Make A Change

In this project, students work in small groups to choose a local research topic, conduct both primary and secondary research, and present their findings publicly through a multimodal showcase presentation.

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Make A Change is a multi-phase collaborative group research project in which students propose a local community-based topic, gather evidence through both primary methods (such as surveys or interviews) and secondary sources, and present their findings and recommendations in a public multimodal showcase.

Make A Change Learning Objectives

• Conduct introductory primary research.
• Use primary research tools responsibly (surveys, interviews, focus groups, observations).
• Conduct secondary research in a variety of venues.
• Evaluate the credibility and bias of secondary sources.
• Coordinate productively with a team.
• Make evidence-based recommendations for change based on research findings.
• Present your research in a multimodal environment.

This project is connected to the Student Learning Outcomes (SLOs) through:

• Writing Process Reflection
• Transfer and Contextual Connections
• Genre and Style Awareness

Genres & Formats

• A group-based research project on a local issue using primary and secondary evidence.
• Includes proposals, research tools, annotated sources, a multimodal showcase presentation, and a collaboration report.

Rubric

• Make A Change

Grading Criteria: Group Proposal

Criterion	Exceptional	Met	Not Met
Choosing a topic	Your proposal includes a clear and well-crafted research question or testable hypothesis.	Your proposal includes an arguable research question.	Your proposal does not include a topic, or the topic is not arguable.
Rationale	Your proposal includes a clear and compelling rationale and identifies a variety of stakeholders.	Your proposal includes a justification for why the research is important.	Your proposal does not include a rationale.
Scope	The scope of your project is clearly defined and identifies specific constituencies that might be impacted.	The scope of your topic is appropriate (local community).	Your topic is of clearly inappropriate scope (statewide or bigger).
Secondary Sources	Your proposal includes at least 3 highly relevant secondary sources that reflect a variety of disparate viewpoints about the topic.	Your proposal includes at least 3 secondary sources relevant to your topic.	Your proposal lacks sufficient secondary sources.
Primary Sources	Your proposal includes specific plans for primary research and how those tools will be implemented.	Your proposal includes sufficient discussion of primary research tools and implementation.	Your proposal lacks discussion of primary research.
contract	Your proposal includes specific and detailed descriptions of group logistics and responsibilities of each member.	Your proposal includes a group contract that describes group logistics and roles.	Your proposal lacks a group contract.

For a copy of Group Proposal rubric: File:Proposal Grading Criteria.pdf

Grading Criteria: Primary Research

Criterion	Exceptional	Met	Not Met
Design	Research designed to collect valid and reliable data from a variety of perspectives.	Research methodology designed to collect valid and reliable data.	One or more serious problems in your primary research prevent data collection.
Scope	Presentation of research tools is clear and augments the credibility of researchers through a thorough understanding of the target population.	Presentation of research tools is clear to the population in question.	Presentation prevents comprehension or jeopardizes the credibility of the researcher.
Bias	Biases in questions/answers are balanced and designed to evoke a maximal breadth of responses.	Biases in questions/answers are minimized.	Research is heavily biased.

For a copy of Primary Research rubric: File:Primary Research Grading Criteria.pdf

Grading Criteria: Secondary Research

Criterion	Exceptional	Met	Not Met
Sources	At least 4 sources that represent a variety of perspectives on issue are presented.	At least 4 relevant sources are included.	Fewer than 4 sources are included or sources are not relevant to the project.
Annotations	Annotations are included and exceed minimal expectations through thorough and detailed descriptions and discussions of relevance.	Annotations are included and meet minimum requirements (citation, description, evaluation).	Annotations are not included or missing required elements.
Evaluation	Annotations include thorough evaluations that include potential bias in author and/or publisher, and discuss ways to incorporate source in project.	Annotations include simple evaluations.	Annotations lack evaluations.

For a copy of Secondary Research Grading Criteria: File:Secondary Research Grading Criteria.pdf

Grading Criteria: Showcase

Criterion	Exceptional	Met	Not Met
Visual	Visual presentation exhibits creative or innovative elements that enhance presentation of topic, background information, and primary research results.	Visual presentation successfully conveys topic, background, and primary research results.	Your project lacks a visual component, or the visual component detracts from the pitch.
Oral	Oral presentation exhibits creative or innovative elements that enhance presentation of topic, key sources, and most important findings, and involves the entire group.	Oral presentation successfully presents topic, key sources, and most important findings.	Your project lacks key elements of oral presentation.
Engagement	Presentation and audience interaction conveys excellent group engagement with topic.	Each group member participates in presentation and is able to engage with audience.	Group members unable or unwilling to engage with audience.

For a copy of Showcase Grading Criteria: File:Showcase Grading Criteria.pdf

• Reflection/Collaboration Report Piece

Grading Criteria: Reflection/Collaboration Report

Criterion	Exceptional	Met	Not Met
Coverage of Project Phases	The collaboration report includes detailed descriptions of each major project phase.	The collaboration report includes descriptions of each major project phase.	Collaboration report skips one or more major project phases (proposal, primary, secondary, showcase).
Self Contribution	The collaboration report includes accurate and detailed descriptions of your own contributions, including both visible and non-visible contributions.	The collaboration report includes descriptions of your own contributions.	The collaboration report does not report your own contributions.
Team Contribution	The collaboration report accurately and fairly represents team contributions, including both visible and non-visible contributions.	The collaboration report includes descriptions of each group member’s contributions.	The collaboration report does not report team member contributions.
Takeaways & Learning	The collaboration report discusses lessons learned from the project and connects those lessons to broader takeaways from the course and/or from other group projects.	The collaboration report discusses lessons learned from the project (positive and/or negative).	The collaboration report does not consider the takeaways from the project.

For a copy of Reflection/Collaboration Report Grading Criteria: File:Collaboration Report Grading Criteria.pdf :

Assignment Focus

This writing project centers on group-based research in which students collaborate to explore a local issue using both primary and secondary sources. The project highlights cooperation, research-driven argumentation, and sharing results through a public multimodal presentation.

• Choosing a Topic

The topic must be arguable (with more than one side), significant (affecting a number of people), and local (limited in scope). Students may identify a problem and propose solutions or highlight an opportunity and provide justifications.

• Proposals

Before beginning, students submit a proposal detailing their topic, target audience, and the media/genre they plan to use.

• Group Contracts

Groups must outline responsibilities, specify what each member will turn in, and set deadlines for shared work.

• Joining the Conversation

Projects must include at least 2 outside perspectives, with one representing a viewpoint contrary to the proposed solution, and integrate them effectively.

• Presentation

Groups present their project to the class and may also share it with their intended external audience. Video/audio projects should be 5–10 minutes and follow genre conventions.

• Collaboration Reports

Students submit periodic reports assessing their own and peers’ contributions to the project.

• Reflection

Each student submits an individual reflection (at least 800 words) analyzing their rhetorical choices and collaboration methods. Reflections count for 50% of the final grade.

• Students' Project Samples

For sample projects, click to download.

Weekly Structure

Week 1: Proposals

Overview: Brainstorming topics, Making groups, Groupwork Time, Proposal, Contract, Determining the Audience.

• Key Sources on Group Proposal and Contract

Name	Description
Read: Group Contract	The page explains how group contracts set clear roles and expectations to support teamwork and accountability.

• Alternative Sources on Proposals

Name	Description
Read: How To Write A Research Proposal - Academic Skills	The page explains how to write a research proposal with a clear topic, question, and plan.

Week 2: collaboration

Overview: Focus on effective group collaboration by learning about teamwork, establishing group contracts, pitching project ideas, and submitting group research proposals.

• Key Sources on Collaboration

Name	Description
Read: Groups and Teamwork: 2.1 What is A Group?	This text defines a group as a set of people, whether formal (organised to share work and coordinate tasks) or informal (formed around social needs), whose interactions and shared activities help achieve organisational or personal goals.
Read: Groups and Teamwork: 3.1 Belonging to A Group	This text explains that when someone joins a group they enter both formal and informal agreements about how the group works and what they and the group expect from each other, including psychological expectations about fitting in and having shared views.

• Alternative Material on Collaboration

Some videos and texts might be useful for your class depending on your needs.

Name	Description
Read: Teamwork and Collaboration: Definition, Benefits, and Techniques	This text explains that teamwork and collaboration involve working together with others toward shared goals, which builds social connection, mutual support, problem-solving ability, and a sense of belonging that can benefit overall well-being.
Watch: The 7 Keys to Creative Collaboration	This video outlines seven practical principles—like ownership, trust, shared vision, and candor—that help make group work more effective and enjoyable.
Watch: Collaborative Power: Succeeding in Group Writing Projects	This Video offers key strategies and insights for planning, communicating, and working effectively with others to produce strong group written work.
Read: Teamwork Basics	These guidelines provide students with a thorough list of concerns to address within their group contracts.

Week 3: Primary Research

Overview: Develop primary research tools by designing surveys and interview questions, preparing transcripts, and gathering direct quotes to support their research projects.

• Key Sources on Primary Research

Name	Description
Read: How to write great survey questions (with examples)	The text provides practical recommendations for developing effective survey instruments, emphasizing clear and unbiased question wording, appropriate question types, and well-designed response options to improve the accuracy and reliability of collected data.

• Alternative Materials on Primary Research

Some videos and texts might be useful for your class, depending on your needs.

Name	Description
Read: What is Primary Research and How do I get Started?	This video compares primary research methods to help students choose effective data-collection approaches.

Week 3: Argument/Evidence

Overview: Strengthen arguments by connecting claims with evidence and refining your presentation and solution.

• Key Sources on Argument and Evidence

Name	Description
Read: Argument!	This text emphasizes that effective arguments involve developing a clear, evidence-based claim, considering multiple perspectives, and supporting ideas through critical analysis and logical reasoning rather than simply presenting opinions.
Read: Evidence	This resource explains how to select, integrate, and analyze evidence in academic writing.

• Alternative Materials on Argument/Evidence

Some videos and texts might be useful for your class depending on your needs.

Name	Description
Watch: Finding the Main Argument in Academic Writing	This video offers tips on how to read a chapter or article to identify the author’s central argument.
Read: Using Evidence	This guide helps students effectively select, integrate, and explain evidence in academic writing.
Watch: 5 Types of EVIDENCE to Improve Your Essays!	This video explains different kinds of evidence writers can use to support their claims and strengthen their essays.
Watch: Introduction to Claim, Evidence, and Reasoning (CER)	This video explains the CER framework, a simple method for organizing thinking and writing by linking claims to supporting evidence and reasoning.

Week 4: Secondary Research/Annotated Bibliography

Overview: Brainstorm potential solutions for their research topics, search for credible secondary sources, learn how to write annotated bibliographies.

• Key Sources on Secondary Research

Name	Description
Read: Secondary research	The page explains that secondary research uses existing sources instead of collecting new data.
Read: Finding Sources	The text emphasizes using credible, relevant evidence from reliable sources to support academic arguments.
Read: Writing an Annotated Bibliography	The article explains that secondary research uses existing data instead of collecting new information.

• Alternative Sources on Secondary Research/Annotated Bibliography

Some videos and texts might be useful for your class, depending on your needs.

Name	Description
Watch: Secondary Research Methods	The video explains that secondary research uses existing sources instead of new data.
Read: Secondary Research: Definition, methods, & examples	The article explains that secondary research uses existing data instead of collecting new information.
Watch: What's an annotated bibliography?	This video explains key strategies for preventing plagiarism, including proper citation and paraphrasing.
Watch: What is an Annotated Bibliography and Why are they important?	This video explains what an annotated bibliography is and why it matters in research by showing how to summarize and reflect on sources.
Watch: Annotated Bibliography	This video explains what an annotated bibliography is—a list of complete APA references paired with brief summaries and evaluations of each source.
Read: Annotated Bibliographies	This text explains how to write annotated bibliographies by summarizing, assessing, and reflecting on sources to show their relevance and quality.
Read: How to write an annotated bibliography	This text outlines how to create an annotated bibliography, including what to include in annotations and how to evaluate and organize sources.

Week 5: Showcase Workshop/Peer Revision

Overview: Student groups present their project results to their peers and receive feedback.

Week 6: Showcase Presentation

Overview: Student groups present their project results to the class and receive feedback.