Frequently Asked Questions

1. What are the reviewers looking for in a proposal?

Proposals are rated on the following criteria:

• The proposal audience represents a broad base of faculty across a wide range of disciplines.
• The content of the proposed monograph is applicable in various teaching and learning environments (e.g., traditional, online, hybrid, distance).
• The abstract is well organized.
• Major headings indicate major subtopics or themes.
• The abstract is clearly written and easily understood.
• The abstract is well written, with few or no errors.
• The example of practice clearly exemplifies the concept in practice.
• The example of practice could be fairly easily replicated in a variety of disciplines.
• The example of practice could be fairly easily replicated in various teaching and learning environments.
• The example of theory/research clearly indicates ways in which theory/research support practice.
• The proposed monograph draws from teaching and learning theory/research from a variety of sources.
• The proposed monograph draws examples of practice from a variety of teaching and learning environments.
• The topic of the proposed monograph is both timely and important for faculty.
• The proposed monograph has the potential to make a strong contribution to community college faculty development.

2. What are the titles of past issues of The Cross Papers?

• Number 1. Developing Professional Fitness Through Classroom Assessment and Classroom Research (K. Patricia Cross)
• Number 2. Opening Windows on Learning (K. Patricia Cross)
• Number 3. Learning Is About Making Connections (K. Patricia Cross)
• Number 4. Collaborative Learning 101 (K. Patricia Cross, 2000)
• Number 5. Motivation: Er…Will That Be on the Test? (K. Patricia Cross)
• Number 6. The Role of Class Discussion in the Learning-Centered Classroom (K. Patricia Cross)
• Number 7. Techniques for Promoting Active Learning (K. Patricia Cross)
• Number 8. Increasing Engagement for Online and Face-to-Face Learners Through Online Discussion Practices (Alice Bedard-Voorhees)
• Number 9. Constructing Knowledge Through Reflection (Anneliese Homan)
• Number 10. From Classrooms to Learning Spaces: Teaching by Design (Michael Schoop)
• Number 11. Learner-Centered Assessment: Real Strategies for Today’s Students (Celeste Fenton and Brenda Ward Watkins)
• Number 12. Academic Integrity in a Multicultural Context: Implications for Teaching and Learning (Carol A. Jenkins)

3. Who is the primary audience for The Cross Papers?

Community college faculty are the primary audience for these monographs.

 

4. Are topics in The Cross Papers ever repeated?

A topic is unlikely to be repeated, particularly in consecutive years; however, a topic may be repeated if significant changes in research and practice have been made in the intervening years. Keep in mind that reviewers are looking for proposals that reach a broad range of faculty in a wide variety of disciplines, and that are applicable in a variety of teaching and learning environments.

 

5. Is the Fellowship awarded for graduate research?

The Fellowship is not a grant for traditional academic research. The Cross Papers are designed and intended to provide faculty with a body of useful, proven, practical strategies they can use in their classrooms to help improve their own teaching and their students’ learning. The Cross Papers also provide a brief review of current research that supports the strategies described in the paper.

 

6. Can a proposal be submitted by more than one author?

A proposal may be submitted by two authors, but proposals submitted by more than two authors will not be considered. Note that only one Fellowship is awarded each year. If a joint proposal is accepted, the stipend and travel expenses are divided equally between the two authors, and both authors are expected to fulfill all Fellowship responsibilities.

 

7. How long is the monograph?

The monograph should be 8,000 to 10,000 words.