Adjudication process and criteria
Applications will be adjudicated by one of five committees according to specific criteria. Adjudication committee decisions include Fund As Is, Do Not Fund, and Revise & Resubmit. Adjudication committees may ask applicants to revise and resubmit promising proposals to ensure they reflect Teaching and Learning Grants guidelines and/or University policies, or to clarify or develop parts of the proposal. Successful applications may be partially funded or fully funded, depending on adjudication committees' assessments, the appropriateness of the budget items, and the amount of funds available.
Using the criteria below, grant applications are evaluated by one of four grants adjudication committees, each of which is comprised of:
Two faculty members
Appointed by the co-Chairs of the GFC’s Teaching and Learning Committee.
A student representative
Appointed by the co-Chairs of the GFC’s Teaching and Learning Committee
A staff member
A staff member from the Taylor Institute for Teaching and Learning
The Academic Director
The Academic Director of the Taylor Institute for Teaching and Learning, who serves as the committee's neutral chair
Grounded in context
- clear explanation of how the project idea emerges from teaching and student learning at the University of Calgary
Scholarly inquiry into teaching and learning
- project is anchored by compelling questions or goals related to teaching and learning
- explicit description of how the inquiry and resulting project are designed to (ultimately) understand or improve student learning (not just teaching)
- evidence that the project's inquiry and goals are informed by existing and effective scholarship** relevant to its central teaching and learning issues
- includes a complete bibliography of cited sources
Activities aligned with inquiry
- a clear description of the project’s activities (for details about what specifically needs to be described, see the instructions on the relevant stream's How to Apply section)
- explicit description of how activities align with (or respond to) the project's inquiry and goals
- clear timeline for all activities
Impact & knowledge-sharing
- clear and likely potential for positive impact on teaching and learning
- explanation of how teaching and learning at the University of Calgary—other courses, educators, and contexts—will benefit from the project’s activities, lesson, instruments or findings
- a plan for sustaining these effects beyond the funding period, ensuring an ongoing impact
- a plan for disseminating the project’s results with relevant audiences at the University of Calgary, and as relevant beyond the university
Clarity & Completeness
- written in a way that is—in both language and content—accessible to readers who are not familiar with its area of research or practice (See adjudication committee makeup above)
- the appropriate application form and spreadsheet are completely filled out.
** Relevant educational research, the scholarship of teaching and learning (SoTL), discipline-based educational research (DBER), learning theory or science, etc.