Develop a Proposal

Proposal development includes consideration of high impact practice, understanding of professional communication skill development, examples of selected projects, seeking funding opportunities, use of funds, and an understanding of expectations for projects.

Proposal Development

All QEP projects begin as proposals. Several documents have been created to assist you in the development of a QEP project proposal. The QEP director and your respective Liaison are also valuable resources in this process.

High Impact Practice

Projects that are selected by the QEP must be first be high-impact practices. High-impact practices are considered based on “type” and essential elements of pedagogy and practice. The best projects incorporate most-if-not-all of the elements.

Professional Communication Skill Development

In addition to being a high-impact practice, QEP projects must also be FOCUSED on professional communication skill development. This means they (1) employ skill development and (2) assess the success of their students in said development.  In experimental terms, the skill development piece is similar to the “intervention” or “treatment.” 

For assessment, all QEP projects use specific rubrics based on their type of communication (oral vs. written). The learning outcomes are intentionally written from a broader perspective

e.g., Spelling is generally error-free.

Faculty then have the freedom to frame the outcome from the perspective of their disciplinary expectation

e.g., A paper that meets expectations will have no more than two spelling errors or typos (to meet expectations) per page. A paper that exceeds expectations will be completely free of spelling errors/typos.

Written Communication Rubric
Oral Communication Rubric

Selected Projects

Below is the list of selected projects for each year. Alternatively, visit the Project Pagesto learn more about each project specifically. Faculty also compiled a video of helpful lessons learned during the development and implementation of their respective projects.

Funding Opportunities

The QEP budgetidentifies funding specifically allocated to support faculty and staff projects. The duration of the grant is one year, and projects may re-apply each year for consideration. In order to be considered for a grant, the project must be aligned with the QEP (see High Impact Practice and Professional Communication Skill Development above).

Decisions about funding are made collectively by the QEP Liaisons. These Liaisons also take feedback from their respective Deans, which further informs their prioritization and decision making. Beginning in 2016-2017, all project awards were standardized at $5,000. Faculty or staff may also ask for a lesser amount.

Use of Funds

Grant money may not be used for concessions (food). Presently, grant money may be used for things like equipment, software, travel expenses, professional memberships, student workers/graduate assistants, assessment support, professional development, speakers, and additional faculty compensation. (Note: Money attributed for additional faculty compensation is disbursed 50% at the start of the project year, and the remaining 50% upon completion and submission of the necessary reports and data.)


Projects that receive QEP grants are expected to conform to the guidelines and parameters of the QEP. They must submit progress reports each semester, and a data set containing student learning outcome scores measured at the individual student level.