Selection Process & Criteria

Selection Process

Applications are reviewed and ranked by the APUF Review Committee. The committee is comprised of faculty and staff who have significant experience in implementing and evaluating access initiatives. Applicants will be informed of the outcome by the end of July.

Selection Criteria

The Review Committee reviews applications based on the following criteria.

CRITERIA	DESCRIPTION
Priority Advancement	Supports the advancement of APUF goals through alignment with at least one Initiative Goal.
Connection to Access to Post-secondary Education	Responds to goals related to access to post-secondary education in the short (0-2 years), medium (2-4 years), or long-term (5 years or more). Seeks to expose participants to post-secondary pathways, by focusing on a) Access & Transition: promote successful academic and social transitions to post-secondary education; b) Outreach & Engagement: increase awareness and understanding of post-secondary pathways; or c) Retention & Persistence: help participants complete and graduate from post-secondary programs.
Equity, Diversity and Inclusion (EDI)	Addresses Equity, Diversity, and Inclusion (EDI) goals to further divisional access goals. Employs a critical equity lens and access or equity theoretical framework in planning and implementing the initiative. Shows an understanding of who the participants are, their unique contexts, needs and potential barriers to full participation. Aims to support learners before and after the program is completed and tries to sustain a connection with participants after the program ends.
Collaboration	Involves more than one person and/or unit and/or brings together a broader cross-section of partners. References and responds to strategic access priorities within a unit, faculty or division.
Connection to Scholarly Literature	Situates the project within the relevant literature and provides a clear conceptual framework based on and grounded through relevant literature.
Involvement of a Student Group	Partners with U of T student organizations and/or involves current U of T students as part of their access project. Where possible, efforts are made to record student involvement on the Co-curricular Record.
Assessment & Evaluation	Outlines a clear assessment and/or evaluation mechanism. Demonstrates a well-defined relationship between project outcomes, activities and the selected assessment tools.
Scalability	Clearly and specifically articulates how the project has the potential to be used by other units and/or have wide application within a division.
Budget	Clearly presents a budget that is appropriately aligned with the initiative and articulates a strong justification for each expense. Yearly expenses continue to build off existing and created resources.
Sustainability & Feasibility	Has clear and specific potential for long-term sustainability beyond the APUF funding period. Identifies planned deliverables based on specific timelines and resources.

Additional Criteria for Indigenous Access Stream (AIS)

Criteria	Description
Indigenous Co-design and Meaningful Participation	Is conceptualized, co-designed and/or co-led by Indigenous staff, faculty, students, Elders, Knowledge Keepers, or communities, and demonstrates early and ongoing community consultation. Reflects engagement with or consultation with the Office of Indigenous Initiatives or equivalent office or supports within its division. Is mutually beneficial for the learners, communities and the University.
Indigenous Knowledge, Leadership & Community Partnership	Includes Indigenous worldviews and practices (e.g., relational, land-based, story-based approaches, ceremony, Elder-led teachings, etc.) Supports access to land for ceremony, stewardship, and learning. Reflects distinctions based (First Nations, Inuit, Métis) knowledge systems and participant experiences.
Belonging and Culturally Grounded & Holistic Supports for Indigenous Learners	The initiative approaches Indigenous learner access as distinct from equity, diversity, inclusion priorities. Names and aims to reduce systemic and logistical barriers for Indigenous learners. Promotes culturally grounded experiences, learning spaces, and wrap-around supports (e.g., access to Elders and counselling, mentorship networks, peer and intergenerational community building).