AL$ Campus Coordinator Roles
What is the Campus Coordinator’s Role
- Apply for funding each year via the RFP This link will take you to an external website in a new tab.
- Include an overview of the AL$ initiative’s objectives, challenges, potential measures of success, and existing campus priority(ies) such as the Graduation Initiative, Course Redesign with Technology, etc.
- Include a plan for leveraging campus resources and staff.
- Provide an estimated budget to define the amount of funds for each type of expense.
- Include a marketing and communication plan considering campus stakeholders and potential activities/outreach for the awareness, discovery, and adoption of low/no cost materials.
- Include showcasing faculty accomplishments and student savings at the year’s end
- Submit bi-annual reports using the AL$ Project Planning & Reporting Template This link will take you to an external website in a new tab.
- The project must provide data on the amount of money students saved through the AL$ program.
- Campuses who received an AL$ grant last year may apply for a new grant to expand their campus AL$ implementations if a savings’ report has been submitted and still needs to address the basic requirements listed above.
- Convene and facilitate the AL$ Committee made up of campus partner organizations or departments to implement the AL$ projects.
- Members of the committee consist of at least two partner organizations, for example, the library, bookstore, learning assistance center, faculty development center, academic technology department, and/or others. The campus center for students with disabilities must be one of your partner organizations to coordinate access to AL$ services for students with disabilities.
- Facilitate campus awareness and adoption activities such as:
- Presenting information literacy programs This link will take you to an external website in a new tab. that build collaborations and capabilities for faculty and students using eReaders and digital course materials in teaching and learning.
