All complete applications must include a cover sheet, the project, a research reflection essay, and the name of a faculty member who has agreed to sponsor the student. Complete applications will be evaluated based on the following criteria:
All entries will be reviewed by a committee composed of GW librarians, faculty, and staff. All entries will be judged according to the selection criteria as demonstrated in the project and summarized in the Research Process Essay. Characteristics of the academic disciplines in which the research is conducted will be considered. The library research process is the primary focus of the Eckles Prize. Therefore, the research process essay plays a critical role in the judging process.
Evaluation Rubrics
Eckles Prize Research Essay Rubric
Learning Outcome | 1 | 3 | 5 |
|---|---|---|---|
| Research Topic | The research question is unclear. | The student’s research question is very surface level and does not require them to add their own research. The research question does not develop much through the essay. | The student clearly articulates their research question and how that question developed over time. |
| Research Resources | There is no mention of the identification or evaluation of sources. | The student touches on the evaluation and identification of appropriate sources, but no detail is given. | The student clearly articulates how they evaluated and identified the appropriate sources for their project. |
| Research Strategies | The student does not discuss their research or what they learned from the process. | The student does address some challenges, frustrations, successes, or highlights, but does not clearly show what they learned from the process. | The student discusses challenges, frustrations, successes, or highlights of their research and what they learned from the process. |
| A.I. Usage | The student does not address their AI use or lack of use in the research process. | The student mentions use of AI, but does not give a clear or thoughtful explanation of how it impacted their research process. | The student clearly states their AI use or lack of AI use. Students who have used AI have clearly stated their reasons for using it, the ways in which it was used, the stages of the research process for which it was used, and the impact it had on their overall research process. |
Eckles Prize Research Project Rubric
Learning Outcome | 1 | 3 | 5 |
|---|---|---|---|
| The student frames and investigates a research question or problem. | Limited articulation of what the work is trying to accomplish (purpose, goal, or payoff) and does not achieve it. | Clearly articulates what the work is trying to accomplish (purpose, goal, or payoff) and achieves it. | Exceptionally articulates what the work is trying to accomplish (purpose, goal, or payoff) and achieves it. |
| The student analyzes information to develop an argument. | Fails to present information at appropriate times, or to contextualize or explain individual research elements; argument is unclear. | Presents information at appropriate times, usually contextualizes or explains individual research elements; argument is occasionally unclear. | Presents information at appropriate times; contextualizes or explains individual research elements; the argument is clear. |
| The student sets and meets appropriate audience expectations, writing for an intelligent, but unspecialized audience. | Demonstrates limited or confused analysis of evidence. Difficult to determine the purpose of the work. Fails to persuade. | Demonstrates strong analysis of evidence; paragraphs generally have argumentative purpose; work is persuasive. | Demonstrates exceptional analysis of evidence; each paragraph has argumentative purpose; essay is persuasive, fresh, and authoritative. |
| The student displays an advanced understanding of library collections and services. | Relies heavily on only a few resources; is limited in type and scope of sources consulted. | Draws on multiple sources from different disciplines, databases, and/or collections. | Draws on multiple sources from different disciplines, databases, and/or collections, then goes beyond these resources to engage in the research process in novel or unexpected ways. |
| The student evaluates sources for authority, validity, and accuracy. | References sources that are unreliable, inaccurate, or non-authoritative. | References sources that are reliable, accurate, and authoritative. | References sources that are reliable, accurate, and authoritative and demonstrates understanding of writers' agendas, biases, and the context in which the information was created. |
| The student chooses appropriate and reliable sources to address the research question. | Selects sources that appear random or inappropriate for the project. | Selects appropriate sources for the project. | Selects appropriate sources and exhibits a complex understanding of the research question. |
| The student demonstrates ethical, consistent, and skillful use of sources. | Some unacknowledged sources; some citations confusing; awkward paraphrasing and direct quotation. | Usually acknowledges sources clearly and correctly; skillful paraphrasing and direct quotation. | Acknowledges sources clearly and correctly and skillfully employs paraphrasing and quotations. |
