10.1073/pnas.1300018110."
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+    "text": "Program & Program Evaluation\n\n\nProgram:\n\nA program is a set of resources and activities directed toward one or more common goals, typically under the direction of a single manager or management team.\n\n\nProgram Evaluation:\n\nProgram evaluation is the application of systematic methods to address questions about program operations and results. It may include ongoing monitoring of a program as well as one-shot studies of program processes or program impact. The approaches used are based on social science research methodologies and professional standards.\n\n\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "Naturalist, author, environmental philosopher (1838-1914)\n“John of the Mountains”"
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+    "text": "Capturing the wedege\n\n\nSource: Andrew Wheiss"
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-    "text": "Naturalist, author, environmental philosopher (1838-1914)\n“John of the Mountains”"
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+    "text": "Theory of change\n\n\n\n\n\n\nflowchart LR\n  A(IRA) --&gt; B(Subsidies)\n  B --&gt; C(Investment)\n  B --&gt; D(Jobs)\n  C --&gt; E(Domestic Manufacturing)\n  D --&gt; E(Domestic Manufacturing)"
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-    "section": "Muir and national park",
-    "text": "Muir and national park\n\n“Father of the National Parks”\n\n\nClimb the mountains and get their good tidings, Nature’s peace will flow into you as sunshine flows into trees. The winds will blow their own freshness into you and the storms their energy, while cares will drop off like autumn leaves. As age comes on, one source of enjoyment after another is closed, but nature’s sources never fail.\n\n– Our National Parks , 1901, page 56."
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+    "section": "Big data and AI",
+    "text": "Big data and AI\n\n\n\n\n\n\n\n\nPerspective:\n\nUniverse created:\n\n13.8 billion years ago\n\nEarth created:\n\n4.54 billion years ago\n\nModern human:\n\n300,000 years ago\n\nCivilization:\n\n12,000 years ago\n\nWritten record:\n\n5,000 years ago\n\n\n\n\n\n1943: Neural networks\n1957: Perceptron\n1974-86: Backpropagation, RBM, RNN\n1989-98: CNN, MNIST, LSTM, Bidirectional RNN\n2006: “Deep Learning”, DBN\n2009: ImageNet\n2012: AlexNet, Dropout\n2014: GANs\n2014: DeepFace\n2016: AlphaGo\n2017: AlphaZero, Capsule Networks\n2018: AlphaFold 1, BERT\n2021: AlphaFold 2\n2023: ChatGPT\n2024: Sora, Gemini\n\n\n\n\n\nPhoto: NASA; Read more: Wikipedia"
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-    "text": "Stakeholders\n\nThe president (Theodore Roosevelt)\nPublic support via books, popular magazine article, and the Sierra Club"
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+    "text": "NYC Open Data\n\n\nLearn more: https://opendata.cityofnewyork.us/"
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-    "text": "Outcomes\n\nUS Congress, 1890, establising the Yosemite National Park\nThe start of National Park System"
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-    "section": "Thoughts for evaluation",
-    "text": "Thoughts for evaluation\n\nBeyond prices: public space, history, recreation, education, and American treasure\n\nEvaluation indicators: visitors, local economy, what else?"
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-    "section": "Further readings",
-    "text": "Further readings\n\nWalls, Margaret. 2022. “Economics of the US National Park System: Values, Funding, and Resource Management Challenges.” Annual Review of Resource Economics 14 (Volume 14, 2022): 579–96. https://doi.org/10.1146/annurev-resource-111920-021401."
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-    "section": "Recap lecture 3",
-    "text": "Recap lecture 3\n\nTheory of change\nLogic model\nDAG: Directed Acyclic Graphs\nCausal models\nJobs Plus in NYC case\nAsk a good question game"
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+    "text": "Evidence based policy\nExample: RAND’s Health Insurance Experiment (HIE)\n\n\n\n\n\n\n\n\nKey findings:\n\n\nCost sharing reduced spending for health care services\nParticipants with cost sharing made fewer medical visits and were admitted to hospitals less frequently\nReduced spending resulted entirely from less use of care; the costs of care were not affected\nCost sharing had no detrimental effects on participants’ health, except for the sickest and poorest patients\n\n\n\n\n\nSource: 40 Years of the RAND Health Insurance Experiment"
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-    "text": "The first step\n\n\nSource: CDC"
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+    "section": "Not all policies are based on evidence",
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-    "text": "Questions to ask\n\nWho the evaluation sponsor(s) is.\n\nWho the day-to-day process champion(s) is, meaning the day-to-day evaluation process manager; this person may be the evaluator, but maybe not.\n\nWho the stakeholders, key stakeholders, and primary intended users are.\n\nWhat the purpose(s) or intended use(s) of the evaluation is.\n\nWho the members of the evaluation coordinating committee or task force are, if such a group is to be formed.\n\nHow the different stakeholders will be involved at different stages in the evaluation process.\n\nWho the evaluator(s) is, or at least what his or her qualifications should be, and who the members of any required evaluation team might be.\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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+    "text": "Case studies\n\nFood service resuse system for Governor’s Island\nNorthwest Housing Associates\nJobs Plus in New York City\nAdvanced Research Projects Agency-Energy\nBenefits and Costs of the Clean Air Act 1990-2020"
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+    "text": "References\n\n\nHelveston, John Paul, Gang He, and Michael R. Davidson. 2022. “Quantifying the Cost Savings of Global Solar Photovoltaic Supply Chains.” Nature 612 (7938): 83–87. https://doi.org/10.1038/s41586-022-05316-6.\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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-    "text": "How to involve stakeholders\n\nInvite stakeholders to a meeting\nInvolve stateholders in key activities\n\nPlan\nImplement\nOutcome\nRecommendation\n\n\n\nSource: CDC"
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+    "text": "Recommendations and suggestions\n\nEvidence-based (findings)\nCompliance\nProblem solving (causes)\nConsider options\nBest practices\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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-    "text": "References\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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+    "section": "Hippocratic Oath: First do no harm",
+    "text": "Hippocratic Oath: First do no harm\n\nI will use those dietary regimens which will benefit my patients according to my greatest ability and judgment, and I will do no harm or injustice to them. Neither will I administer a poison to anybody when asked to do so, nor will I suggest such a course. Similarly I will not give to a woman a pessary to cause abortion. But I will keep pure and holy both my life and my art. I will not use the knife, not even, verily, on sufferers from stone, but I will give place to such as are craftsmen therein.\n\n\nSource: Wikipedia"
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+    "text": "WHO protecting human subjects\n\nThe rights and welfare of the subjects involved in the impact evaluation should be adequately protected.\nThe researchers should obtain freely given, informed consent from the participants.\nThe balance between risk and potential benefi ts involved should be assessed and deemed acceptable by a panel of independent experts.\nAny special national requirements should be met."
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+    "text": "Belmont Report\n\nRespect for persons. How will the researchers obtain informed consent from their research subjects?\nBenefi cence. How will the researchers ensure that the research (1) does not harm and (2) maximizes potential benefi ts and minimizes potential harm?\nJustice. How will the researchers ensure that the benefits and burdens of research are fairly and equitably shared?\n\n\nSource: The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research"
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-    "text": "Offshore wind example\n\n\n\n\n\n\n\n\nStakeholders\nInterests and concerns\n\n\n\n\nLocal residents\nConcerned about visual and noise pollution, potential impacts on property value, and benefits to the local community like job opportunities and community facilities.\n\n\nEnvironmental & conservation groups\nInterested in the project’s ecological impact, particularly bird migration and marine life, but also supportive of renewable energy initiatives.\n\n\nLocal and national governments\nInterested in sustainable energy goals, economic development, job creation, and regulatory compliance; concerned about residents NIMBY.\n\n\nUtility company\nInterested in increasing share of renewables per regulation, concerned about grid reliability.\n\n\nPotential energy consumers\nInterested in reliable, cost-effective, and sustainable energy.\n\n\nCompany investors and shareholders\nLooking for profitability, sustainable investments, and risk management.\n\n\nLocal fishing and maritime industries\nConcerned about potential disruptions to fishing routes and marine ecosystems.\n\n\nNearby tourism businesses\nConcerns about potential impacts on the aesthetics of the landscape and tourist attractions.\n\n\nRenewable energy advocacy groups\nSupportive of clean energy but keen on ensuring it’s done right without unnecessary environmental impacts.\n\n\n\n\n\nAdapted from Patrick Grégoire. Read more: South Fork Wind Delivers First Offshore Wind Power to Long Island"
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+    "text": "AEA Guiding Principles For Evaluators\n\nSystematic Inquiry: Evaluators conduct data-based inquiries that are thorough, methodical, and contextually relevant.\nCompetence: Evaluators provide skilled professional services to stakeholders.\nIntegrity: Evaluators behave with honesty and transparency in order to ensure the integrity of the evaluation.\nRespect for People: Evaluators honor the dignity, well-being, and self-worth of individuals and acknowledge the influence of culture within and across groups.\nCommon Good and Equity: Evaluators strive to contribute to the common good and advancement of an equitable and just society.\n\n\nSource: Guiding Principles"
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-    "text": "Prioritize stakeholders\nNew York offshore wind delay evaluation example\n\nLevel 1 Stakeholders will include developers, State policy makers, regulators. You decide to in close contact with these groups on a monthly basis.\nLevel 2 Stakeholders will include people like local policy makers, utilities who you need to engage with for the same purpose, but not as often. Your team will engage with these people quarterly.\nLevel 3 Stakeholders will include people who aren’t directly involved but who need to be kept informed about your efforts, like heads of community organizations and advocacy groups, and committee leaders. You decide to update them half-yearly/annually."
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+    "text": "Managing ethical and credible evaluations\n\nProtecting the individuals, or human subjects, who participate in the evaluation\nTransparency of methods/data\nUnbiased, reliable, and credible evaluation\n\n\nSource: Gertler et al. (2016)"
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-    "text": "South Fork\n\n\nAn auspicious day to witness first power from (SouthForkWind?) with many dedicated colleagues and friends. For the first time in history, families and businesses on Long Island are using offshore wind! Congrats to (OrstedUS?) (EversourceCorp?) (EHTownTrustees?) and (LongIslandPower?)! pic.twitter.com/ughxe03eHK\n\n— Doreen Harris ((Doreen_M_Harris?)) December 7, 2023"
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-    "text": "South Fork Offshore Wind\n\n\n\nAn auspicious day to witness first power from (SouthForkWind?) with many dedicated colleagues and friends. For the first time in history, families and businesses on Long Island are using offshore wind! Congrats to (OrstedUS?) (EversourceCorp?) (EHTownTrustees?) and (LongIslandPower?)! pic.twitter.com/ughxe03eHK\n\n— Doreen Harris ((Doreen_M_Harris?)) December 7, 2023"
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+    "text": "Checklist\n\n\nIs assignment to the treatment and comparison groups fair? Are there any groups with particularly high need that should receive the program in any case? Who will be excluded from the impact evaluation?\nHas the research team identified the relevant Institutional Review Board(IRB) or National Ethics Review Committee?\nDoes the impact evaluation schedule allow sufficient time to prepare and submit the research protocol to the IRB and obtain consent before data collection from human subjects begins?\nDid the research team submit the research protocol and preanalysis plan to a social science trial registry?\nIs a procedure in place to ensure that the key elements of the intervention are documented as they happen, and not only as they are planned?\nDo policymakers understand that evaluation results might show that the intervention was not effective, and do they agree that such results will be published and not held back?\n\n\n\nSource: Gertler et al. (2016)"
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-    "text": "Stateholders strategies and criteria\n\n\nSource: A Practical Guide for Engaging Stakeholders in Developing Evaluation Questions"
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-    "text": "Eisenhower Matrix\n\n\n\nI have two kinds of problems: the urgent and the important. The urgent are not important, and the important are never urgent.\n\n— Dwight D. Eisenhower\n\n\n\n\n\n\n\n\n\nImage source"
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+    "text": "References\n\n\nGertler, Paul J., Sebastian Martinez, Patrick Premand, Laura B. Rawlings, and Christel M. J. Vermeersch. 2016. Impact Evaluation in Practice, Second Edition. Washington, DC: World Bank. https://doi.org/10.1596/978-1-4648-0779-4.\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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-    "text": "UNEG Principles\n\nIdentify the stakeholders and the role these will play in the evaluation.\nPromote an inclusive and diverse stakeholder engagement with a tailored approach by stakeholder\nEngage stakeholders early on and throughout the evaluation process\nSeek opportunities to engage with stakeholders in order promote an evaluation culture\nEnsure communication with stakeholders is clear and tailored to their specific needs\nAbide to the highest ethical standards in engaging with evaluation stakeholders, ensuring respect and sensitivity to stakeholder’s diversity and human rights\nSeek and use stakeholders’ feedback on the evaluation process for effective learning and continuous improvement of evaluation practice\n\n\nSource: UNEG"
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-    "text": "Recap lecture 4\n\nStakeholders\nIdentify key stakeholder\nEngaging stakeholders\nARPR-E case\nReview of logic models and preliminary discussion of student project ideas"
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-    "section": "Counterfactural: What if?",
-    "text": "Counterfactural: What if?\n\nWhat would have happened in the absence of the program?\nHow do we measure what would have happened if the other circumstance had prevailed?"
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-    "text": "Comparison group\nA valid comparison group:\n\nhas the same characteristics, on average, as the treatment group in the absence of the program;\nremains unaffected by the program; and\nwould react to the program in the same way as the treatment group, if given the program.\n\nNote: Individual level effect is impossible to observe. No individual counterfactuals.\n\nSource: Gertler et al. (2016)"
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-    "text": "Naive design\n\nNaturally occurring treated and untreated groups\nExamples\n\nStudents who participated pre-K (test scores)\nMoms who use anesthetic (hospital stays)\n\nQuestions to ask: Do we expect that if the program had not been offered, the outcomes of the treated and untreated comparison groups would have been roughly the same?"
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-    "section": "The power of randomized",
-    "text": "The power of randomized\nComparing average outcomes only works if groups that received/didn’t receive treatment look the same.\n\n\nSource: Gertler et al. (2016)"
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-    "text": "Random assignment methods\n\nCoins\nDice\nLottery\nRandom numbers\n\nTool: Random Generator"
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+    "section": "Environmental justice",
+    "text": "Environmental justice\n\n“Environmental justice” means the just treatment and meaningful involvement of all people, regardless of income, race, color, national origin, Tribal affiliation, or disability, in agency decision-making and other Federal activities that affect human health and the environment so that people:\n\n\nare fully protected from disproportionate and adverse human health and environmental effects (including risks) and hazards, including those related to climate change, the cumulative impacts of environmental and other burdens, and the legacy of racism or other structural or systemic barriers; and\nhave equitable access to a healthy, sustainable, and resilient environment in which to live, play, work, learn, grow, worship, and engage in cultural and subsistence practices"
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-    "text": "RCTs\n\nSource: ECMA 35550"
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+    "title": "Robert Bullard and Environmental Justice",
+    "section": "What evidence",
+    "text": "What evidence\n\nSolid waste sites and the black Houston community, 1983\n\n\nThe findings reveal that solid waste sites were not randomly scattered over the Houston landscape but were likely to be found in predominantly black neighborhoods and near black schools.\n\n\nDumping in Dixie: Race, Class and Environmental Quality, 1990"
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-    "text": "When to use RCTs?\n\nDemand for treatment exceeds supply\nTreatment will be phased in over time\nTreatment has uncertainty\nLocal culture open to randomization\nWhen people won’t know and it’s ethical\nWhen lotteries are going to happen anyway"
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+    "title": "Robert Bullard and Environmental Justice",
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+    "text": "Thoughts for evaluation\n\nEvidence is power\nLocal, regional, and national"
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-    "text": "When not?\n\nWhen you need immediate results\nWhen it’s unethical or illegal\nWhen it’s something that happened in the past\nWhen it involves universal ongoing phenomena"
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+    "text": "Further readings\nEPA Environmental Justice"
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+    "text": "Moral dilemmas: decisions people make between two destructive outcomes\nIyad Rahwan, Azim Shariff, and Jean-Francois Bonnefon\nThe trolley problem in atonomous driving"
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+    "text": "Moral dilemmas: decisions people make between two destructive outcomes\nIyad Rahwan, Azim Shariff, and Jean-Francois Bonnefon\nThe trolley problem in atonomous driving"
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-    "text": "References\n\n\nGertler, Paul J., Sebastian Martinez, Patrick Premand, Laura B. Rawlings, and Christel M. J. Vermeersch. 2016. Impact Evaluation in Practice, Second Edition. Washington, DC: World Bank. https://doi.org/10.1596/978-1-4648-0779-4.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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-    "text": "What can be randomized?\nDifferent ways to randomize come from three basic elements of a program which can be randomized\n\nAccess: which people are offered access to a program\nTiming: when people are offered access\nEncouragement: which people are given encouragement to participate\n\n\nSource: ECMA 35550"
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-    "text": "Reference\n\n\nClarke, Mike. 2006. “The 1944 Patulin Trial of the British Medical Research Council.” Journal of the Royal Society of Medicine 99 (9): 478–80. https://doi.org/10.1177/014107680609900923.\n\n\nTröhler, U. 2005. “Lind and Scurvy: 1747 to 1795.” Journal of the Royal Society of Medicine 98 (11): 519–22. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1276007/."
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     "text": "References\n\n\nClarke, Mike. 2006. “The 1944 Patulin Trial of the British Medical Research Council.” Journal of the Royal Society of Medicine 99 (9): 478–80. https://doi.org/10.1177/014107680609900923.\n\n\nTröhler, U. 2005. “Lind and Scurvy: 1747 to 1795.” Journal of the Royal Society of Medicine 98 (11): 519–22. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1276007/."
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-    "text": "Literature review\n\nGoogle Scholar\nReview articles\nExperts interview\nExamples"
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-    "text": "Existing data\n\nEconomic, census statistics\nOpen data platforms (NYC Open Data, Open Data NY, data.gov)\n\nProgram data\n\nExample: Prof. MacBride’s Queens Curbside Recycling study"
+    "text": "This course examines the practical aspects of program evaluation within public policy in domestic and international contexts. Emphasis is placed on the design and implementation of small- to medium-scale program evaluations under time and budget constraints using ‘best feasible’ methods. Topics include the types and purposes of evaluation, theory-based evaluation, evaluability and planning, measurement and construct validity, data collection, evaluation design, estimation of program effects, experiments, qualitative and mixed methods, evaluation resistance, building organizational capacity, ethics, cost-effectiveness, and reporting and utilization. The course will be useful to students working in a variety of mission-driven organizations, especially those who currently have, or expect to have in the future, program evaluation responsibilities."
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+    "title": "Program Evaluation (Spring 2024)",
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+    "text": "Learning Objectives\n\nDevelop and conduct practical program evaluations under time and budget constraints using the best feasible methods\n\nUnderstand the various types and purposes of evaluation and the specific role of impact evaluation within the broader evaluation field\n\nDetermine whether specific programs are evaluable\n\nCritique program evaluation designs based on principles of internal and external validity\n\nCreate a logic model in support of theory-based evaluation\n\nDefine desirable program outcomes in measurable terms\n\nEvaluate the costs and benefits of various methods for data collection and analysis\n\nEmploy specific quantitative and qualitative methods to support program evaluation, including the estimation of program effects\n\nUnderstand evaluation jargon and understand key nuances in evaluation discourse\n\nAnticipate and address common sources of resistance to evaluation\n\nExhibit an awareness of program evaluation capacity in organizations, articulate the major obstacles to evaluation, and identify opportunities for improving evaluation capacity and practice."
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-    "text": "Probabilistic sampling\n\nRandom sampling\nStratified random sampling\nCluster sampling"
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+    "title": "Program Evaluation (Spring 2024)",
+    "section": "Acknowledgment",
+    "text": "Acknowledgment\nThis class benefits from similar classes and I cannot credit them enough below:\n\nPAF9174 taught by Prof. George Mitchell\n\nDr. Andrew Heiss, Program Evaluation"
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-    "section": "Sample size: Power calculations",
-    "text": "Sample size: Power calculations\n“Smallest sample (lowest budget)” to possibly measure program impact."
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+    "title": "Program Evaluation (Spring 2024)",
+    "section": "Reuse of material",
+    "text": "Reuse of material\nThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.\nPlease feel free to link my site and this course site to use any organized material. Copyrights belong to cited authors/creators. Example language to use:\n\nThis course/class benefits from the Program Evaluation class material developed by Dr. Gang He."
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-    "text": "Survey\n\nConcise/short\nStart with an easy quesiton (yes or no to get “hooked”)\nDonot leading questions\nShow progress/time\nBrainstorm ideas to get good-quality of survey"
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+    "title": "Program Evaluation (Spring 2024)",
+    "section": "How to help",
+    "text": "How to help\nIf you like this course, you can Star the course repository to help more people to see it. If you find any issue, please use the “Report an issue” on the right side of a specific page. You can help more people to access the open-source course by spreading the word. Comments and suggestions are very welcome."
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-    "section": "Comparing different survey methods",
-    "text": "Comparing different survey methods\n\n\n\n\nCriteria\nMail\nInternet\nTelephone\nIn Person\n\n\n\n\nQuality of data\n\n\n\n\n\n\nOpportunities for analyses\n\n\n\n\n\n\nResources needed\n\n\n\n\n\n\n\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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+    "text": "The High Line is a 1.45-mile-long elevated linear park, greenway, which was created on an abandoned rail trail\nUsed to be a big headache for the city, and property nearby\nNow a success story of urban planning, landscape design, and human recreation\nAttracts 5 million visitors yearly"
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-    "text": "Focused group\n\nKey stakeholders (See Stakeholder Engagement)\nLarge impact\nGain insights"
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+    "text": "The High Line is a 1.45-mile-long elevated linear park, greenway, which was created on an abandoned rail trail\nUsed to be a big headache for the city, and property nearby\nNow a success story of urban planning, landscape design, and human recreation\nAttracts 5 million visitors yearly"
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-    "text": "Interview\n\nHomework\nPrepare and test your questions\nSemi-structured interview\nPlan and being flexible\nNote taking\nSeek feedback"
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+    "title": "High Line Park",
+    "section": "Brief history",
+    "text": "Brief history\n\n“1934: As part of the West Side Improvement Project, the High Line opens to trains. It runs from 34th Street to St John’s Park Terminal, at Spring Street. It is designed to go through the center of blocks, rather than over the avenue, carrying goods to and from Manhattan’s largest industrial district.”\n“1980s: Following decades-long growth in the interstate trucking industry, the last train runs on the High Line in 1980, pulling three carloads of frozen turkeys. A group of property owners lobbies for demolition while Peter Obletz, a Chelsea resident, activist, and railroad enthusiast, challenges demolition efforts in court.”\n“1999: Friends of the High Line is founded by Joshua David and Robert Hammond, residents of the High Line neighborhood, to advocate for the High Line’s preservation and reuse as public open space.”\nSection 1 opened in 2009; Section 2 in 2011; Section 3 in 2014; The Spur in 2018."
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-    "text": "Fieldwork\n\nTo describe what happens at the level being examined (local office, local program, local agency, local community, state office, state agency, and so on) by collecting information about procedures and data on activities, services, institutional features, outcomes.\n\nTo explain why the situations are as they are."
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+    "title": "High Line Park",
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+    "text": "Stakeholders\n\nThe movement to save the High Line was catalyzed by iconic photographs taken by Joel Sternfeld in 2000, nine years before the park would open to the public\n\nFriends of the High Line and the City of New York conduct a process to select a design team for the High Line. The selected team is James Corner Field Operations, a landscape architecture firm, Diller Scofidio + Renfro, and Piet Oudolf, planting designer\n\nThe City accepts ownership of the High Line which is donated by CSX Transportation, Inc. in November 2005; Groundbreaking is celebrated in April 2006\n\nThe High Line is maintained by Friends of the High Line, which was founded by area residents Joshua David and Robert Hammond in 1999\n\nThe public support: donation and support\n\nMayor Michael Bloomberg administration"
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+    "title": "High Line Park",
+    "section": "Resources",
+    "text": "Resources\n\nPermit: Rallying public support for the park and convincing Mayor Michael Bloomberg’s administration in 2002 to support the project by filing a request with the United States Surface Transportation Board to create a public trail on the site.\nFunding:\n\nlicensing agreement with the New York City Department of Parks & Recreation: $5 million a year daily operation and maintenance of the park\nFriends of the High Line has raised more than $150 million in public and private funds"
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-    "text": "Tools of trade\n\nGoogle/Microsoft Forms\nSurvey Monkey\nQualtrics\nAmazon"
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+    "title": "High Line Park",
+    "section": "Impact",
+    "text": "Impact\n\nProperty prices increase by 10% on average, developers and residents are happy, the City is happy.\nWon numerous urban/landscape awards, a must go place in NYC"
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-    "text": "Train staff\n\nGoals, process, and responses\nAssessment\nMock interviews"
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+    "text": "Thoughts for evaluation\n\nNot all about costs: public space, history, vision, and creative ideas\n\nEvaluation indicators: visitors, property value, awards, what else?"
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-    "text": "Test instruments\n\nClear vague and biased wording\nLogical order\nCompleteness of intended data"
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+    "section": "Further readings",
+    "text": "Further readings\n\nMohammadsaeid Mahmoodabadi Arani, 2021. Towards a Cost-Benefit Analysis of the High Line in New York City."
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-    "text": "Run pilot\n\nGet feedback and comments\nRevision\nRefining\n\nReady for a full implementation."
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+    "text": "Discontinuities in U.S. strategies employed during the Vietnam War to estimate their causal impacts.\nRounding thresholds in an algorithm used to target air strikes\nBombing increased the military and political activities of the communist insurgency, weakened local governance, and reduced noncommunist civic engagement.\nSpatial discontinuity across neighboring military regions that pursued different counterinsurgency strategies.\nA strategy emphasizing overwhelming firepower plausibly increased insurgent attacks and worsened attitudes toward the U.S. and South Vietnamese government, relative to a more hearts-and-minds-oriented approach."
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-    "text": "Challenges\n\nResponse rate\nQuality and consistency\nData security"
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+    "text": "Discontinuities in U.S. strategies employed during the Vietnam War to estimate their causal impacts.\nRounding thresholds in an algorithm used to target air strikes\nBombing increased the military and political activities of the communist insurgency, weakened local governance, and reduced noncommunist civic engagement.\nSpatial discontinuity across neighboring military regions that pursued different counterinsurgency strategies.\nA strategy emphasizing overwhelming firepower plausibly increased insurgent attacks and worsened attitudes toward the U.S. and South Vietnamese government, relative to a more hearts-and-minds-oriented approach."
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-    "text": "References\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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+    "title": "Bombing, Heating, and Causal Models",
+    "section": "Heating differences between the North and South in China",
+    "text": "Heating differences between the North and South in China\n\nChina’s Huai River policy: free winter heating via the provision of coal for boilers in cities north of the Huai River but denied heat to the south.\nRegression discontinuity design based on distance from the Huai River\nAmbient concentrations of TSPs are about 184 μg/m3 [95% confidence interval (CI): 61, 307] or 55% higher in the north.\nLife expectancies are about 5.5 y (95% CI: 0.8, 10.2) lower in the north owing to an increased incidence of cardiorespiratory mortality.\nLong-term exposure to an additional 100 μg/m3 of TSPs is associated with a reduction in life expectancy at birth of about 3.0 y (95% CI: 0.4, 5.6)."
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-    "text": "Strategies\n\nProvide incentives\nOptimize survey length\nFollow up\nMultiple channels\nTargeted audience\nAvoid repetitive"
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+    "title": "Bombing, Heating, and Causal Models",
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+    "text": "Thoughts for evaluation\n\nNatural experiments\n\nCausal identification strategies\nRegression discountinuity"
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-    "section": "Survey Challenges",
-    "text": "Survey Challenges\n\nResponse rate\nQuality and consistency\nData security"
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+    "section": "References",
+    "text": "References\n\nDell M, Querubin P. Nation Building Through Foreign Intervention: Evidence from Discontinuities in Military Strategies. The Quarterly Journal of Economics 2018;133:701–64. https://doi.org/10.1093/qje/qjx037.\n\nChen Y, Ebenstein A, Greenstone M, Li H. Evidence on the impact of sustained exposure to air pollution on life expectancy from China’s Huai River policy. PNAS 2013. https://doi.org/10.1073/pnas.1300018110."
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-    "text": "Survey strategies\n\nConcise/short\nStart with an easy quesiton (yes or no to get “hooked”)\nDonot leading questions\nShow progress/time\nBrainstorm ideas to get good-quality of survey"
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+    "text": "English physician\nLeader in the development of anaesthesia and medical hygiene\nFounders of modern epidemiology and early germ theory"
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-    "text": "Recap lecture 6\n\nData sources\nStatistical data\nSurvey\nInterview\nEvaluation project consultation"
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+    "text": "English physician\nLeader in the development of anaesthesia and medical hygiene\nFounders of modern epidemiology and early germ theory"
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-    "text": "Today’s agenda\n\nData analysis\nQualitative methods\nQuantitative methods\nVisualization\nStory telling\nCase: NYC G&T Program"
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+    "title": "John Snow and Evidence Based Analysis",
+    "section": "1854 Broad Street cholera outbreak",
+    "text": "1854 Broad Street cholera outbreak\n\nA severe outbreak of cholera in 1854 near Broad Street in London\nBackground: the 1846–1860 cholera pandemic happening worldwide\nThe outbreak killed 616 people\n\n\nTwo theories\n\nMiasma theroy\n\nParticles in the air\nDr William Farr, commissioner for the 1851 London census and a member of the General Register’s Office,\nMiasma arose from the soil surrounding the River Thames\n\nGerm theory\n\nA germ cell that had not yet been identified, via water\nJohn Snow"
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-    "section": "Solar eclipse and solar generation",
-    "text": "Solar eclipse and solar generation\n\n\nSource: Gang He; Learn more: NREL"
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+    "title": "John Snow and Evidence Based Analysis",
+    "section": "John Snow’s investigation",
+    "text": "John Snow’s investigation\n\nMapping out the cases\n\n“all the deaths had taken place within a short distance of the [Broad Street] pump”.\n\nStatistics: Cholera rate in sewage-polluted water serving area is 14 times those from upriver"
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-    "text": "Qualitative data\n\n\n\n\n\n\n\n\nPrimary purpose\nMethods\n\n\n\n\nEnumerative\nClassical Content Analysis; Word count; Cultural domain analysis; Ethnographic decision models\n\n\nDescriptive\nMatrix displays; Timelines; Concept maps/mind maps; Template/framework analysis\n\n\nHermeneutic\nThematic analysis; Constant comparative method; Thematic narrative analysis; Framework analysis; Discourse analysis; Qualitative content analysis\n\n\nExplannatory\nQualitative comparative analysis; Process tracing\n\n\n\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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+    "text": "Evidence is power\n\nJohn Snow’s invetigation\n\nGovernment officals replaced the Broad Street pump\n\nHe convinced William Farr, his opponent, to accept the germ theory\n\n\nThe power of data visulization\n\nThe create of double-blind experiment\n\nFounding of epedimiology"
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-    "section": "Coding and categorizing",
-    "text": "Coding and categorizing\n\n\nSource: Dodds et al. (2011)"
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+    "section": "Further readings",
+    "text": "Further readings\n\nTulchinsky, Theodore H. 2018. “Chapter 5 - John Snow, Cholera, the Broad Street Pump; Waterborne Diseases Then and Now.” In Case Studies in Public Health, edited by Theodore H. Tulchinsky, 77–99. Academic Press. https://doi.org/10.1016/B978-0-12-804571-8.00017-2.\nScott Cunningham. 9.1 John Snow’s Cholera Hypothesis in Cause Inference: The Mixtape. https://mixtape.scunning.com/09-difference_in_differences"
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-    "text": "Matrix displays\n\n\n\nI have two kinds of problems: the urgent and the important. The urgent are not important, and the important are never urgent.\n\n— Dwight D. Eisenhower\n\n\n\n\n\n\n\n\n\nImage source"
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-    "text": "Word counting\n\n2,406: Number of words in President Obama’s inaugural speech\n4: Number of times the president said “crisis”\n3: Number of times he said “economy”\n2: Number of times he said “war”\n67: Number of times he said “our”\n2: Number of times he said “my”\n1: Number of times he said “change”\n11: Number of times he said “new”\n\nDiscuss the limitations of word counting\n\nSource: U.S. News"
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+    "text": "Gapminder and data storytelling\n\nDon’t Panic - The Truth about Population (2013)\nDon’t Panic: How to End Poverty in 15 Years (2015)\n“The world is better than you think”\nBook: Factfulness: Ten Reasons We’re Wrong About the World – and Why Things Are Better Than You Think\n\n\nI’m a very serious “possibilist”. That’s something I made up. It means someone who neither hopes without reason, nor fears without reason, someone who constantly resists the overdramatic worldview. As a possibilist, I see all this progress, and it fills me with conviction and hope that further progress is possible. This is not optimistic. It is having a clear and reasonable idea about how things are. It is having a worldview that is constructive and useful.\n\n–Han Rosling"
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-    "text": "Descriptive statistics\n\nDistribution\nMeasures of central tendency\n\nMean\nMedian\nMode\n\nMeasures of variability\n\nRange\nStandard deviation\nVariance\nInterquartile range"
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-    "text": "R squared\n“The proportion of the variation in the dependent variable that is predictable from the independent variable(s).”\n\\(R^2\\) does not indicate whether:\n\nthe independent variables are a cause of the changes in the dependent variable;\nomitted-variable bias exists;\nthe correct regression was used;\nthe most appropriate set of independent variables has been chosen;\nthere is collinearity present in the data on the explanatory variables;\nthe model might be improved by using transformed versions of the existing set of independent variables;\nthere are enough data points to make a solid conclusion.\n\n\nSource: Wikipedia"
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-    "text": "Summary of statistics\n\n\n\n\n\n\n\n\n\n\n\n\nUnited States\nChina\nGermany\n\n\n\n\n\nEst. (Std. Err.)\nEst. (Std. Err.)\nEst. (Std. Err.)\n\n\n(Intercept)\n15 (1.04)***\n18 (1.58)***\n12 (0.96)***\n\n\nlog(cum_capacity_kw)\n-0.44 (0.045)***\n-0.57 (0.070)***\n-0.33 (0.042)***\n\n\nlog(price_si)\n0.15 (0.058)*\n0.23 (0.079)\n0.21 (0.054)\n\n\n\n\n\nAsterisks indicate the level of significance: *5%; **1%; ***0.1%.\n\n\nSource: Helveston, He, and Davidson (2022)"
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+    "title": "John Muir and National Park System",
+    "section": "Muir and national park",
+    "text": "Muir and national park\n\n“Father of the National Parks”\n\n\nClimb the mountains and get their good tidings, Nature’s peace will flow into you as sunshine flows into trees. The winds will blow their own freshness into you and the storms their energy, while cares will drop off like autumn leaves. As age comes on, one source of enjoyment after another is closed, but nature’s sources never fail.\n\n– Our National Parks , 1901, page 56."
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-    "text": "Statiscal significance\np value: “The lower the p-value is, the lower the probability of getting that result if the null hypothesis were true.”\n\n\nSource: Wikipedia; Read more: Leek et al. (2017), Benjamin et al. (2018)"
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-    "text": "Stories\n\nData story\nMethod story\nPattens and trends\nOrganization and instution vision, mission, and efforts\nMotivate changes"
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+    "text": "Outcomes\n\nUS Congress, 1890, establising the Yosemite National Park\nThe start of National Park System"
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-    "text": "Duck curve\n\n\nSource: EIA"
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+    "href": "stories/john-muir-and-national-park.html#thoughts-for-evaluation",
+    "title": "John Muir and National Park System",
+    "section": "Thoughts for evaluation",
+    "text": "Thoughts for evaluation\n\nBeyond prices: public space, history, recreation, education, and American treasure\n\nEvaluation indicators: visitors, local economy, what else?"
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-    "text": "Story\n\nHans Rosling, Data Visulization, and Storytelling"
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+    "title": "John Muir and National Park System",
+    "section": "Further readings",
+    "text": "Further readings\n\nWalls, Margaret. 2022. “Economics of the US National Park System: Values, Funding, and Resource Management Challenges.” Annual Review of Resource Economics 14 (Volume 14, 2022): 579–96. https://doi.org/10.1146/annurev-resource-111920-021401."
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-    "text": "References\n\n\nBenjamin, Daniel J., James O. Berger, Magnus Johannesson, Brian A. Nosek, E.-J. Wagenmakers, Richard Berk, Kenneth A. Bollen, et al. 2018. “Redefine Statistical Significance.” Nature Human Behaviour 2 (1): 6–10. https://doi.org/10.1038/s41562-017-0189-z.\n\n\nDodds, Peter Sheridan, Kameron Decker Harris, Isabel M. Kloumann, Catherine A. Bliss, and Christopher M. Danforth. 2011. “Temporal Patterns of Happiness and Information in a Global Social Network: Hedonometrics and Twitter.” PLOS ONE 6 (12): e26752. https://doi.org/10.1371/journal.pone.0026752.\n\n\nHelveston, John Paul, Gang He, and Michael R. Davidson. 2022. “Quantifying the Cost Savings of Global Solar Photovoltaic Supply Chains.” Nature 612 (7938): 83–87. https://doi.org/10.1038/s41586-022-05316-6.\n\n\nLeek, Jeff, Blakeley B. McShane, Andrew Gelman, David Colquhoun, Michèle B. Nuijten, and Steven N. Goodman. 2017. “Five Ways to Fix Statistics.” Nature 551 (7682): 557–59. https://doi.org/10.1038/d41586-017-07522-z.\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
+    "text": "Marxe School of Public and International Affairs\nCourse Name: PAF 9174 (43225), Program Evaluation\nInstructor: Gang He and Samantha Macbride\nEmail: gang.he@baruch.cuny.edu and samantha.macbride@baruch.cuny.edu\nTime: Saturday 12:30-3:30pm\nLocation: Newman Vertical Campus, 14th Floor, Room 14-285"
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+    "text": "Marxe School of Public and International Affairs\nCourse Name: PAF 9174 (43225), Program Evaluation\nInstructor: Gang He and Samantha Macbride\nEmail: gang.he@baruch.cuny.edu and samantha.macbride@baruch.cuny.edu\nTime: Saturday 12:30-3:30pm\nLocation: Newman Vertical Campus, 14th Floor, Room 14-285"
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+    "text": "Course Description\nThis course examines the practical aspects of program evaluation within public policy in domestic and international contexts. Emphasis is placed on the design and implementation of small- to medium-scale program evaluations under time and budget constraints using ‘best feasible’ methods. Topics include the types and purposes of evaluation, theory-based evaluation, evaluability and planning, measurement and construct validity, data collection, evaluation design, estimation of program effects, experiments, qualitative and mixed methods, evaluation resistance, building organizational capacity, ethics, cost-effectiveness, and reporting and utilization. The course will be useful to students working in a variety of mission-driven organizations, especially those who currently have, or expect to have in the future, program evaluation responsibilities."
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-    "title": "Hans Rosling, Data Visualization, and Storytelling",
-    "section": "Gapminder and data storytelling",
-    "text": "Gapminder and data storytelling\n\nDon’t Panic - The Truth about Population (2013)\nDon’t Panic: How to End Poverty in 15 Years (2015)\n“The world is better than you think”\nBook: Factfulness: Ten Reasons We’re Wrong About the World – and Why Things Are Better Than You Think\n\n\nI’m a very serious “possibilist”. That’s something I made up. It means someone who neither hopes without reason, nor fears without reason, someone who constantly resists the overdramatic worldview. As a possibilist, I see all this progress, and it fills me with conviction and hope that further progress is possible. This is not optimistic. It is having a clear and reasonable idea about how things are. It is having a worldview that is constructive and useful.\n\n–Han Rosling"
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+    "text": "Learning Objectives\n\nDevelop and conduct practical program evaluations under time and budget constraints using the best feasible methods\n\nUnderstand the various types and purposes of evaluation and the specific role of impact evaluation within the broader evaluation field\n\nDetermine whether specific programs are evaluable\n\nCritique program evaluation designs based on principles of internal and external validity\n\nCreate a logic model in support of theory-based evaluation\n\nDefine desirable program outcomes in measurable terms\n\nEvaluate the costs and benefits of various methods for data collection and analysis\n\nEmploy specific quantitative and qualitative methods to support program evaluation, including the estimation of program effects\n\nUnderstand evaluation jargon and understand key nuances in evaluation discourse\n\nAnticipate and address common sources of resistance to evaluation\n\nExhibit an awareness of program evaluation capacity in organizations, articulate the major obstacles to evaluation, and identify opportunities for improving evaluation capacity and practice."
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+    "text": "Class Readings\nRequired text, available online via Baruch Newman Library.\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. Fourth ed. San Francisco, CA: Jossey-Bass. [Hereafter, “Handbook”].\nOther readings and materials will be posted on Blackboard."
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-    "text": "Climate Strips\n\n\nSource: https://www.reading.ac.uk/planet/climate-resources/climate-stripes"
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+    "text": "Grading Scale\n\n\n\n\nGrade\nRange\nGrade\nRange\n\n\n\n\nA\n93 - 100%\nC\n73 - 76.99%\n\n\nA-\n90 - 92.99%\nC-\n70 - 72.99%\n\n\nB+\n87 - 89.99%\nD+\n67 - 69.99%\n\n\nB\n83 - 86.99%\nD\n63 - 66.99%\n\n\nB-\n80 - 82.99%\nD-\n60 - 62.99%\n\n\nC+\n77 - 79.99%\nF\n&lt; 60%"
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-    "text": "Program benefits\n\nBenefits to program participants\nBenefits to society"
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+    "text": "Program benefits\n\nBenefits to program participants\nBenefits to society"
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+    "section": "Justification",
+    "text": "Justification\n\nBenefit cost ratio\nSimple payback\nPayback time\nRate of return"
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+    "text": "Discounting\n\n\nSource: Gang He"
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+    "title": "Lecture 8 Economic Evaluation and Performance Measurement",
+    "section": "The challenge",
+    "text": "The challenge\n\nValue of the invaluable\nPrice the priceless"
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+    "text": "Monitization\n\nBudget and accounting\nCost of capital\nSunk costs\nIndirect costs (overhead)"
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+    "section": "Willingness to pay",
+    "text": "Willingness to pay\n“The maximum price a customer is willing to pay for a product or service.”\n\n\n\nIncome\nGeography\nWeather\nAge\nGender\nBrand loyalty\nService levels\n\n\n\nAdvertising\nCompeting products\nExpectations\nLegality\nPackaging\nEnvironmental or social impact\nNecessity\n\n\n\n\nSource: Harvard Business School"
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+    "section": "Value of statistical life",
+    "text": "Value of statistical life\n\nFEMA: 7.5 million, 2020\nDOT: 12.5 million, 2022\n\nOther FEMA numbers:\n\nValue of lost time (per hour) (used in the Roads/Bridges detour cost): $34.72\nValue of electrical service (per person per day): $174\nValue of wastewater service (per person per day): $58\nValue of potable water service (per person per day): $114\n\n\nSource: FEMA; DOT"
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+    "section": "Value of environment/ecosystem service",
+    "text": "Value of environment/ecosystem service\n\nFood\nRaw material\nClean air/water\nProtection from natural hazards\nSpiritual, cultural, and recreational benefits\n\n$33 trillion, double global GNP\n\nSource: Costanza et al. (1997)"
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+    "text": "How about\n\nHappiness\nJustice\nHigher hierarchy needs: self-realization"
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+    "text": "Confounding example\n\n\nWhat’s the relations between money and win margin?\n\n\n\n\n\n\nMoney \\(\\rightarrow\\) Win\nMoney \\(\\leftarrow\\) Quality \\(\\rightarrow\\) Win\nQuality is a backdoor\nSolution:\n\n\nFind the part of campaign money that is explained by quality, remove it. This is the residual part of money.\nFind the part of win margin that is explained by quality, remove it. This is the residual part of win margin.\nFind the relationship between the residual part of money and residual part of win margin. This is the causal effect."
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+    "text": "Colliders example\n\n\n\n\n\n\n\n\nHeight is unrelated to basketball skill among NBA players\n\nColliders can create fake causal effects\nColliders can hide real causal effects\n\n\n\n\nSource: Andrew Wheiss"
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-    "text": "Value of statistical life\n\nFEMA: 7.5 million, 2020\nDOT: 12.5 million, 2022\n\nOther FEMA numbers:\n\nValue of lost time (per hour) (used in the Roads/Bridges detour cost): $34.72\nValue of electrical service (per person per day): $174\nValue of wastewater service (per person per day): $58\nValue of potable water service (per person per day): $114\n\n\nSource: FEMA; DOT"
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-    "text": "How about\n\nHappiness\nJustice\nHigher hierarchy needs: self-realization"
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+    "text": "References\n\n\nChen, Yuyu, Avraham Ebenstein, Michael Greenstone, and Hongbin Li. 2013. “Evidence on the Impact of Sustained Exposure to Air Pollution on Life Expectancy from China’s Huai River Policy.” Proceedings of the National Academy of Sciences, July. https://doi.org/10.1073/pnas.1300018110.\n\n\nDell, Melissa, and Pablo Querubin. 2018. “Nation Building Through Foreign Intervention: Evidence from Discontinuities in Military Strategies.” The Quarterly Journal of Economics 133 (2): 701–64. https://doi.org/10.1093/qje/qjx037.\n\n\nGertler, Paul J., Sebastian Martinez, Patrick Premand, Laura B. Rawlings, and Christel M. J. Vermeersch. 2016. Impact Evaluation in Practice, Second Edition. Washington, DC: World Bank. https://doi.org/10.1596/978-1-4648-0779-4.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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-    "text": "Value of environment/ecosystem service\n\nFood\nRaw material\nClean air/water\nProtection from natural hazards\nSpiritual, cultural, and recreational benefits\n\n$33 trillion, double global GNP\n\nSource: Costanza et al. (1997)"
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+    "text": "Fieldwork\n\nTo describe what happens at the level being examined (local office, local program, local agency, local community, state office, state agency, and so on) by collecting information about procedures and data on activities, services, institutional features, outcomes.\n\nTo explain why the situations are as they are."
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+    "text": "Tools of trade\n\nGoogle/Microsoft Forms\nSurvey Monkey\nQualtrics\nAmazon"
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-    "text": "Recap lecture 1\n\nGet to know each other\nJohn Snow and evidence based analysis\nEvidence based policy\n\nGlobal clean energy supply chain\nQueens curb side organics\n\nCapturing the wedage\nGoverners Island and other cases"
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+    "text": "References\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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-    "section": "Recap lecture 3",
-    "text": "Recap lecture 3\n\nTheory of change\nLogic model\nDAG: Directed Acyclic Graphs\nCausal models\nCase: Jobs Plus in NYC case\nAsk a good question game"
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+    "text": "Recap lecture 4\n\nStakeholders\nIdentify key stakeholder\nEngaging stakeholders\nARPR-E case\nReview of logic models and preliminary discussion of student project ideas"
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+    "text": "Today’s agenda\n\nEvaluation design\nRCT\nOther strategies\nProposal\nProgress on evaluation project"
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+    "text": "Evaluation designs\n\nExperimental\n\nRandomised controled trial\n\nQuasi-experimental\n\nRegression discontinuity\nDifference in differences\n\nObservational (Non-experimental)\n\nTime–series analysis (Pre- and post-intervention studies)\nCross-sectional surveys\nCase studies"
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+    "text": "Counterfactural: What if?\n\nWhat would have happened in the absence of the program?\nHow do we measure what would have happened if the other circumstance had prevailed?"
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-    "text": "Recap lecture 7\n\nData analysis\nQualitative methods\nQuantitative methods\nVisualization\nStory telling\nCase: NYC G&T Program"
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+    "text": "Comparison group\nA valid comparison group:\n\nhas the same characteristics, on average, as the treatment group in the absence of the program;\nremains unaffected by the program; and\nwould react to the program in the same way as the treatment group, if given the program.\n\nNote: Individual level effect is impossible to observe. No individual counterfactuals.\n\nSource: Gertler et al. (2016)"
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-    "section": "Recap lecture 8",
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+    "text": "Naive design\n\nNaturally occurring treated and untreated groups\nExamples\n\nStudents who participated pre-K (test scores)\nMoms who use anesthetic (hospital stays)\n\nQuestions to ask: Do we expect that if the program had not been offered, the outcomes of the treated and untreated comparison groups would have been roughly the same?"
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-    "section": "AEA Guiding Principles For Evaluators",
-    "text": "AEA Guiding Principles For Evaluators\n\nSystematic Inquiry: Evaluators conduct data-based inquiries that are thorough, methodical, and contextually relevant.\nCompetence: Evaluators provide skilled professional services to stakeholders.\nIntegrity: Evaluators behave with honesty and transparency in order to ensure the integrity of the evaluation.\nRespect for People: Evaluators honor the dignity, well-being, and self-worth of individuals and acknowledge the influence of culture within and across groups.\nCommon Good and Equity: Evaluators strive to contribute to the common good and advancement of an equitable and just society.\n\n\nSource: Guiding Principles"
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-    "text": "References\n\n\nGertler, Paul J., Sebastian Martinez, Patrick Premand, Laura B. Rawlings, and Christel M. J. Vermeersch. 2016. Impact Evaluation in Practice, Second Edition. Washington, DC: World Bank. https://doi.org/10.1596/978-1-4648-0779-4.\n\n\nNewcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. 2015. Handbook of Practical Program Evaluation. 4th edition. San Francisco: Jossey-Bass.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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+    "section": "The power of randomized",
+    "text": "The power of randomized\nComparing average outcomes only works if groups that received/didn’t receive treatment look the same.\n\n\nSource: Gertler et al. (2016)"
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+    "text": "What can be randomized?\nDifferent ways to randomize come from three basic elements of a program which can be randomized\n\nAccess: which people are offered access to a program\nTiming: when people are offered access\nEncouragement: which people are given encouragement to participate\n\n\nSource: ECMA 35550"
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+    "text": "When to use RCTs?\n\nDemand for treatment exceeds supply\nTreatment will be phased in over time\nTreatment has uncertainty\nLocal culture open to randomization\nWhen people won’t know and it’s ethical\nWhen lotteries are going to happen anyway"
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+    "section": "Abdul Latif Jameel Poverty Action Lab",
+    "text": "Abdul Latif Jameel Poverty Action Lab\n\n\nSource: J-PAL"
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-    "text": "Your evaluation is important to us\n\nhttp://baruch.cuny.edu/EVALS\n\n\n\nSource: Freshspectrum"
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-    "text": "Critics/pitfalls in evaluations\n\nData\nSampling\nDesign/causal models\nImplementation\nVisulization/Presentation\nGeneralization"
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+    "section": "Regression discontinuity design (RDD)",
+    "text": "Regression discontinuity design (RDD)\nPrograms that have a continuous eligibility index with a clearly defined eligibility threshold (cutoff score) to determine who is eligible and who is not.\n\nThe index must rank people or units in a continuous or “smooth” way.\nThe index must have a clearly defined cutoff score.\nThe cutoff must be unique to the program of interest.\nThe score of a particular individual or unit cannot be manipulated."
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-    "text": "Recommendations and suggestions\n\nEvidence-based (findings)\nCompliance\nProblem solving (causes)\nConsider options\nBest practices\n\n\nSource: Newcomer, Hatry, and Wholey (2015)"
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+    "text": "Difference in differences (DiD)\nCompares the changes in outcomes over time between a population that is enrolled in a program (the treatment group) and a population that is not (the comparison group).\n\n\nSource: Econometrics for Business Analysis"
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+    "text": "References\n\n\nGertler, Paul J., Sebastian Martinez, Patrick Premand, Laura B. Rawlings, and Christel M. J. Vermeersch. 2016. Impact Evaluation in Practice, Second Edition. Washington, DC: World Bank. https://doi.org/10.1596/978-1-4648-0779-4.\n\n\n\nBack to Title Slide, All Lectures, Course Home, or Learn More About Gang He\n\n\n\n\nhttps://drganghe.github.io/program-evaluation/"
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-    "section": "Checklist",
-    "text": "Checklist\n\n\nIs assignment to the treatment and comparison groups fair? Are there any groups with particularly high need that should receive the program in any case? Who will be excluded from the impact evaluation?\nHas the research team identified the relevant Institutional Review Board(IRB) or National Ethics Review Committee?\nDoes the impact evaluation schedule allow sufficient time to prepare and submit the research protocol to the IRB and obtain consent before data collection from human subjects begins?\nDid the research team submit the research protocol and preanalysis plan to a social science trial registry?\nIs a procedure in place to ensure that the key elements of the intervention are documented as they happen, and not only as they are planned?\nDo policy makers understand that evaluation results might show that the intervention was not eff ective, and do they agree that such results will be published and not held back?\n\n\n\nSource: Gertler et al. (2016)"
+    "objectID": "project.html",
+    "href": "project.html",
+    "title": "Project",
+    "section": "",
+    "text": "Your final project is a demonstration of your master of the concepts and skills discussed in the class. You can choose an program evaluation topic of your own interest. I also post below sample topics.\n\n\n\nWhat are the impact of ARPA-E programs?\nDoes the EPA’s Clean Air Act worth it?\nHow to prepare for Governors Island development projects evaluable?"
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-    "title": "Lecture 9 Ethics, Principles, and Standards",
-    "section": "Hippocratic Oath: First do no harm",
-    "text": "Hippocratic Oath: First do no harm\n\nI will use those dietary regimens which will benefit my patients according to my greatest ability and judgment, and I will do no harm or injustice to them. Neither will I administer a poison to anybody when asked to do so, nor will I suggest such a course. Similarly I will not give to a woman a pessary to cause abortion. But I will keep pure and holy both my life and my art. I will not use the knife, not even, verily, on sufferers from stone, but I will give place to such as are craftsmen therein.\n\n\nSource: Wikipedia"
+    "objectID": "project.html#introduction",
+    "href": "project.html#introduction",
+    "title": "Project",
+    "section": "",
+    "text": "Your final project is a demonstration of your master of the concepts and skills discussed in the class. You can choose an program evaluation topic of your own interest. I also post below sample topics.\n\n\n\nWhat are the impact of ARPA-E programs?\nDoes the EPA’s Clean Air Act worth it?\nHow to prepare for Governors Island development projects evaluable?"
   },
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-    "title": "Lecture 9 Ethics, Principles, and Standards",
-    "section": "WHO protecting human subjects",
-    "text": "WHO protecting human subjects\n\nThe rights and welfare of the subjects involved in the impact evaluation should be adequately protected.\nThe researchers should obtain freely given, informed consent from the participants.\nThe balance between risk and potential benefi ts involved should be assessed and deemed acceptable by a panel of independent experts.\nAny special national requirements should be met."
+    "objectID": "project.html#proposal",
+    "href": "project.html#proposal",
+    "title": "Project",
+    "section": "Proposal",
+    "text": "Proposal\nPlease submit an one-page proposal briefly explain why you choose the topic, what data and analytic methods you plan to use, and any potential challenges and how would you address them."
   },
   {
-    "objectID": "lectures/lecture9.html#belmont-report",
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-    "title": "Lecture 9 Ethics, Principles, and Standards",
-    "section": "Belmont Report",
-    "text": "Belmont Report\n\nRespect for persons. How will the researchers obtain informed consent from their research subjects?\nBenefi cence. How will the researchers ensure that the research (1) does not harm and (2) maximizes potential benefi ts and minimizes potential harm?\nJustice. How will the researchers ensure that the benefits and burdens of research are fairly and equitably shared?\n\n\nSource: The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research"
+    "objectID": "project.html#presentation",
+    "href": "project.html#presentation",
+    "title": "Project",
+    "section": "Presentation",
+    "text": "Presentation\nYour presentation should about 15-20 minutes long summarizing your work.\nYour presentation will be graded by the following criteria:\n\nNice presence [4pt]\nClear presentation of project ideas and insights [4pt]\nMastery of the subject [4pt]\nPresentation design and style [4pt]\nOverall impression [4pt]"
   },
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-    "title": "Lecture 9 Ethics, Principles, and Standards",
-    "section": "Conflict of interest",
-    "text": "Conflict of interest\n\nFamily, friendships, financial, or social factors\nImpact independent judegement and decision\nDisclose and transparent"
+    "objectID": "project.html#final-project",
+    "href": "project.html#final-project",
+    "title": "Project",
+    "section": "Final project",
+    "text": "Final project\nA typical program evaluation report includes an introduction of program, scope of evaluation, proposed approach and evidences, conclusion and recommendation. Your evaluation report should be double spaced, 10 pages long, excluding appropriately cited references.\nYour evaluation report will be graded by the following criteria:\n\nClear description of program for evaluation [5pt]\nRigorous analysis [5pt]\nClear writing, presentation, visulization [5pt]\nOverall impression [5pt]"
   },
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-    "objectID": "lectures/lecture9.html#transparent-open-science",
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-    "title": "Lecture 9 Ethics, Principles, and Standards",
-    "section": "Transparent: Open science",
-    "text": "Transparent: Open science\n\nPublication bias\nData mining\nMultiple hypothesis testing\n\\(R^2\\)/t-test (p-hacking)\nLack of replication"
+    "objectID": "schedule.html",
+    "href": "schedule.html",
+    "title": "Course Schedule",
+    "section": "",
+    "text": "Week\nDate\nGuiding question\nTopic\nStory\nCase Study\nAssignment\n\n\n\n\n1\nMar 9\nWhat is program evaluation? Where are we headed in this course?\nIntroduction and Overview\nJohn Snow\n\n\n\n\n2\nMar 16\nWhy do evaluation?\nGoals and Types of Evaluation\nHigh Line Park\nCase 1: Northwest Housing Alternatives\nCase Response 1\n\n\n3\nMar 23\nHow to identify causal effects?\nLogic and Causal Models\nBombing, Heating, and Causal Models\nCase 2: Jobs Plus in NYC\nCase Response 2\n\n\n4\nApril 6\nHow to account for everyone involved?\nStakeholder Engagement\nJohn Muir and National Park System\nCase 3: ARPA-E\nCase Response 3\n\n\n5\nApril 13\nHow do I use the scientific method in the real world?\nEvaluation Designs\nEsther Duflo and RCTs\n\nProposal due\n\n\n6\nApril 20\nWhere does the data for program evaluation come from?\nData Collection\nFei-fei Li and ImageNet\n\n\n\n\n7\nApril 27\nWhat methods make data tell accurate stories and solve problems?\nData Analysis\nHans Rosling and Storytelling\nCase 4: NYC Gifted & Talented Program\nCase Response 4\n\n\n8\nMay 4\nIs the program worthwhile? What happens next?\nEconomic Evaluation and Performance Measurement\nRobert Bullard and Environmental Justice\nCase 5: CBA of EPA Clean Air Act\nCase Response 5\n\n\n9\nMay 11\nHow to be an ethical evaluator?\nEthics, Principles, and Standards\nThe Moral Machine\n\n\n\n\n10\nMay 18\nWhat we have learned in the class?\nFinal presentation"
   }
 ]
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+    <loc>https://drganghe.github.io/program-evaluation/stories/robert-bullard-and-environmental-justice.html</loc>
+    <lastmod>2024-05-03T18:58:16.306Z</lastmod>
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-    <loc>https://drganghe.github.io/program-evaluation/casestudies/case1.html</loc>
-    <lastmod>2024-03-20T16:07:35.981Z</lastmod>
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+    <a class="nav-link" href="https://twitter.com/DrGangHe" target="_blank">
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diff --git a/docs/stories/feifei-li-imagenet-and-ai-revolution.html b/docs/stories/feifei-li-imagenet-and-ai-revolution.html
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diff --git a/docs/stories/hans-rosling-data-visualization-and-storystelling.pdf b/docs/stories/hans-rosling-data-visualization-and-storystelling.pdf
index 286a1e4ce910587e49973cd2fee1da15dc9abc5e..4bb21110f197e626ca0abf1bcc3d2142990b990b 100644
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diff --git a/docs/stories/high-line-park.html b/docs/stories/high-line-park.html
index d051bb5..af2067c 100644
--- a/docs/stories/high-line-park.html
+++ b/docs/stories/high-line-park.html
@@ -2,14 +2,14 @@
 <html xmlns="http://www.w3.org/1999/xhtml" lang="en" xml:lang="en"><head>
 
 <meta charset="utf-8">
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 <meta name="author" content="Gang He">
 <meta name="dcterms.date" content="2024-03-16">
 
-<title>Program Evaluation - High Line Park</title>
+<title>Program Evaluation – High Line Park</title>
 <style>
 code{white-space: pre-wrap;}
 span.smallcaps{font-variant: small-caps;}
@@ -134,13 +134,13 @@
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   <li class="nav-item compact">
-    <a class="nav-link" href="https://github.com/drganghe/program-evaluation"> <i class="bi bi-github" role="img">
+    <a class="nav-link" href="https://github.com/drganghe/program-evaluation" target="_blank"> <i class="bi bi-github" role="img">
 </i> 
 <span class="menu-text"></span></a>
   </li>  
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+            <div class="quarto-navbar-tools">
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@@ -361,7 +350,29 @@ <h2 class="anchored" data-anchor-id="further-readings">Further readings</h2>
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+ 	var links = window.document.querySelectorAll('a[href]:not(.nav-link):not(.navbar-brand):not(.toc-action):not(.sidebar-link):not(.sidebar-item-toggle):not(.pagination-link):not(.no-external):not([aria-hidden]):not(.dropdown-item):not(.quarto-navigation-tool):not(.about-link)');
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-    <a class="nav-link" href="https://github.com/drganghe/program-evaluation">
+    <a class="nav-link" href="https://github.com/drganghe/program-evaluation" target="_blank">
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+    <a class="nav-link" href="https://twitter.com/DrGangHe" target="_blank">
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diff --git a/docs/stories/john-muir-and-national-park.html b/docs/stories/john-muir-and-national-park.html
index 5c04cea..53683a3 100644
--- a/docs/stories/john-muir-and-national-park.html
+++ b/docs/stories/john-muir-and-national-park.html
@@ -2,7 +2,7 @@
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 <meta charset="utf-8">
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+<meta name="generator" content="quarto-1.5.31">
 
 <meta name="viewport" content="width=device-width, initial-scale=1.0, user-scalable=yes">
 
@@ -136,7 +136,7 @@
 </ul>
             <ul class="navbar-nav navbar-nav-scroll ms-auto">
   <li class="nav-item compact">
-    <a class="nav-link" href="https://github.com/drganghe/program-evaluation"> <i class="bi bi-github" role="img">
+    <a class="nav-link" href="https://github.com/drganghe/program-evaluation" target="_blank"> <i class="bi bi-github" role="img">
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 <span class="menu-text"></span></a>
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@@ -701,13 +701,13 @@ <h2 class="anchored" data-anchor-id="further-readings">Further readings</h2>
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       <ul class="footer-items list-unstyled">
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-    <a class="nav-link" href="https://github.com/drganghe/program-evaluation">
+    <a class="nav-link" href="https://github.com/drganghe/program-evaluation" target="_blank">
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 </i> 
     </a>
   </li>  
     <li class="nav-item compact">
-    <a class="nav-link" href="https://twitter.com/DrGangHe">
+    <a class="nav-link" href="https://twitter.com/DrGangHe" target="_blank">
       <i class="bi bi-twitter" role="img">
 </i> 
     </a>
diff --git a/docs/stories/john-muir-and-national-park.pdf b/docs/stories/john-muir-and-national-park.pdf
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diff --git a/lectures/_pe-markmap.md b/lectures/_pe-markmap.md
index bd39da1..3df4ada 100644
--- a/lectures/_pe-markmap.md
+++ b/lectures/_pe-markmap.md
@@ -104,4 +104,6 @@ markmap:
 - Jobs Plus in NYC
 - ARPA-E
 - NYC Gifted & Talaneted Program
-- CBA of EPA Clean Air Act
\ No newline at end of file
+- CBA of EPA Clean Air Act
+
+## Source: @DrGangHe Link: drganghe.github.io/program-evaluation
\ No newline at end of file
diff --git a/lectures/images/program-evaluation-markmap.html b/lectures/images/program-evaluation-markmap.html
new file mode 100644
index 0000000..42f04f9
--- /dev/null
+++ b/lectures/images/program-evaluation-markmap.html
@@ -0,0 +1,25 @@
+<!DOCTYPE html>
+<html>
+<head>
+<meta charset="UTF-8">
+<meta name="viewport" content="width=device-width, initial-scale=1.0">
+<meta http-equiv="X-UA-Compatible" content="ie=edge">
+<title>Markmap</title>
+<style>
+* {
+  margin: 0;
+  padding: 0;
+}
+#mindmap {
+  display: block;
+  width: 100vw;
+  height: 100vh;
+}
+</style>
+<link rel="stylesheet" href="https://cdn.jsdelivr.net/npm/markmap-toolbar@0.17.0/dist/style.css">
+</head>
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class="markmap-foreign" x="8" y="0" width="342" height="20" style="opacity: 1;"><div xmlns="http://www.w3.org/1999/xhtml">Sensible program evaluation at reasonable cost</div></foreignObject></g><g data-depth="2" data-path="1.77" transform="translate(237, 470)" class="markmap-node"><line x1="-1" x2="491" y1="20" y2="20" stroke="rgb(227, 119, 194)" stroke-width="1.5"></line><foreignObject class="markmap-foreign" x="8" y="0" width="473" height="20" style="opacity: 1;"><div xmlns="http://www.w3.org/1999/xhtml">Source: @DrGangHe Link: drganghe.github.io/program-evaluation</div></foreignObject></g><g data-depth="2" data-path="1.70" transform="translate(237, 377.5)" class="markmap-node"><line x1="-1" x2="113" y1="20" y2="20" stroke="rgb(140, 86, 75)" stroke-width="1.5"></line><circle stroke-width="1.5" cx="111" cy="20" r="6" stroke="rgb(140, 86, 75)" fill="var(--markmap-circle-open-bg)"></circle><foreignObject class="markmap-foreign" x="8" y="0" width="95" height="20" style="opacity: 1;"><div 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xmlns="http://www.w3.org/1999/xhtml">Lectures</div></foreignObject></g><g data-depth="1" data-path="1" transform="translate(0,-10)" class="markmap-node"><line x1="-1" x2="159" y1="20" y2="20" stroke="rgb(31, 119, 180)" stroke-width="2"></line><circle stroke-width="1.5" cx="157" cy="20" r="6" stroke="rgb(31, 119, 180)" fill="var(--markmap-circle-open-bg)"></circle><foreignObject class="markmap-foreign" x="8" y="0" width="141" height="20" style="opacity: 1;"><div xmlns="http://www.w3.org/1999/xhtml">Program Evaluation</div></foreignObject></g></g></svg>
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diff --git a/lectures/lecture9.qmd b/lectures/lecture9.qmd
index 9fa362c..74176a0 100644
--- a/lectures/lecture9.qmd
+++ b/lectures/lecture9.qmd
@@ -38,20 +38,17 @@ format:
 </center>
 
 
-![](/lectures/images/Simplified-Logic-Model.jpeg){fig-align="center"}
-
-
-::: footer
-Source: [Freshspectrum](https://freshspectrum.com/evaluation-cartoons/)
-:::
 
 ## Mindmap of class
 
-```{=html}
+
 <iframe width="980" height="600" src="/lectures/program-evaluation-markmap.html" title="Program Evaluation Mindmap"></iframe>
-```
 
 
+::: footer
+Refresh page to see the mindmap or click [here](/lectures/program-evaluation-markmap.html){.external target="_blank"}, [download](/lectures/images/program-evaluation-markmap.svg).
+:::
+
 :::{.content-hidden}
 <!--
 ## Recap lecture 1
@@ -254,7 +251,7 @@ Source: @gertler_impact_2016
 - Does the impact evaluation schedule allow sufficient time to prepare and submit the research protocol to the IRB and obtain consent before data collection from human subjects begins?
 - Did the research team submit the research protocol and preanalysis plan to a social science trial registry?
 - Is a procedure in place to ensure that the key elements of the intervention are documented as they happen, and not only as they are planned?
-- Do policy makers understand that evaluation results might show that the intervention was not eff ective, and do they agree that such results will be published and not held back?
+- Do policymakers understand that evaluation results might show that the intervention was not effective, and do they agree that such results will be published and not held back?
 :::
 
 ::: footer
diff --git a/lectures/program-evaluation-markmap.html b/lectures/program-evaluation-markmap.html
index de2f7e4..0cb88f7 100644
--- a/lectures/program-evaluation-markmap.html
+++ b/lectures/program-evaluation-markmap.html
@@ -4,7 +4,7 @@
 <meta charset="UTF-8">
 <meta name="viewport" content="width=device-width, initial-scale=1.0">
 <meta http-equiv="X-UA-Compatible" content="ie=edge">
-<title>Markmap</title>
+<title>Program Evaluation Mindmap</title>
 <style>
 * {
   margin: 0;
diff --git a/lectures/program-evaluation-markmap.svg b/lectures/program-evaluation-markmap.svg
deleted file mode 100644
index a7277ab..0000000
--- a/lectures/program-evaluation-markmap.svg
+++ /dev/null
@@ -1,5 +0,0 @@
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