Digital Measures (DM) is the system used for annual data entry. Whether you conduct research or Extension activities, you will report into DM for the calendar year. Custom screens in DM capture data needed for required reporting to USDA for Research and Extension activities.
Here are reporting expectations for Extension Specialists from Dr. Jason Henderson, Director of Purdue Extension.
Check out the Purdue Extension website with Annual Reports, Quarterly Specialist Highlights and the Fundamental and Applied Research and Extension Showcase that share the work of Extension faculty, specialists and educators.
COLLEGE OF AG DEI REPORTING in DM
Enter DEI professional development activities completed in DM in the "NARRATIVE" section, on the "Annual Activity Narratives" screen, in the "Diversity and Inclusion" box using the following format:
Activity, Month Year (e.g., Learning from Leaders, October 2022).
<Insert Narratives image here>
<Insert DEI box image here>
This website contains information for Extension Specialists to enter data into DM for:
- Using DM for your CV
- USDA Reporting
- Annual Activity Review (if your Department uses DM for this)
- Web profile
Use DM for your CV!
DM is a powerful CV-oriented database that you are free to start using at any time. Send your CV to email@example.com and our DM student workers will enter your 2022 data for you, saving you time, and getting your started.
Deadline for reporting Jan.-Dec. 2022: February 7, 2023
Extension Specialists are expected to report outputs, outcomes and impacts into DM. This includes reporting of workshops, conferences, events and recurring programs considered to be structured, educational events for the public.
- Outputs are your ACTIVITIES - research projects, research publications, Extension publications, workshops, consultations, volunteers, and direct & indirect contacts.
- Outcomes are METRICS you use to share results of your project or program.
- Impact statements are NARRATIVES describing: 1) an issue, 2) what has been done, 3) who were the participants, and 4) the results.
There are four DM screens for research and/or Extension activities. One or more may fit your role.
- USDA Reporting - Research
- Learning Events - workshops, programs, webinars, etc.
- Other Activities - consultations, committees, popular press, professional publications, indirect contacts
- Impact Statements - narrative or story about the results of your Extension program or project
Instructions for USDA-Funded Research Reporting
DM SCREEN: USDA Reporting
Instructions for USDA-funded research projects in 2022
Instructions for Extension Reporting
DM SCREENS: You may use the USDA Reporting screen and/or the three Extension screens - Learning Events, Other Activities, and Impact Statements.
Instructions by screen:
Please note: DM Learning Events and Other Activities screens are built for MONTHLY reporting. Educators are required to report monthly. However, Extension Specialists are required to report ANNUALLY. As a result, if Extension Specialists use the Learning Events and Other Activities screens, they may choose to "summarize" their entire year, by putting entries into the month of December.
“Old” DM screens are hidden
Because of the transition to new DM screens during 2021, Extension Faculty and Specialists who were presenters/speakers at Extension events prior to August 31, 2021 may need to run a report to get that data, if needed.
Here are the instructions to run a report.
If you have questions or need assistance, please email DMhelp@purdue.edu.
Workforce Development (WFD) - NIFA Critical Issues, Logic Model, and Evaluation Guide / Question Bank
- Check out these WFD articles: Logic Model & Evaluation Guide; WFD Program Areas & ANR
- In case you missed it, watch the WFD webinar series recordings.
- Here is the new WFD logic model.
- Refer to the Evaluation Guide and Question Bank for creating survey questions, measuring outcomes, and reporting in DM.
- Reporting outcomes in DM organized in 2 sections
- Section 1 - WFD - Workforce Development for all Program Areas
- Section 2 - WFD - Private and Commercial Pesticide Recertification programs (For ANR only)
- Check with your Program Leader if you have questions about programs that are considered WFD. Currently, these programs are recognized as WFD:
- IN Work / Work Ready
- Clover Gaming
- Private Applicator Certification
- Private Applicator Recertification Program (PARP)
- Commercial Applicator Certification
- Commercial Applicator Recertification Program
- UAV Signature Program
- Work Ready
- Remote Work
USDA Guidance and Purdue Extension Instructions for
Demographic Data Collection.
- Starting in 2022, all Purdue Extension programs are to transition to this new information about collecting demographic information required by the USDA.
- This document provides information and instructions for Extension personnel.
- DEI and Demographic Presentation at PDC 12/8/21 - recording
- Here are the demographic survey options:
- Paper surveys
- Online Survey - Qualtrics Survey File (QSF)
- Email firstname.lastname@example.org if you have questions.
- 1/3/2022 E-news article on Demographics: https://extension.purdue.edu/hub/12-22-new-demographic-data-collection-for-purdue-extension/
- If you are a person who likes to “tally” survey responses, here is an Excel spreadsheet that you may find helpful.
Running a DM Report
Go to "getting data out" for information on running DM reports to pull Extension data you have entered.
Need help writing an impact statement?
Since Digital Measures does not save your data as you go, and since it can also “time out” if you leave it open and idle for some time, a best practice here would be to create, edit, finalize, and save your impact statement in WORD, then cut and paste it into DM.
Issue (Who Cares and Why)
- In about three sentences, state the issue or problem addressed by the Extension program/project.
- Look to the situation statement of the logic model – the ISSUE comes from that information.
- Describe the problem, need, concern, or situation. Examples of issues may include: obesity, drought, lack of leadership knowledge or skills, or the need for stronger science.
- Explain the relevance of this issue. Why is it important?
- Share any needs assessment data you have gathered to indicate the prevalence or importance of this issue.
- Introduce any statistics that may illustrate the problem/issue in the state or among the population.
What Has Been Done (Describe the program/project)
- In about three to five sentences, describe what you or your team did.
- Give the title of the program/project.
- Describe the delivery or implementation, include quantity of activities (e.g., four-session weekly series; six communities).
- Indicated that topics that were presented
- Look to the inputs and outputs section of the logic model – WHAT HAS BEEN DONE comes from that information.
- Avoid using acronyms, abbreviations, and
- Write as if you are explaining the program/project to someone who doesn’t know anything about it.
Who Were the Participants (Describe the program learners/attendees by roles, numbers and demographics.)
- Who was the audience (aka learners)?
- Describe the audience by their roles (e.g., high school youth, childcare providers, parents, farmers, community leaders, agency representatives, land owners).
- Look to the outputs section of the logic model – details for this section can come from that.
- How many Youth and/or how many Adults attended? Give the unique number of program participants.
- Provide participant self-reported demographics information – gender, ethnicity, race and age from evaluation survey, 4-H Online, Survey Builder, Common Measures 2.0 surveys, or CVENT/Salesforce.
- Provide the total number of learners (youth and/or adult) who completed the evaluation, if applicable.
- This is a description about what changed because of the program.
- Share results from the program from the perspective of the audience.
- What did they learn? Knowledge, attitudes, skills, aspirations.
- What practices did they adopt or behaviors did they change?
- How did they benefit from those practices or behaviors?
- Look to the Outcomes-Impact section of the logic model. Use those to help you create a narrative of the results.
- Include numbers or percentages to report your evaluation. Include economic indicators if appropriate.
- As appropriate, combine quantitative data (e.g., number, percentage, dollars, etc.) and qualitative data (e.g., anecdotes/narratives or quotes from participants on program evaluation. (Don’t share names).
- Describe the difference your program made for the people of Indiana, and the communities, families, youth, businesses, environment, etc.
Need more information on OUTCOMES?
Outcome indicators are statements created from Outcomes/Impacts posted on program area logic models. These indicators are written in broad concepts to capture a limited list of key results of Extension efforts. The approach to outcome indicators varies between program areas based on the structure and coordination of programs.
- Short-term outcomes focus on knowledge, attitudes, skills, and aspirations. We often measure the knowledge gained or intentions to take action.
- Medium-term outcomes are measured after some time has passed. Measures focus on participants taking action, changing behavior, or adopting practices or skills that were learned in the program.
- Long-term outcomes are looking to changes that result from the actions/behaviors/practices/skills taken. Measures are for condition, environmental, economic, civic or social changes.
Looking for LOGIC MODELS?
- Resources on the Hub
- Purdue Extension Logic Model
- Workforce Development Logic Model
- 4-H Metrics & Logic Models
- ANR Metrics & Logic Models
- CD Metrics & Logic Models
- HHS Metrics & Logic Models
Annual Activity Review
Annual Activity Review
This section will discuss entering faculty accomplishments and activities, which are then used for various reporting purposes:
- Annual Activities Review
- Promotion & Tenure
- ABET accreditation
- Other university requests
This screenshot highlights the fields which are most commonly used in Annual Activity Reviews.
Classes Taught and Research & Independent Study Courses (under "Teaching" header) and Sponsored Programs (Imported), Grants, and Contracts (under the "Scholarship" header) come from BANNER and COEUS. Please check for accuracy.
All data fields which are not highlighted are populated by data entered by individual faculty or by DM students working from your CV. Within each screen, you are able to edit existing entries (unless they are locked), or create new entries using the +Add New Item block on the upper left of the screen.
What data do I need to enter?
This blue boxes in screenshot above illustrate the fields which are most commonly used in Annual Activity Reviews. Brief instructions on how to enter information into DM can be found here.
- Directed Student Learning (under the "Teaching" header) is the space for entering involvement on thesis and dissertation committees. There should be one Item for each student whose direction you are involved with.
- Academic Mentoring (under the "Teaching" header) is where you should enter/quantify/describe student mentoring that doesn't fit within an actual class or committee. This would include things like advising student groups or providing career guidance.
- Publications data (under the "Scholarship" header) can be imported from a variety of databases. We encourage faculty to import publications using a BibTeX file or using a third party. Instructions on how to enter publications are included in he "Publications" tab of the main Faculty page, or though the following links:
- Importing publications using a BibTex file (e.g., Google Scholar, etc.) or a third party (e.g., Web of Science, etc.)
- Help creating a BibTeX file is available here
- Presentations and Patents & Copyrights should be entered in their respective spaces under the "scholarship" header.
- The "Service" header contains opportunities to enter your University service, service to Professional organizations and journals, and Public service.
- Annual Activities Narratives (under the "Narratives" header) allows you to enter narratives (text descriptions) for all the components that will be included in your Annual Review:
- Student Supervision/Mentoring
- Leadership & Service
- Awards & Honors
- Diversity & Inclusion
- International/Global Impacts
- Departmental Questions covering performance targets and career goals, departmental support & challenges, etc.
Review your report
Go to “getting data out” for information on running DM reports to pull data you have entered.
There are multiple methods to upload citations into DM. We highly recommend importing your citations using a BibTeX file (e.g., Google Scholar, EndNote, Zotero, etc.) or using a third party (e.g., Web of Science, Pubmed, etc.). Simple instructions for importing your publications using a BibTeX file or third party can be found here.
Another option is the CV import tool. However, this method is more labor intensive and does not automatically pull in DOIs. New faculty, send your CV to email@example.com and our student workers will upload it for you, saving you time.
Publication, Awards and Honors, and Patents are populated on your college web profile from Digital Measures.
Actions to update your web profile
- Go to your web profile. If you are happy then that's it! If you want to make changes, log into Digital Measures, go to the Tools section and click on Web Profile. You will see sections for Publications, Awards and Honors, and Patents.
- Here is a short video showing you how to review and make changes. These instructions include a brief tutorial on how to revise the publications listed on your web profile.
- To update your personal web profile (i.e. bio, lab pictures, etc.), you need to contact your departmental IT staff. In this instance, you will create the information and they upload it for you.
Note: Data may take up to 30 minutes to update.