Dean’s Donation Fund: Application Rubric
Criterion
Documentation
Logic Model / Planning
(Section 2)
Communication
(Section 3)
Public Relations Plan
(Section 4)
Professional Skill
development opportunities
Evaluator Comments
Team:
Overall Score:
Level 4: Expert
Level 3: Competent
Level 2: Apprentice
Level 1: Emerging
All of the required documentation
and possibly more, is submitted. It
is clear and easy to follow. It
clearly supports every aspect of
the logic model.
All of the required documentation
is submitted. It is mostly clear and
easy to follow. It supports most
aspects of the logic model,
including all major objectives,
activities and resources.
Project objectives, activities and
resources, as well as benchmarks
of success and metrics are mostly
present and communicated fairly
clearly and completely. They may
align and support each other.
Plans for communications in place.
Plan is generalized but clearly laid
out.
This project includes some
outreach and shows promise to
enhance the Queen’s FEAS
reputation with potential
students, faculty, and donors.
Effort is clearly apparent;
however, documentation is
incomplete, unclear or unlinked to
the logic model.
Less than 1/3 of the
documentation is available or can
be followed.
The basic logic model is apparent
but significant gaps exist, which
affect the completeness and/or
comprehensibility of the plan.
The submission contains elements
of a logic model but no structure.
Plans for communications in place
but significant gaps are present.
No plans submitted.
This project includes little to no
outreach, but may contribute
positively to the Queen’s FEAS
reputation with potential
students, faculty, or donors.
The submission provides some
professional skill development
opportunities for some students.
The submission seems to provide
the possibility of professional skill
development opportunities for
especially motivated students.
This project includes little to no
outreach, and It is not apparent
that it will contribute positively to
the Queen’s FEAS reputation with
potential students, faculty, or
donors.
There are no professional skill
development opportunities to be
discerned.
Project objectives, activities and
resources, as well as benchmarks
of success and metrics are
communicated clearly and
completely. They all align and
support each other.
Detailed plans for communications
in place. Plan is clearly laid out and
easy to implement.
This project includes significant
outreach and shows promise to
enhance the Queen’s FEAS
reputation with potential
students, faculty, and donors.
The submission provides
significant professional skill
development opportunities for a
large number of students.