Rubric for Scoring Proposals

The selection committee will use the rubric below to evaluate the proposals.
 

Criteria

Exceptional

Excellent

Expected

Project description articulates a well-defined group of courses. Project description demonstrates how these courses or this program align with the mission of the College and/or Institution.

Project description demonstrates a clear need for these courses to be offered in the online or hybrid format. 

Project articulates courses that hang together as part of a coherent program or have a well-articulated common thread.
Outcomess indicate how project - as outlined in the description - will be successful. Outcomess written in the SMART format - or similar style - and lay out a vision for the project that takes into account the curricular, pedagogical, experiential, and other relevant aims for the project. Objectives articulate a realistic pathway for the project and take into account the curricular, pedagogical, experiential, and other relevant aims of the project. Objectives provide a realistic roadmap for completing the project as envisioned by the description.
Project aligns with the goals of the RFP outlined in the introduction and background section. Proposal integrates goals throughout the outcomes, budget, timeline, and scope sections.

Proposal demonstrates how commitment to the goals with concrete examples. 

Proposal explains its commitment to the goals of the RFP.
Professional development plan meets needs of instructors. Professional development plan provides for growth of all the instructors in the program, and that growth could be extended to others outside the project group. Professional development plan provides growth for all instructors in the program. Professional development plan provides for growth of most of the instructors in the program.
Design phase shows how group will fulfill the objectives. Curricular, pedagogical, experiential, and other objectives blend together harmoniously and creatively in the curricular and course design. Curricular, pedagogical, experiential, and other objectives are thoroughly expressed in course and curricular design. Curricular, pedagogical, experiential, and other objectives will be accounted for in the course and program design.
Quality assurance stage demonstrates how program will meet course plan and course design requirements. Quality assurance process will clearly lead to courses that fulfill the course plans and course design requirements, and will also, provide a pathway for instructors to learn and grow. For example, the quality assurance checklist will help instructors identify areas for growth while also ensuring that courses have required elements. Quality assurance process articulates how instructors will integrate new courses and/or instructors into the program, while also maintaining quality over time. Quality assurance process articulates how instructors will sustain courses from one semester to the next. For example, the group may wish to use a quality assurance checklist to assess courses.
The project’s list of personnel and timeline are realistic. Personnel and timeline delineate a thoughtfully crafted project that integrates stakeholders well. Personnel and timeline include most of the relevant information but contain some gaps. Project personnel and timeline include all relevant information.
Itemized Budget Proposal breaks down the costs of each step of the proposed pathway (professional development, course planning, course design, and quality assurance). The costs are realistic. Proposal list relevant expenses but leaves some gaps. Proposal lists all relevant expenses.
Letters of support show enthusiasm for the program. Proposal contains all relevant letters, and those letters convey excitement for the program and an eagerness to be involved.   Proposal contains all relevant letters.