Appendix A

Appendix A: Rubric to Evaluate Departmental Action Research Plans

Departmental Action Research Projects: Faculty will create departmental action research projects focused on closing equity gaps using skills and techniques acquired from training in transparent assignments (TiLT), student sense of belonging (SEP), or Designing Learner‐Centered and Equitable Courses (ACUE).

Project Description – Abstract, Description, and Research Question: The project description should include a clearly stated research question with well‐defined goals. The departmental action research plan includes information about one of the three QEP themes aimed at closing equity gaps through evidence based, inclusive teaching practices and culturally responsive pedagogy. The description includes information supported by the literature which is aimed at improving student success and closing equity gaps. Key stakeholders that will contribute to the project should be identified.

Perspectives: The project includes details considered from multiple perspectives. Authors have considered the question in relation to the perspective of the student, colleague, expert, and self. The authors included details explaining what feedback was received from peers, students, or external partners when applicable.

Methods and Assessment: The project states how it will explicitly target closing equity gaps. The performance indicators may be quantitative or qualitative. The specific qualities or evidence is clearly stated and data from student’s work, performance, or behavior that will demonstrate they have achieved the indicator is evident. Teaching strategies are clearly outlined. Details of inclusive and safe learning environments are considered. The way students will make connections with content, each other, and the instructor are outlined. The record keeping strategy is clearly identified – notes, surveys, questionnaires, interviews, as applicable.

Timeline and Implementation Plan: The project includes a timeline of a clear plan for implementation. The timeline includes a description of each step of the process from beginning to end and includes how the impact of the project will be assessed. The timeline and implementation plan is realistic and takes into consideration the demands of teaching and the amount of time an action requires to be completed.

Assessment: A strong assessment reviews the results of implementation. The assessment considers causal vs. correlative relationships. Action research can potentially reveal correlation between variables but cannot often establish a causal relationship. The perceived impact of the intervention is clearly articulated.=

Reflection: The reflection considers the results and work and connects how the results of the project can be used, and what might need to change for future iterations. There is a discussion about how the use of practice impacted students, and a discourse on what future steps need to be taken to continue to refine the use of the practice.

Reporting/presentation: A plan is outlined to make the project public. Authors considered sharing opportunities within their department, at the college professional learning day workshop, publication, or conference. Data is displayed in charts and graphs, when possible. There are descriptive titles and clear labels.

Assessment

Standard	Exemplary	Acceptable	Not Yet Acceptable
Project Description	Description includes purpose, methods, and expected results of the project. Research question is clearly stated and relates to student success as outlined in the QEP. The project focus specifically centers on equity gaps in the description relating to one of the QEP themes.	Description includes purpose, methods, and expected results of the project. Research question is clearly stated and relates to student success as outlined in the QEP.	Description missing purpose, methods or expected results of the project. Research question is not clearly stated and/or does not relate to student learning.
Perspectives Student Colleague Expert Self	Documents the relevant information from four perspectives in relation to the question. Integrates and synthesizes the relevant information.	Documents the relevant information from four perspectives in relation to the question.	Discussion of four perspectives insufficient to document relevant information and/or one or more perspectives missing.
Methods and assessment Outcomes Teaching Strategies	Project is results‐oriented, clearly written, measurable. There is a succinct connection of the data to goals of the QEP. Teaching strategies are appropriate for the method chosen, directed at the project goal, and follow the rigors of the discipline.	Project is results-oriented, and measurable. There is a connection of the data to the goals of the QEP. Teaching strategies are appropriate for the method chosen.	Project is not results oriented and/or not measurable. Teaching strategies not appropriate for the method chosen.
Timeline	Timeline is specific and includes multiple points of engagement. Timeline is clear, easy to understand, and realistic.	Timeline includes a few points of engagement. Timeline has gaps or is not comprehensive.	Timeline is vague, unclear, and/or unrealistic.
Assessment	Results are analyzed in relation to the original question. Description of how results will inform future practice and impact of the project is discussed.	Results are analyzed in relation to the original question.	Results are not analyzed in relation to the original question.
Reflection	The reflection considers the results and work and connects how the results of the project can be used, and what might need to change for future iterations. There is a discussion about how the use of practice impacted students, and a discourse on what future steps need to be taken to continue to refine the use of the practice.	The reflection considers the results and work and connects how the results of the project can be used, and what might need to change for future iterations.	The reflection does not consider the results and/or does not connect how the results of the project can be used or what might need to change for future iterations.
Reporting	A plan is outlined to make the project public. Authors considered sharing opportunities within the department, at the college professional learning day workshop, publication, or conference. Data is displayed in charts and graphs, when possible. There are descriptive titles and clear labels.	A plan is outlined to make the project public. Authors considered sharing opportunities within the department, at the college professional learning day workshop, publication, or conference.	Results not reported clearly and/or no plan to make the project public are outlined.