Teaching and Learning Grants Proposal Rubric

Standard 1: Eligibility

Specific Review Standards Points Yes No Notes Annotations
1.1 Faculty Member 3 Group projects may be comprised of one RFP and any number of part-time, adjunct or OYO employees.
1.2  Faculty involved in the project with specific tasks that will be performed.  3 Include those tasks allocated to support staff. It is NOT the role of support staff to do the work for a faculty member. The role of the support staff is consulting. Proposals for all support staff of the Center for Teaching and Learning (CTL), Media Services, or Information Technology Services must include a letter form the respective department coordinator specifying their support.
1.3  Work will be completed outside of the regular hours of accountability.  3  Work should be completed during the summer break between academic years.  If the project work schedule overlaps hours of accountability for regular teaching, summer school teaching or other MCCCD contracts, an itinerary must be included showing no conflict.
1.4  Project is related to the faculty member’s area of teaching or service at MCC.  2  Group projects may include individuals working in a new discipline.

Standard 2: Project Proposal

Specific Review Standards Points Yes No Notes Annotations
2.1  Project directly supports and is aligned with the college’s vision and strategic priorites.  3 Specific references to the college priorities/initiatives which it supports.
Project description is clear and complete and includes specific and measurable goals and objectives. The main body of the proposal should be a clear statement of the work to be undertaken and objectives for the period of the proposed work. It is important that the proposed activities be related to improving, advancing, or enriching student learning. The goals and objectives, and the plans and procedures for achieving them, should be well developed, worthwhile, and realistic.
 2.2 Teaching goals are stated clearly.  2 Teaching goals (TGs) allow you to aim for your students to “appreciate” something about your discipline and “understand” the significance of something substansive in your field. TGs are developed at a reasonable cognitive level for students. TGs are a commitment to teach and assess specific objectives but are not the objectives themselves.
 2.3 The proposal includes learning objectives describe outcomes that are measurable and consistent with the course competencies.  2 Learning objectives (LOs) are the behaviors that students will be able to perform after completing the course. They are very specific and lead directly to the assessment of performance. LOs need to be concise and teachable; result in an observable product; and set in a single, appropriate level for the students and content
 2.4 The proposal describes how it will enhance student learning. The proposal clearly articulates how it will encourage and promote student success.  3  The project should clearly indicate how the project will advance, improve, or enrich student learning. The results of the project should contribute to the knowledge base of activities that enhance student learning and promote student success.
2.5 The proposal reflects best practices in the discipline and furthers innovation in teaching and learning. 2 The project description should address best practices in the discipline and in teaching and learning. The proposal should allude to current research and practice within the discipline and teaching and learning.
The plan to evaluate the success of the project and to measure the benefits to students is complete and appropriate. A detailed evaluation plan appropriate to the scale of the project will determine how effectively the project has achieved its goals. Therefore, the project should provide an effective evaluation plan which reflects the proposed educational objectives and practices, and is appropriate and adequate for the project’s size and scope.
2.6 Evaluation plan is learner centered and formative.  2 The evaluation plan should be designed to provide faculty with information on what, how much, and how well students are learning.
2.7 The plans to communicate the results of the project to other professionals are clear and appropriate.  2 The proposal should identify how the results of the project would be disseminated broadly to other faculty, administrators, and educators. (Either by using the final report document or providing supplemental documentation.)
2.8 The purpose of instructional materials and how the materials will be used for learning are clearly explained.  2 Sources for resources and materials developed in the project must be appropriately references according to MCCCD copyright and intellectual property policies.
2.9 The resources developed in the project are current.  1 The instructional materials represent current thinking in the discipline.
2.10 Developed resources include equivelant alternatives to auditory and visual content.  1 Alternative means of access to the information are provided for the vision or hearing-impaired student, such as equivelant textual representations of images, audio, animations and video.

Standard 3: Implementation

Specific Review Standards Points Yes No Notes Annotations
3.1 Activities and events are clearly outlined. 3 The rationale for selecting particular activities or components for development or adaptation should be clearly articulated. An adequate description of the general plan of work, including the broad design of activities to be undertaken, should be stated.
3.2 Feasible timeline 3 The activities described in the proposal should be able to be carried out within the timeline identified.
3.3 Personal requirements are commensurated with the budget request. 3 Total hours anticipated to be worked for the entire assignment and average work time to be performed each week. The roles and responsibilities of the participants should be reflected in their time devoted to the project as outlined in the budget.

Review Expectations

  1. Answered ‘Yes’ to all 3-Point Essential Standards
  2. A total overall score of 34 out of 40 points.