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APEX Handbook

1. Overview

The APEX (Academic Project or Experience) is the culmination of Honors education at UMass  Dartmouth. Every student in the Honors College must complete an APEX to graduate as a  Commonwealth Honors Scholar. The project may take the form of research, critical or  philosophical analysis, computer program, performance, art exhibit, public service project, or  other original work making a significant contribution to the field of study. Through the APEX, the student will demonstrate the ability to work independently and innovate in a chosen field— precisely the quality sought by all employers and graduate school admissions committees.

There are three “tracks” to complete the APEX, all of which are outlined in this handbook.  Students are free to choose any track but should have a discussion with their APEX mentor and/or Honors academic advisor to choose the track that is most appropriate for the student’s  project and career/education plans. 

2. General requirements

Regardless of track, there are several general guidelines for the APEX. Track-specific guidelines  and rubrics will be discussed later in the handbook. All projects require the following: 

  • An individual and original creative/scholarly/experiential component. Students can work  in groups, but each student needs to have a clear individual contribution.
  •  A UMass Dartmouth faculty member to serve as the APEX mentor. Students will work  closely with their mentor in the design and completion of the project.
  • Submission of several forms, including a proposal form, a progress report, and a final approval form. Additional details are included later in the handbook.
  • Registering for a minimum of three APEX credits through the Honors College or through  the major department (e.g., independent study credits, internship, etc.). Please consult  with the Honors College to determine if the departmental course qualifies.
  • A final written product that, at a minimum, provides an abstract, a comprehensive scholarly background, a hypothesis or “guiding question” that the project addresses, a detailed summary and critical evaluation of the project, and how the project represents a culmination of one’s skills and contributes to the field at large. The nature of the final written product may differ depending on APEX track (see section 2.4). 
  • A public presentation of the project (e.g., a poster presentation at the annual Honors  College convocation, a publicly announced APEX defense, a presentation at a  professional conference, etc.).

2.1 General APEX learning outcomes

The APEX has three primary learning outcomes, which are listed below. Because student work  can vary depending on the track, the Honors College developed track-specific rubrics (see  Appendix A), which are based on these general learning outcomes.

  1. Develop rigorous scholarly inquiry skills
    1. Use a systematic approach in assessing evidence, data, context, and interpretations.
    2. Critically evaluate and critique the knowledge base within an area of inquiry.
    3. Identify gaps in understanding.
    4. Formulate and pursue original scholarly endeavors.
  2. Promote creativity and divergent/convergent thinking skills
    1. Synthesize findings, ideas, and/or theories in innovative ways.
    2. Apply existing skills in different settings.
    3. Formulate solutions to novel problems.
  3. Hone oral and written communication skills
    1. Clearly explain (orally and in writing) findings, thoughts, and ideas to experts and non-experts.
    2. Respectfully and civilly debate positions with people who may disagree.

2.2 HON301: Research across the disciplines

The first step in the APEX is to determine which track to pursue and if the student needs to take  HON301. For most students, HON301 will be a required course and is a valuable experience  that helps them choose an APEX track, decide on a topic, and find a mentor. HON301 can be  waived on the APEX Proposal Form for students who are:

  • already working in a research lab or on a larger project with faculty mentor commitment
  • planning to complete the APEX as part of a major capstone course
  • planning to pursue the internship/service track

Regardless of whether students take HON301, a proposal must be submitted (see section 4.1). If HON301 is waived, these credits must be substituted for 3 credits of an Honors elective as the requirement of 21 course credits plus 3 APEX credits to graduate from Honors is unchanged by an HON301 substitution approval. 

Table 2.2: How to decide about taking HON301

Track Choose this option if I... then I... and I register for credits is...
Faculty commitment secured (Research or Exposition/Creative) am working on research or a creative project with a professor and want to continue the work for my APEX, or have defined such a project with a professor willing to work with me as an APEX mentor submit an APEX Proposal form with my mentor by the last day of finals of the semester prior to starting the APEX credits HON490 or an independent research course offered by my major department
Capstone am in a major that requires a senior capstone research project or thesis and intend to use that course for my APEX

submit an APEX Proposal Form with my capstone professor within the first 2 weeks of the semesters.

*Important: The APEX requires some independent work - please consult with the Honors college.

 the senior capstone course
Internship intend to do an internship and use the internship track for the APEX work with the Honors College Administrators to find an internships, identify a mentor, and explores APEX topic ideas. Students can also utilize the Career Center's Handshake platform to identify internship opportunities. Submit the APEX Proposal Form within the first two weeks of the internship. HON490

2.3 APEX credits and grading

Credits earned for work on the thesis/project cannot be counted toward the minimum 21 credits of Honors coursework required for graduation as a Commonwealth Honors Scholar. 

When enrolling for the first semester for which the student plans to earn APEX credit, they should confer with their Honors academic advisor to determine which course to take. Students can take three APEX credits if the work can be completed in one semester or six APEX credits if it will take two semesters. The decision of whether to take three or six credits should be made prior to taking the APEX credits. There should be a substantive reason to take six APEX credits. In other words, students should not take another semester of APEX credits if the work that was planned in the first semester was not completed.  

If the work planned for HON 490 (or an equivalent APEX credit course) is incomplete at the end of the semester, the student should receive a grade of incomplete (I) until the work is completed. All University policies on unfinished work and the assignment of incomplete grades apply. Remember, HON 491 (or equivalent) may not be taken to complete unfinished work from HON 490 (or equivalent). If taking APEX credits within a course other than HON 490/491, the grading will follow the approved policy for that course. 

Grades for APEX work are determined by the APEX mentor. Grading policies, expectations, and rubrics should be made clear to students prior to the beginning of the work, and preferably in the APEX contract. Sample grading rubrics are available in Appendix A. APEX mentors for students enrolled in HON490/491 should email the Honors College Dean the final course grade a minimum of one day before grades are due to the Registrar at the end of the semester. A grade is required in HON 490 even when students are continuing their APEX into HON 491. To determine the HON 490 grade APEX mentors should consider the quality of work completed during the semester, and the comparison between what the student indicated on their APEX proposal timeline and what work has been completed. To fulfill the APEX requirement, students MUST earn a B or better in their APEX credits. If the student does not earn a B, the APEX credits must be retaken. 

There are several methods for earning APEX credits:

2.3.1 HON490/491

If the student is undertaking an interdisciplinary project, or if one’s major department does  not have suitable thesis/project or independent study courses, one may register for  HON490 (first semester) and HON491 (second semester, if needed). One must request a  permission number from the Honors Dean to enroll. The Honors Dean serves as the formal  instructor of record, but the APEX mentor supervises the work and determines the grade.

2.3.2 Department-specific independent study courses

Many departments have 400-level course numbers set aside for theses, projects, and/or  independent study. Credits earned in this way may also count toward the student’s  departmental graduation requirements. The APEX mentor serves as the course instructor  and assigns a grade at the end of each semester. It is important to note that departmental  thesis/project and independent study courses are not normally listed in COIN until a student  expresses the intention to take one of them and finds a faculty mentor willing to serve as  instructor. Once an APEX mentor is identified, the mentor and department chair will ask the  Registrar to create a section for the relevant semester.

2.3.3 Internship/clinical courses

Students can use an internship/clinical class to satisfy the APEX requirement if the experience includes an individual and original scholarly endeavor. For example, a nursing student can integrate the APEX into a clinical internship course, or a psychology student can use a counseling placement as part of the APEX. They need to do a project in their placement (qualitative or quantitative) or critical review based on that experience.

2.3.4 Capstone courses

A capstone course can also provide a foundation for an APEX. For instance, students in an engineering capstone can add an individual component to the group capstone project that will be conducted alongside, or as part of, the group project (e.g., add additional functionality, do efficiency analyses, or user testing of the system). An English or Interior Architecture capstone course that requires the development and completion of a creative work could also count as the student’s APEX.  

If the capstone course does not fully meet the requirements of the APEX, the student could complete the work in an independent study course through the department or Honors (i.e., HON490). For example, if an illustration major completes a project for a capstone but the project does not fully meet the APEX requirements, the student could continue the work through an independent study or through HON490.  

2.4 Written and oral requirements

Some APEX projects are entirely written, while others, such as those in the visual or performing arts, consist of both written and non-written components (see Appendix B for past examples). However, all APEXes require a final written component, which demonstrates the track’s learning objectives (see Appendix A for rubrics) and includes the following elements: 

  • An abstract summarizing the project’s scholarly background, purpose, methodology or work done, results, and concluding discussion and/or implications on the wider field  
  • The purpose of the APEX, such as the hypothesis, artistic goal, or the guiding question upon which the internship/experiential/research project is based. 
  • A comprehensive scholarly review of what has been done before, such as the prior literature on a research topic, an analysis of previous artistic works and traditions that set the stage for the current APEX, or a detailed review and comparison of industry-wide practices relevant to the internship. Please refer to APEX examples for models of expected length, comprehensiveness, and format. Mentors can also recommend discipline-specific style and content resources (such as the APA Publication Manual) 
  • A detailed written description of the student’s methods/process, which may include illustrations or other visual materials for creative work, or a formal methods section for scientific investigations. In all cases, the methods/process and the evidence it generates to address the hypothesis/guiding question must be relevant to the scholarly literature review. In cases in which the APEX was a group project, the student must also clearly explain their individual contribution and work 
  • Results of the investigation for traditional research, or description of the outcome or product for other types of projects 
  • A discussion section that summarizes the outcomes of the work and contextualizes it with reference to the literature discussed in the background section. In the case of projects intended to provide policy recommendations, a detailed narrative describing the recommendation(s) and how they stem from the literature review and/or results of the APEX work is required. Students should discuss limitations of the project (e.g., methods, generalizability) and suggestions for future work  
  • An explanation and discussion of how the project represents a culmination of one’s skills and contributes to the field at large. This component is required to prepare students to communicate skills and intellectual process to employers and graduate schools 

All APEX projects must be presented at least once in an appropriate public venue. This can  take the form of a traditional thesis defense before the student's committee, a public  performance or display, and/or conference presentation. All students are encouraged to  present their theses or projects in poster format at the annual Honors Convocation in April. The  Convocation poster presentation alone is sufficient to meet the Honors College requirements,  but the student’s mentor may require an additional presentation. In practice, many  Commonwealth Scholars present their work in more than one public venue prior to graduation.

2.5 Oral/Presentation Requirements

2.5.1 General Expectations

All APEX students must publicly present their project in a format appropriate to the nature of the work. The presentation may take the form of an Honors Convocation poster presentation, formal oral defense, or conference presentation. As long as the presentation requirements (explained below) are met a creative performance, exhibition, demonstration, stakeholder presentation, or other mentor-approved public venue may also be approved. If the presentation is done outside of the Honors Convocation poster presentation, the Dean of the Honors College is to be invited. In cases where the Dean is unable to attend, a designee may be appointed.

In practice, many students present their work in more than one venue and are encouraged to present their work at the Honors Convocation poster presentation even if the work was presented elsewhere. The poster presentation provides an opportunity to network with peers and professionals. 

Regardless of format, all presentations must include an interactive component with an audience (e.g., question-and-answer session, discussion, etc) and the presentation should reflect the major parts of the paper and help an audience understand the:

  • purpose, question, problem, theme, or challenge addressed by the project
  • scholarly, creative, professional, and/or applied context for the work
  • method, process, design, or approach used
  • major findings, product, performance, artifact, intervention, or outcomes
  • significance, implications, limitations, and future directions of the work
  • student’s individual intellectual, creative, or applied contribution

Below are four ways that students can present their work. Mentors may adapt these guidelines to reflect disciplinary expectations, but the presentation should remain an opportunity for students to demonstrate synthesis, communication, reflection, and mastery of their APEX work. 

2.5.3 Poster

The poster presentation is intended to give students an opportunity to publicly share their APEX work in a concise, accessible, and visually engaging format. Students should be able to explain the project to a general academic audience, answer questions, and discuss the significance of their work. A poster presentation is appropriate for all tracks.

It is important to note that interactions with listeners are just as important, if not more so, as the information presented on the poster. The poster should be concise enough to communicate important information so that an audience member can understand the project, but not so detailed that the poster looks like a block of text. The poster is a map of the work with the student as the tour guide walking the listener through each step while filling in the details. Examples of good posters and templates are available from the Honors College.

2.5.4 Formal Oral Defense

The formal oral defense is appropriate for an APEX that requires more extended explanation, committee discussion, disciplinary evaluation, or mentor review than a poster session allows. This format is especially appropriate for traditional research theses, substantial scholarly projects, complex creative works, and projects intended for conference-style presentation. The audience for a defense typically consists of the mentor and committee members, as well as members of the public. The Dean of the Honors College or their designee should be part of the audience.

A typical defense begins with a 10-20 minute oral presentation by the student that summarizes the project and includes all the major components of the paper. The presentation is followed by a question-and-answer session during which the mentor, committee members, and members of the audience may ask questions.

2.5.5 Performance, Exhibition, or Demonstration

Creative and performance-based APEX presentations allow students to share original creative work, artistic expression, design, performance, exhibition, film, reading, installation, portfolio, demonstration, or other creative product. The presentation should help the audience understand both the finished work and the intellectual, creative, scholarly, or technical process behind it. The Dean of the Honors College or their designee should be part of the audience.

The presentation may include a performance, exhibition, screening, reading, demonstration, portfolio presentation, artist talk, or another approved format. Students should pair the creative work itself with a brief explanatory component, such as an artist’s statement, oral reflection, or process talk that includes all major parts of the paper. A question-and-answer session should also be included. Although the quality of the creative product is important, students will also be evaluated on process, reflection, contextualization, intentionality, and the ability to explain the work. If the planned performance, exhibition, or demonstration does not allow for presentation of the scholarly component of the work and audience interaction, the student must use another venue such as the convocation poster session to meet the APEX presentation requirements. 

2.5.6 Community-based or Professional APEX Presentation

This type of presentation allows students to explain how they used scholarly knowledge, disciplinary skills, professional practice, or creative problem-solving in a real-world context. As with all other types of presentations, all major parts of the paper should be presented. The presentation should also show how the student connected academic learning to practice, addressed a meaningful problem or need, and reflected critically on the experience. This format may include a poster, oral presentation, stakeholder briefing, professional report, demonstration, training session, community presentation, portfolio, or other mentor-approved public presentation. The Dean of the Honors College or designee should be part of the audience. If the planned community-based or professional presentation cannot accommodate presentation of the scholarly component of the work and audience interaction, the student must use another venue such as the convocation poster session to meet the APEX presentation requirements. 

2.6 The Faculty Mentor

The faculty mentor must be a full-time member of the UMass Dartmouth faculty, and most often will be a member of the student’s major department. Faculty members are not obligated to serve as an APEX mentor, and they are often more inclined to supervise an APEX when the project is related to their research interests or expertise. One approach to identifying a mentor is to research faculty in the major department to determine who is doing work that is of interest and ask if there is an ongoing research component the student can undertake for the APEX. Students should remain open-minded and be willing to modify the APEX topic in consultation with potential mentors.

2.7 Optional committee member(s)

Some projects may benefit from adding committee members to the project, who serve as consultants to the student in addition to the primary mentor. This can be especially helpful if the project is interdisciplinary or requires skills (such as statistical analysis, graphic design, or programming) that may be outside the mentor’s primary areas of expertise. The addition of committee members is not required for the APEX project, but is recommended in some cases, and may be needed as a capstone requirement if this track is chosen (i.e. PSY 498/499).  

3. APEX tracks

3.1 Traditional research

For this track, “research” is broadly defined and can include scientific experiments, critical literature evaluations, human subject research, etc. The scope and length of the written paper should reflect the norm for undergraduate theses in the major field, as long as it meets the requirements explained in section 2.4. It should be written in a professional or academic style characteristic of the subject matter or discipline of the thesis (e.g., APA or MLS style), and it should contain documentation that is appropriate to the field. The APEX mentor will help determine what is appropriate. 

3.2 Creative work/performance/expression

This track is often appropriate for creative endeavors such as public art installations, musical performances, art exhibits, screenplays, poetry, and fiction writing. Marketing or business plans are also appropriate. This track requires a written APEX paper that will vary in content depending on the nature of the work, though it must meet the requirements explained in section 2.4. For a performance or art piece, it might be a description of the problem space the work addresses, a review of work related to or that influenced the topic, and an explanation of the method and solution (in addition to submission of the work itself). It should be of sufficient scope and quality to demonstrate competence in the field. 

3.3 Applied/service/internship

This track is for students who are doing work in an applied setting such as internships or community service. This track allows students to explore a question in the "real world" (e.g., the internship site). Depending on the placement location, the information gathering can be done in the archives of a museum, interviews with company staff, questionnaires to customers or employees, surveys to employees or executives within the relevant industry, outcomes of work the student engaged in during the placement, or other activities. Another option is to research a topic sufficiently to develop a new course in the student’s major. Such projects should produce a complete syllabus with learning outcomes, lesson plans, readings, assignments, and assessments. The methods in this track are flexible but must have original evidence-supported scholarship to be written into an APEX paper. How the paper is structured (e.g., chapters addressing different learning outcomes, or an introduction, project description and outcomes) is up to the student and mentor as long as it meets the requirements explained in section 2.4.

Students who choose this track are required to meet with an Honors College team member as soon as the internship track is chosen. During this meeting, the following will be discussed:

  • The student’s interests in an internship or applied experience
  • Potential faculty mentors and optional Committee Members (if not already identified)
  • Goals and potential research questions for the placement (finalized with APEX mentor)
  • Detailed plans 
  • Timeline of the internship and APEX work

4. The APEX process

The completion of the APEX should not be overwhelming. The Honors team and your mentor  are all here to support you. In this section, the process is broken down into several parts to  guide students and help keep them on track. Many of these parts involve filling out an online form, all of which can be found on the Honors College APEX website. There is also a table with  the relevant due dates in section 4.5 of this guide.

4.1 APEX proposal (Due dates vary, see Table 4.1)

The proposal provides a brief description of the proposed project, and the course(s) and semester(s) in which the work will be completed. The student’s mentor must approve and electronically sign the proposal before submitting it to the Honors College. Specifically, the proposal should include the following:

  1. A narrative containing
  • Background information with citations and a bibliography
  • Research question(s)/thesis statement/problem statement
  • Objectives of the proposed project
  • Description of the proposed work AND if the student believes it will take one or two semesters. If two semesters are required, indicate which part(s) of the work plan will occur in the first and second semesters
  • Explanation of how the project represents a culmination of one’s skills

The proposal is similar to the Office of Undergraduate Research grant application and the Honors APEX Funding application, making it easier to apply for funding if needed.

  1. A work timeline. The online proposal form includes a template for a timeline, which should be modified to fit the project. Students should work closely with their APEX mentor to determine the goals and timeline. Although the template is not binding, it should be well thought out. Students also need to consider what training might be required. For example, for students doing human subject research, an IRB proposal must be submitted and CITI training is required. See the Additional Information section below for more details and Appendix B for timeline samples by College. Again, students should work with their mentor to determine what is required. The timeline should be consulted when completing the APEX Progress Report when enrolled in APEX credits (see section 4.2).
  2. A student/mentor responsibility agreement. The online proposal form also contains a sample template for the responsibilities of the student and mentor. It is meant to be revised by each faculty/student team to fit the demands of the student’s APEX project.

Table 4.1: APEX proposal due dates

*NOTE: Allot approximately 1-2 weeks before submission deadlines for mentor review*

Track Proposal due date
Faculty commitment secured (Research or Exposition/Creative) By the end of finals of the semester prior to taking APEX credits
Capstone By the end of the second week of the semester in which the capstone course is being taken
Internship By the end of the second week of the internship
HON 301 (Research or Exposition/Creative) By the end of the 13th week of the semester

4.2 APEX Progress Report (Due on the Friday of the 8th week of the semester by 5pm)

The progress report is a way for the Honors College to help students stay on track. The progress report should include the following information (if relevant):

  • Changes to the methods or planned final product
  • Major timeline changes (refer to the timeline in the APEX proposal to make this  determination)
  • IRB submission/approval status (if relevant)
  • Progress on data collection efforts
  • Whether the completion date will be significantly changed from the proposal’s  projected completion date

4.3 APEX Final approval form (Due no later than the last day of final exams)

After the APEX has been written, presented, and approved by the APEX mentor and/or committee, the student must submit the final approval form. The student needs to report the date and place of the public presentation (often the Honors Convocation Poster Session), the APEX credits used to complete the project and when they were taken (e.g., HON490 in Spring 20xx), the signatures of the mentor and applicable committee members, and a copy of the final paper (see section 2.4 for components of the final written paper). The final approval form needs to be submitted to the Honors college by the last day of finals of the semester in which the student completes the project. 

4.4 APEX Topic revision form (only if needed)

The APEX Revision Form only needs to be completed if there is a major change in the APEX topic. Submission is not required for relatively minor changes (e.g., modifying measures, slight changes in wording of research questions, etc.). To complete the revision form, a revised proposal and timeline need to be submitted. If there is any question whether a revision form is needed, please reach out to the Honors College for assistance. 

Table 4.5: Summary of required forms and due dates

*NOTE: Allot approximately 1-2 weeks before submission deadlines for mentor review*

Track Proposal due date Progress report due date Final approval due date
Faculty commitment secured (Research or Exposition/Creative)

By the end of finals of the semester prior to taking APEX credits

Mentor Review Deadline: By the last day of classes

8th week of the semester in which APEX credits are being taken

Mentor Review Deadline: 7th week of the semester 

Last day of final exams

Mentor Review Deadline: Last day of classes 
Capstone

By the end of the second week of the semester in which the capstone course is being taken

Mentor Review Deadline: By the end of the 1st week of the semester 

8th week of the semester in which APEX credits are being taken

Mentor Review Deadline: 7th week of the semester 

Last day of final exams

Mentor Review Deadline: Last day of classes 
Internship

By the end of the second week of the internship

Mentor Review Deadline: By the end of the 1st week of the internship 

8th week of the semester in which APEX credits are being taken

Mentor Review Deadline: 7th week of the semester 

Last day of final exams

Mentor Review Deadline: Last day of classes
HON 201 (Research or Exposition/Creative)

By the end of the 13th week of the semester

Mentor Review Deadline: By the end of the 12th week of the semester 

8th week of the semester in which APEX credits are being taken

Mentor Review Deadline: 7th week of the semester 

Last day of final exams

Mentor Review Deadline: Last day of classes

 

5. Additional Information

5.1 Institutional review and ethics training requirements

State and Federal law require that all human research using humans or animals undergo formal  review by the institution's Institutional Review Board (IRB) and undergo University ethics  training. To determine whether the APEX project requires IRB review, please consider the  following guidance adapted from the DHHS (Department of Health and Human Services).

A human or animal subject means a human or living vertebrate animal about whom an investigator (whether professional or student) is conducting research:

  1. Obtains information or biospecimens through intervention or interaction with the  individual, and uses, studies, or analyzes the information or biospecimens; or
  2. Obtains, uses, studies, analyzes, or generates identifiable private information or  identifiable biospecimens.

Research means a systematic investigation, including research development, testing, and  evaluation, designed to develop or contribute to generalizable knowledge.

For a study to be exempt from IRB review and approval, it would have to be deemed either not  human or vertebrate animal subjects or not research per DHHS. If it is considered human  subjects research per the above definitions, the proposal requires IRB approval before the  implementation of data collection and all personnel must complete required CITI trainings.

5.2 Collaborative projects

It is possible to collaborate with another student on an APEX project. This is encouraged if the projects are related in a fundamental way. For example, an engineering student who develops a new technology may partner with a business student, who might develop a funding pitch and business model to monetize the invention. Each student is still required to produce an independent APEX paper and presentation in such a case. 

5.3 Potential funding opportunities

Some students might require funding for things such as special equipment or material, participant compensation, or access to certain resources. Two of the primary sources of funding are the Office of Undergraduate Research and the Honors APEX Support Grant and Summer Research Fellowship (SuRF). Please look at the APEX Funding Opportunities on the UMass Dartmouth Honors College website for more information. The APEX Support Grant application is online, but a copy that allows you to see what information is required is provided in Appendix C.

Appendix A: Rubrics - final paper & presentation

A.1 Traditional research track

1. Literature, background, and justification

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Results are displayed in appropriate manner in both text and graphic form 
  • Appropriate field-specific reporting guidelines are followed (e.g., APA style) 
  • Results follow logically from background and methods 
  • Analytical plan is clearly stated

2. Research question or creative challenge

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Unique research question/issue/creative challenge that reflects a culmination of education/experiences identified 
  • Goals/objectives/hypotheses are explicit 
  • Questions and hypotheses flow logically from literature review and background 
  • Predictions can be tested using described methods

3. Methodology/approach

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Methodology/approach is appropriate to disciplinary/interdisciplinary focus 
  • Topic is contextualized among sources and materials cited 
  • Demonstrates understanding of the content, tools, and structures in the field 
  • Methods appropriately test predictions/hypotheses 
  • Study design is appropriate to test predictions/hypotheses 
  • Appropriate analytical approaches used (e.g., proper statistics are used) 

4. Results

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Results are displayed in appropriate manner in both text and graphic form
  • Appropriate field-specific reporting guidelines are followed (e.g., APA style)
  • Results follow logically from background and methods
  • Analytical plan is clearly stated

5. Conclusions, implications, and consequences

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Conclusions, qualifications, and consequences, including value of thesis, are presented
  • Significance of what was discovered, learned, or created is demonstrated
  • Assertions are qualified and well-supported
  • Demonstrates independent and critical thought
  • Critical analysis of evidence/results
  • Explain results and place them in the context of current understanding
  • Report on if results support/do not support hypotheses

6. Writing

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Language clearly and effectively communicates ideas
  • Any errors in grammar, spelling, mechanics, and/or punctuation are minimal
  • Organization is clear and effective
  • Sources and citations are used correctly
  • Citations and references are in appropriate standard

A.2 Creative/expression track

1. Literature, background, and justification

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Project reflects familiarity with historical and contemporary texts and contexts, reflected in a thorough literature review 
  • Literature review provides an evidence-based and critical evaluation of the works cited, in language appropriate to the discipline

2. Research question or creative challenge

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Clear statement about what questions the work explores  
  • Clear statement about why the questions matter, within the context of the work explored in the evidence-based, scholarly literature review 

3. Methodology/approach: development

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Methodology/approach is appropriate to thematic and disciplinary/interdisciplinary focus  
  • Topic is contextualized among sources and materials cited  
  • Multiple perspectives are considered  
  • Demonstrates understanding of the content, tools, and structures in the field

4. Methodology/approach: implementation

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Symbolic and/or quantitative tools are utilized effectively  
  • Breadth and depth of the work are appropriate to address the research question  
  • Demonstrates understanding of professional standards 

5. Conclusions, implications, and consequences

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Conclusions, qualifications, reflection on the creative process, and value of the thesis, are presented  
  • Significance of what was discovered, learned, or created is discussed  
  • Assertions are qualified and well supported  
  • Demonstrates independent and critical thought 

6. Writing

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Language clearly and effectively communicates ideas 
  • Any errors in grammar, spelling, mechanics, and/or punctuation are minimal 
  • Organization is clear and effective 
  • Sources and citations are used correctly 
  • Citations and references are in appropriate standard 

A.3 Service/Internship Track

1. Literature, background, and justification

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Thesis is framed within an evidence-based, academic framework 
  • Comprehensive and relevant scholarly review of sources and materials included 
  • Justification and background (e.g., historical and contemporary contexts, assumptions, biases, or ethical considerations) is clear and sound 

2. Scholarly question or challenge

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Unique question or challenge identified 
  • Goals/objectives are explicit 
  • Questions or challenges are logically connected to the scholarly review and background

3. Methodology/approach: development

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Methodology/approach is appropriate to (inter)disciplinary focus and organizational context 
  • Methodology extends beyond merely reflective journaling 
  • Topic is contextualized among sources and materials cited 
  • Multiple perspectives are considered 
  • Demonstrates understanding of the content, tools, and structures in the field

4. Outcomes

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Formative or summative outcomes are identified 
  • Outcomes reflect methodology 
  • Consideration of barriers, context, and demands 
  • Connect scholarly review with actual experiences

5. Conclusions, implications, and consequences

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Significance of what was discovered, learned, or created is demonstrated 
  • Assertions are qualified and well supported 
  • Demonstrates independent and critical thought 
  • Identifies key findings, potential collaborators, and stakeholders 
  • Future directions (e.g., what could the next student do to continue work, how could findings be implemented in a larger setting, etc.) 
  • Self-reflection 
    • Identify successes and what the student would change if done again 
    • Identify any possible biases (systemic or personal) 
    • Identify any challenges in terms of processes, co-workers, or collaborators 
    • Consider how experience is relevant to the student’s future and career 

6. Writing

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Language clearly and effectively communicates ideas 
  • Any errors in grammar, spelling, mechanics, and/or punctuation are minimal 
  • Organization is clear and effective 
  • Sources and citations are used correctly 
  • Citations and references are in appropriate standard 

A.4 Oral Presentation

1. Background/context/justification

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Clearly and concisely situates project within relevant context (e.g., scholarly, creative, professional, historical, community) 
  • Clear articulation of the purpose of the project 
  • Makes it clear to audience why the project is important 

2. Research question/creative question/applied problem/guiding question

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Unique research question/issue/creative challenge identified 
  • Goals/objectives/hypotheses are explicit 
  • Questions and hypotheses flow logically from background 
  • Makes it clear to the audience what question is being answered 

3. Methodology/approach/process/implementation

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Methodology/approach/process/implementation is communicated clearly in a way that an interdisciplinary or lay audience can understand 
  • Demonstrates understanding of the content, tools, and structures in the field 
  • Provides rationale for choosing a certain approach, process, etc. 

4. Results/outcomes/performance

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Results are organized displayed in appropriate manner in both text and graphic form 
  • Results/outcomes/performance are clearly linked to project question or problem 
  • Information is communicated in a way that is appropriate for an interdisciplinary/lay audience

5. Conclusions/implications/limitations/reflection 

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Logically links outcomes to background 
  • Conclusions, qualifications, and consequences, including value of project, are presented 
  • Critical analysis of evidence/results 
  • Explain results and place them in the context of current understanding 
  • Clearly states limitations and future directions 
  • NOT just a summary of results or outcomes 

6. Poster/slides/performance/demonstration/display

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • All visuals are professional, readable, and consistent in formatting 
  • All visuals are purposeful and appropriate to the project 

7. Q&A/discussion 

Rubric scoring:

  1. Poor
  2. Fair
  3. Satisfactory
  4. Very good
  5. Excellent

Criteria:

  • Responses to questions are accurate, thoughtful, and professional 
  • Demonstrates command of the project and scholarly area 
  • Able to discuss project beyond prepared remarks 
  • Open to constructive feedback 

Appendix B

Sample proposals and final projects by track

The Honors College retains a selection of past redacted samples of APEX Proposals (containing timelines and responsibility examples). For access to these samples, please submit an inquiry or contact the Honors College. Paper samples are also available on request. 

Appendix C: APEX Forms, Templates, and Presentation Guidelines

All Honors Forms must be submitted electronically via DocuSign. Links are posted on the Honors College website, and below for your convenience. Do not print and submit paper copies.

Proposal, progress, and final approval forms

APEX modifications (if needed)

APEX checklists

APEX funding opportunities

To view samples of these documents, please contact the Honors College. Paper samples are also available on request. 

Presenting your APEX

For detailed information regarding your APEX Poster Presentation, please see our APEX Poster Design Guidelines and the APEX Poster Template.