Letter of Intent Criteria and Format
Letters of intent and applications will be received through AACP’s online submission website. Letters of intent should outline the innovation and be no longer than 2 pages (no smaller than 11 point font, single spaced with 1 inch margins). Letters of intent must include answers to the following questions:
- What was the purpose of this innovation? What teaching or learning challenge was being addressed by this innovation? How was the innovation implemented/tested?
- How is this project innovative? How does this innovation build on current literature?
- What was the scale or scope of the innovation? (e.g. Who was involved? What kind of change did this entail?)
- How was this innovation evaluated? What data are (or will be) available to describe the effects on learning? While student ratings/reports are useful, please include at least one additional source. Include one or two main takeaways from the evaluations.
- If there have been any iterations, what have been the results, including any ripple effects? What has been the dispersion of the innovation to date (if any)? How will this innovation continue to be used in your curriculum (i.e. future plans)?
- How could this innovation be adapted to meet different learning outcomes and/or be transferred to another institution?
Reviewers will evaluate letters of intent and will select 5 applicants/teams to move forward with submitting a complete portfolio.
Portfolio Criteria and Format
The portfolio must be no longer than 3000 words (no smaller than 11 point font, single spaced with 1 inch margins) not including cover page, abstract, appendices or bibliography. Appendices should be supportive of the portfolio and should not include additional text.
Cover letter (one-page maximum): Indicate the primary author to whom subsequent correspondence should be sent
Table of Contents
Abstract (250-word maximum, including author name(s), school name, and innovation title)
Description of the innovation
Innovation is a multi-stage process (e.g. generation, development, adaptation) where ideas are transformed into new methods, processes, or approaches to advance education. Innovation involves intentional activity and structured creativity that is aimed at making education better. Innovation involves the application of an idea that is different, cutting edge or novel to the environment or organization. Innovation is not to be confused with invention, which is the creation of ideas.
- Does the applicant clearly describe the rationale/goals of the innovation?
- Does the applicant describe specific learning objectives/desired outcomes of the innovation?
- Are the specific learning objectives/desired outcomes stated in measurable terms?
- What is the quality of the evidence provided that the innovation is appropriate for the learning objectives/desired outcomes?
- Did the applicant include a description of the course/unit content?
- Did the applicant indicate the appropriate learner audience/level of learner (e.g., pre-professional, first professional year, second professional year, faculty member, preceptor, practitioner etc.) for which the innovation is intended?
- Does the applicant clearly describe what the learners do?
- Does the applicant clearly describe what the instructor(s) do?
- Does the applicant clearly describe resources used to support the project?
Data Source(s) and Analysis Plan
- Does the applicant include multiple sources of evaluative data in the analysis of the innovation?
- Do the data relate to the stated learning objectives/desired outcomes?
- Do the identified data sources provide varied perspectives on the innovation success (e.g. performance, student/peer/faculty feedback, etc.)?
- Does the applicant use appropriate assessment tools?
- Are data provided rather than anecdotal reports?
- Are the data appropriately analyzed?
Evaluation of Results
- What is the quality of the evidence of learning as a result of this innovation?
- What is the quality of the evidence provided demonstrating the impact of the intervention?
- Does the applicant describe how the innovation helped students meet the learning objectives and the desired outcomes?
- Does the applicant provide a sound rationale as to why the innovation was implemented?
- Does the applicant include a significant discussion as to why the innovation was successful or not successful?
- What is the quality of the evidence provided suggesting that the approach/material is effective?
- What is the quality of the evidence provided suggesting that the approach/material is innovative?
- Did the applicant include a description of planned modifications, including a sound rationale for each modification, as a result of the learner and peer evaluations and experience with the innovation?
- Does the applicant describe how this approach/material has been or could be implemented or adopted by others within their school or program?
- Does the applicant describe the resources used in the creation or implementation of the project?
- Does the applicant provide evidence of project sustainability (are exceptional resources required to implement or continue this innovation)?
- Does the applicant describe how this approach/material may be implemented in other organizations?
- Does the application describe how this approach/material has benefitted the educational community (e.g. learners, colleagues, college, and institution)?
- Does the applicant describe how others have built or will built upon the approach/material? This could include how they will use results in future work.
- Is the approach/material described truly innovative in pharmaceutical education?
Items appearing in the appendix are at the discretion of the individual applicant or team. Typical items may include, but are not limited to: charts, graphics, tools, instruments, or examples of student work products. Appendices should not include additional text.
Please contact Michelle Assa-Eley, Director of Education, with any questions at firstname.lastname@example.org.