| 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. |