DISSEMINATION PHASE PROPOSAL GUIDELINES
Eligibility – Any UWF faculty or staff member is eligible to apply.
Evaluation Process – Each respective College dean (curricular) or the President’s Cabinet (cocurricular) will designate projects as “QEP-Related High-Impact Practices (HIPs)” and determine
funding levels.

Designation: Projects meeting the established threshold for potential high-impact practice will
be granted this designation. The intended audience of the project should be upper-division
(juniors/seniors). This designation is a pre-requisite to receive QEP funding at any point;
however, the designation does not guarantee funding. The designation is granted for three
years.

Renewal: Proposals are evaluated on an individual basis, and having received prior
designation will neither enhance nor detract from a proposal’s merit.
Submission Deadline and Announcements

Proposal deadline (for next project year): May 15

Designation and Funding Announcement: June 15 - June 30

Funding availability1: July 1
Announcement Method – Projects designated as QEP-Related HIPs will be announced via the
University College and Quality Enhancement websites, social media outlets, and via the @UWF and
Vice President for Student Affairs email newsletters.
1
Funds not used by the end of the fiscal year will be transferred to the project’s carry-forward account.
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Fellowship program – Project directors and partners/collaborators of projects elected to receive
funding will be identified as “QEP Fellows” for the project year and will be expected to
1. Champion the QEP’s goals and make recommendations to the Implementation Team
2. Meet the student-learning outcome assessment minimum expectations
3. Attend QEP workshops and meetings
4. Provide (in a final report submitted to University College by the end of the funded year)
5. Summary of outcomes and spending
6. Dataset with student-level outcome results
Institutional Support – QEP Fellows and contributors will receive the following support:
1. Professional development workshops and a resource toolkit
2. Assistance with data collection and analysis
3. Learning communities (QEP Fellows only)
4. Honoraria funding (QEP Fellows only)
Acknowledgement and Reporting – Any publication or product resulting from activity assisted by
the QEP should note this support.
Proposal Evaluation Criteria – Proposals will be evaluated for “QEP-Related HIP” designation and
funding based on the following criteria:
1. Specifically provides upper-division participants with communication skills development (by
QEP Fellow or some other agent)
2. Appropriately grounds the communication skill development and assessment within the
context of professional success
3. Has the potential to produce high-impact learning2
4. Is designed in a manner to assess if transformative learning3 occurred
5. Contains all requested information (e.g., summary, narrative, budget)
2
Is effortful, encourages meaningful relationships and interactions, fosters new ways of thinking, and provides rich and frequent
feedback.
3 Knowledge and experience are connected, skills and abilities learned are applied, and the person one is becoming is reflected upon
or self-assessed.
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Proposal Format – Proposals should be 1.5 spaced, use a 10-12 point san-serif font, and include:
1. A one-page summary sheet with
a. Project title
b. Project director
c. Partners/collaborators
d. Primary type of high-impact practice4 (Kuh, 2008)
e. Brief description of the project
2. A three-page narrative with
a. Project rationale
b. Prior relevant assessment data (if applicable)
c. Summary of activities, outcomes to be assessed, and deliverables (if applicable)
d. Timeline
3. A one-page budget, including justification for funds requested.
Please note: The directions pages and “Guiding Question(s)” are to be deleted from your actual
submission. All submissions should begin with the QEP Project Proposal cover page.
“First-year seminars and experiences” is excluded from consideration. Also, “writing-intensive courses” may be expanded to include
“communication-intensive (written/verbal)” or “speech-intensive” courses.
4
QEP PROJECT PROPOSAL
Project title:
Project director:
Partners/collaborators:
Primary type of HIP: [ ] Capstone Courses/Projects [ ] Learning Community [ ] Internships/Field Experiences
[ ] Collaborative Assignment/Project [ ] Service-Learning or Community-Based Learning
[ ] Undergraduate Research [ ] Writing-, Communication-, or Speech-Intensive Courses
[ ] Diversity/Global Learning
Brief description of the project (Not to exceed this page):
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Narrative
Project rationale:
{Guiding Question: What is the justification for the project?}
Prior relevant assessment data (if applicable, otherwise NA):
{ Guiding Question: What prior data or results reinforce the project’s rationale?}
Summary of activities:
{Guiding Questions: What types of activities will the students experience? How will the student
participants learn or reinforce their communication skills}
Outcomes to be assessed:
{Guiding Questions: Which of the SLOs do you intend to assess? What indirect measures of
student learning will be assessed (if applicable)? How frequently will assessment be conducted, e.g.,
pre-post, once at end of project, etc.}
Deliverables (if applicable, otherwise NA):
{Guiding Question: What will student participants create as a result of this project?}
Timeline:
{How do the activities described above map to the dates of the project?}
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Budget
{Del/ How much funding are you requesting, and for what types of things?