capstone action research project

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Strategies for a Successful Capstone Project

May 23, 2022

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Capstone projects allow students to showcase what they have learned in a particular academic program. While exams can be a summative way to gauge a student’s knowledge of the material, a capstone project allows for showcasing expertise and applying it to solve real-world issues.

A capstone project for action research is a primary tool used at the collegiate level, particularly in a graduate program. In order to know what makes a successful capstone project, it is essential to understand the specific intent of the project and what components the capstone project consists of.

What is a Capstone Project?

For students in graduate education school, there are multiple forms of culmination projects. At the master’s degree level, a student may have to write a thesis or capstone. They will be writing either dissertations or capstone project for doctoral programs. It is important to know the difference between doctoral capstone and a dissertation for aspiring researchers and scholars.

A capstone project for graduate school is a culminating project that has students apply their knowledge, skills, and training to a real-world problem. Many graduate degrees in the field of education, liberal arts, public health, and communication utilize capstone projects for a student’s final work to graduate.

Components of a Capstone Project

Generally, there are five to six components in completing a graduate-level action research project , and the names of the components may vary depending on the degree, university, or college.

Although the terminology of capstones will differ from one university or college to another, there is a central theme to the research project which shares common components. These themes focus on research, application-based components, and expectations.

In education degree programs, the components are:

Introduction

Literature review, methodology.

Discussions

To understand your journey into completing a successful capstone project, let’s dive into the various components.

The abstract section is a condensed overview of the capstone project. In this section, there will be details about the project’s purpose, what specific research questions will be asked, and how the students will facilitate learning through research methods. Furthermore, this section gives a brief explanation of how the research findings were collected, validated, and what conclusions were drawn.

The introduction portion is where the researcher details the beginning parts of their project and what the intent of the project is.

This section puts together a detailed and comprehensive analysis of the research that is relevant to the research topic. Within this section is evidence found in research articles, books, and information specific to the content of the project and the vital need to find a successful methodology.

The methodology section is the section of the project where the researcher and scholar explain what methods and materials they will use to collect and analyze data and what specific instrumental they will be using to gather their findings.

Examples of this could be using specific data collection techniques such as:

Frequency distribution tables
Statistical analysis tools

For this section, the research findings are articulated, and the explanation of statistical and data analysis is explained. This is where the scholar speaks directly about the participants in the study, the knowledge, and experience shared with the project.

The discussion or conclusion section is where the researcher writes about future implications and recommendations for the project. This is also when the scholar or researcher emphasizes how the particular project adds to the current body of work by others and how they can apply the research findings to a real-world need.

Strategies for a Successful Capstone Project

Completing a capstone project successfully comes from being well-prepared, setting goals, and being open to feedback and constant review. The following are strategies that will help you complete a capstone project:

Find a Topic You’ll Enjoy Researching

Whether it is education, public health, or an MBA program, finding a topic interesting to you is vital. A capstone project has high expectations for academic research that will add value to the current career field. Be sure to consider multiple ideas to research and narrow down the specific topic of interest.

Find a topic you are passionate about at the beginning of the program. Although you may have multiple ideas, finding a topic you are passionate about early will save you time and allow you to gather more effective resources.

Find Effective Resources

When researching your capstone project, finding adequate resources adds credibility and substance to your project. The types of resources and references used in the project should be a combination of conversations with experts in the current field, peer reviewed articles and essays, and common researched-based studies specific to the topics. Doing this will help you formulate your thoughts and outline the tools and methods you will use for your methodology and later findings.

Time Management

A successful capstone needs to have time management as a priority. Consider creating a schedule of when to do work on your project. These can be long-term goals you and your professor set, but they also needs to include personal goals for weekly and daily time management.

During your project, you will get feedback from your professors, conduct interviews, and edit your materials. Protecting your time with family and friends and balancing time to research are equally important. This gives you a balance of both personal, professional goals, and wellness .

Collaborate with Others

Colleges, universities, and research institutions are places where students collaborate with others, discover new passions, and find ways to enhance their career and professional development . While completing your capstone, be sure to collaborate with other like-minded individuals.

These could be students in your current graduate program, professionals in the career field that add knowledge and value to your project, and can also include students from other specialties and degree programs. This will give you the perspectives of others while completing your work, while also developing the necessary communication, technical, and academic skills to be successful.

A capstone project is a comprehensive way to do action-based research and give the student the skills they need to be successful in their career field. Finding the right project for you, a consistent support system, and a network of scholars and professionals will ensure your success and a project that will positively influence others.

Are you interested in taking the next step in your career and pursuing a graduate degree? Check out our available graduate education programs and get started today!

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Home > College of Management and Human Service > School of Education and Human Development > Teacher Education > Capstones, Research Projects, and Curricula

Capstones, Research Projects, and Curricula

The Masters of Science in Education (MSEd.) with a concentration in Teaching and Learning (MTL) culminates with and action research course EDU 643 Inquiry in Education. As the Masters capstone -- research projects are designed, implemented, and evaluated. Below are selected examples of student work representing a variety of topics, grade levels, and research methods.

Current USM MSEd candidates can submit department-approved capstone research projects to USM Digital Commons by completing the web form and attaching a PDF file of their work: Submit Research

Capstone Research Projects from 2024 2024

Becoming an Occupation-Based Practitioner in the Acute Care Setting by Utilizing the Dynamic Model of Occupation-Based Practice: An Autoethnography , Katherine Lagueux

Capstone Research Projects from 2018 2018

Teaching Place-Based Science in Kindergarten , Lucy Atkins

Capstone Research Projects from 2017 2017

The Impacts of Explicit Systematic Phonics Instruction on the Areas of Decoding and Fluency for Students with a Specific Learning Disability in Reading , Marina Hingston

Capstone Research Projects from 2016 2016

An Investigation into the Accessibility of AP Calculus , Brian Austin Dodge

Field Ecology Curriculum on White Tail Deer Population in Maine , Shellbe Flynn '20

Providing Adolescents with Outdoor Experiences to Deepen Nature Connection and Enhance Writing in Science , Amanda Ripa

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Capstones Guidelines

Capstone Guidelines

Msse course resources, course writing template.

Master Template : You should use this template for your capstone paper. It contains the correct styles in the styles pane and the front matter (i.e. title page, table of contents, etc.) to make formatting all parts of your paper easier.
MSSE Narrative Template : A template you can use for class assignments to support you in using proper formatting and to give you practice with the template properties you’ll use for your Capstone Paper.

IRB Process

IRB Training Guidelines: Guidelines for completing the IRB training necessary to conduct your action research project. Contact Nicole Soll, IRB Training and Development Coordinator at [email protected] or (406) 994-6732 with training or TOPAZ related questions.
Topaz Registration
Topaz Overview Video
FERPA in Research (required reading)
FERPA consent for minors
FERPA consent for eligible students
Non-IRB Option : The non-IRB professional paper guidelines

Course Resources

Data Analysis Tutorials : The data analysis tutorials are part of the MSSE 505 & 509 curriculum. These tutorials cover research design, quantitative data analysis, qualitative data analysis, data visualization, and a mock data analysis activity. You can access these tutorials after 505 & 509 while writing chapters 4 & 5.
Capstone Forum Rubric: You can use the Capstone Forum Rubric to review how you'll be assessed on all components of the Capstone Forum course. This rubric is used for MSSE 575 Spring and Summer.
MSSE 5 E Lesson Plan: Use this lesson plan in all MSSE and science content courses, unless directed otherwise by the instructor.
Capstone Symposium Program Description Guidelines : Follow these guidelines when writing your description.

Capstone Paper

Capstone paper templates.

ETDs Website: This website has additional supports for utilizing the master template for your capstone paper.

Capstone Paper Resources

Claims, Evidence, Reasoning (CER) Chapter Guidelines & Resources : Use this page for support with writing chapter 5 of your capstone paper.

Capstone Paper Rubric

Capstone Paper Rubric : You can use the Capstone Paper Rubric to review how you'll be assessed on all components of the Capstone paper.

MSSE Model Capstone Papers

Acic, Vasilij - Traditional Classroom - High School
Affleck, Willow - Traditional Classroom - High School
Brasser, Christine - Traditional Classroom - High School
Burmester, Tori - Traditional Classroom - Middle School
Ruppertsberger, Natalie - Traditional Classroom - Secondary School
MacKenzie, Michael - Traditional Classroom - Community College
Graham, Veronica - Science Research Project
Nealen, Carolyn - Science Research Project

Capstone Paper Formatting, Writing, and Research Resources

Capstone formatting resources.

APA Cheatsheet : A quick reference guide for proper in-text citations, parenthetical citations, and reference formatting.
MSSE Formatting Checklist : The checklist is broken into sections aligned to each section or requirement of the paper. It will give you the basic formatting guidelines and is a place to quickly check if you have a formatting question. Each section contains a how-to video and written descriptions of the formatting requirements (i.e. spacing, headings, etc.). If you need further step-by-step support, use the Formatting Self-Check .
Formatting Self-Check : This step-by-step process supports you in checking all of the sections of your paper before submitting it for a formatting check. All students must complete the formatting self-check each time they submit a paper for a formatting check.

Capstone Writing & Research Resources

MSU Writing Center : If you need writing support, you can schedule a virtual appointment with the writing center and/or access writing resources.
How to Write Chapters 4 & 5 : Watch this prior to beginning to write your chapters 4 and 5.
APA Inclusive Language Guide : A reference for proper use of inclusive language in your capstone paper.
MSU Library Assistance and Resources : If you need research support, you can schedule a virtual appointment with a librarian. You can also access MSSE aligned databases and the published MSSE capstone paper database.
SAGE Research Methods: Use this database to learn about research design, data collection methods, and data analysis techniques.
Outline for the Capstone Paper: Click on the expander below to view the outline for the MSSE Capstone paper. These chapter and level 1 headings are required in your final capstone paper.

Outline for an MSSE Capstone Paper

Chapter 1 = Introduction and Background
Level 1 heading: Claims From the Study
Level 1 heading: Focus Statement/Question
Chapter 2 = Conceptual Framework
Level 1 headings: Up to 5-6 headings based on the theme titles from the literature
Chapter 3 = Methodology
Level 1 heading: Demographics
Level 1 heading: Treatment
Level 1 heading: Data Collection and Analysis Strategies
Chapter 4 = Data Analysis
Level 1 heading: Results
Chapter 5 = Claim, Evidence, and Reasoning
Level 1 heading: Claims from the Study
Level 1 heading: Value of the Study and Consideration for Future Research
Level 1 heading: Impact of Action Research on the Author

Capstone Poster

Capstone poster guidelines and rubric.

Capstone Poster Guidelines : Guidelines for designing your capstone poster.
Capstone Poster Rubric : You can use the Capstone Poster Rubric to review how you'll be assessed on all components of the Capstone poster.

MSSE Model Capstone Posters

Ka Yan Christine Cheung, 2021 MSSE Graduate (Infographic Example)
Courtney Bell, 2022 MSSE Graduate
Scott Carter, 2022 MSSE Graduate
Shane Cullian, 2022 MSSE Graduate
Katherine Hodge, 2022 MSSE Graduate

Capstone Symposium

Capstone symposium guidelines and rubric.

Capstone Symposium Guidelines : Guidelines for the capstone symposium held in Bozeman each summer for students completing MSSE 575.
Capstone Symposium Rubric : You can use the Capstone Symposium Rubric to review how you'll be assessed on all components of the capstone symposium.

MSSE Capstone Presentations

Capstone Presentation Examples : View examples of MSSE capstone presentations.

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Apr 16, 2024

Everything About Capstone Projects: An In-Depth Guide

Think of your academic journey as a thrilling mountain climb. The capstone project marks the exhilarating, and sometimes daunting, summit. This culminating assignment is a staple in many degree programs, providing students with a unique opportunity to synthesize their learning, apply their skills to real-world challenges, and showcase their readiness for the professional world.

In this comprehensive guide, we'll get into the ins and outs of capstone projects, exploring their purpose, various forms, and the steps involved in bringing yours to successful completion.

The Purpose and Value of Capstone Projects

Capstone projects are much more than a final assignment. In a way, they bridge the gap between the classroom and the real world. At their core, capstone projects are designed to:

Synthesize Learning: They force students to draw upon and integrate the wide range of knowledge and skills accumulated throughout their entire academic program. This requires a level of reflection and critical analysis that promotes deeper understanding.

Apply Knowledge: Capstones are where theory becomes practice. Students take concepts learned in the classroom and grapple with how to implement them, address unexpected challenges, and refine their solutions in actual, or realistically simulated, situations.

Develop Essential Skills: Capstone projects foster a wide array of transferable skills that translate directly to success in all professions. These include problem-solving, critical thinking, research, project management, and effective communication.

Prepare for the Future: Whether a student is aiming for the workforce or further education, a capstone project gives them tangible experience to showcase to potential employers or admissions committees. It serves as evidence of their readiness to step into more complex and demanding roles.

Types of Capstone Projects

Capstone projects come in various forms, offering students the ability to choose an approach that best suits their interests and career aspirations. Here's a look at some common types:

Research Papers: Demonstrate deep understanding through focused investigation of a specific topic. Students research, analyze data, and draw defensible conclusions.

Case Studies: Involve applying theoretical knowledge to analyze actual real-world scenarios, dissecting decisions made, their outcomes, and lessons applicable to other situations.

Creative Works: Offer a space for expressing innovation, talent, and technical skills Unique to fields like art, design, music, or writing, they might result in a portfolio, performance, or original piece.

Internships: Provide hands-on experience in a professional setting, directly applying coursework to real challenges. This gives students an inside look into their potential career field.

Field Placement Projects: Involve working with industry or community partners, contributing to projects with real-life impact, and often focusing on problem-solving within a specific organization.

Research Papers

Research papers as a capstone project offer a classic way of demonstrating mastery of a field of study. They allow students to:

Choose a Focused Topic: Students hone in on a specific question or problem within their field, demonstrating their ability to identify and explore an area of interest.

Conduct Thorough Research: Students must navigate academic resources, including peer-reviewed articles, primary sources, and data sets. This shows their ability to find and evaluate reliable information.

Synthesize & Analyze: Capstone-level research isn't just about summarizing what others have said. Students need to analyze findings critically, draw their own conclusions, and present a defensible argument.

Master Formal Writing: Research papers require adherence to academic writing standards, including proper citation and strong thesis development.

Case Studies

Case studies empower students to connect classroom theories to real situations that professionals would face. They provide opportunities to:

Apply Theoretical Frameworks: Students use models and concepts learned in their coursework to analyze a specific case, demonstrating their understanding of how those theories work in practice.

Dissect Decision-Making: By dissecting the choices made within a case study, students learn to weigh the pros and cons of different approaches and critically assess the outcomes that those decisions generate.

Form Actionable Insights: The true value of a case study lies in identifying what lessons can be applied more broadly. Students learn to recognize patterns, potential pitfalls, and strategies that can be used in other situations.

Creative Works

When capstones take a creative form, students tap into their originality and technical skills. These projects often involve:

Conceptualization: Developing a unique idea, artistic vision, or original piece requires a student to think beyond what's been done previously, pushing them to innovate.

Technical Execution: The project must still demonstrate mastery of the chosen medium – whether that's painting, composition, filmmaking, or something else entirely.

Reflective Presentation: Often, creative works are accompanied by a written component or presentation where the student articulates their process, influences, and the conceptual significance of their creation.

Internships

Internships immerse students in the world of work directly related to their studies. They offer the chance to:

Gain Professional Experience: Students work on real-world projects, contributing to ongoing initiatives within established organizations.

Put Theory into Practice: Interns grapple with applying the concepts they've learned to the tasks and challenges faced by a specific company or organization.

Build a Network: Interactions with colleagues and mentors within their field can open doors to future job opportunities.

Develop Workplace Skills: Interns practice time-management, communication in a professional context, and collaborating with a team, which are essential for success in most careers.

Field Placement Projects

Field placements connect students with community partners, bringing a real-world immediacy to their capstone experience. These projects might involve:

Collaboration: Students work directly with a company, non-profit, or government agency, gaining insights into its goals, needs, and constraints.

Problem-Solving: Field projects often focus on addressing a specific challenge or contributing to the betterment of the partner organization.

Impact: Students can see a tangible result of their work, making the experience feel more meaningful than a theoretical assignment.

Adaptability: Working within an existing organization requires students to adapt to its structure and culture, honing their flexibility and communication skills.

Does completing a capstone project significantly enhance job market readiness?

Yes. Capstone projects bridge the gap between theory and practice, equipping students with in-demand skills that employers value highly. The experience of tackling a substantial project demonstrates initiative, problem-solving abilities, time management, and clear communication – all of which translate to success in the workplace.

Selecting a Capstone Project Topic

Choosing a capstone project topic is one of the most important decisions you'll make during your academic experience. It's a chance to align your effort with both your passions and long-term goals. Here's how to find the perfect fit:

Start with "What is a capstone project?" Understanding the broader meaning and purpose of this experience helps narrow your scope. A capstone project should push you to synthesize knowledge and skills from your education and apply those in a meaningful way toward professional growth.

Self-Reflection: What are your genuine interests within your field? What problems or issues do you find most intriguing? Don't be afraid to explore beyond your most recent coursework – sometimes the best ideas stem from earlier sparks of curiosity.

Career Aspirations: Where do you envision yourself after graduation? What kinds of problems would you like to solve in your chosen profession? Choosing a topic relevant to that vision gives you hands-on experience that will be invaluable.

Topic Relevance to Career Goals

While not always mandatory, it's beneficial to select a capstone project topic that speaks to your career goals. Here's why:

Building a Relevant Portfolio: Your capstone project becomes a major work sample when applying for jobs or further education. It demonstrates your competency and active interest in specific areas of your field.

Direct Experience: Working on a project tied to your career goals gives you a taste of the kinds of challenges and tasks you might encounter later. This is much more impactful than simply reading about such problems in textbooks.

Networking Opportunities: Depending on your project type, you might interact with professionals or organizations directly in your desired field. This helps build connections and could even lead to job leads.

Research and Preparation

Once you have a general focus, it's time to refine your topic:

Preliminary Research: Read up on your chosen area to see what kinds of questions are currently being explored. Identify what intrigues you the most, and what gaps in the research you might be able to address.

Gather Resources: Talk to professors or mentors in your field. They can offer guidance on finding valuable texts, articles, and data sets relevant to your topic.

Narrow Focus: A successful capstone topic is focused enough to be tackled in depth within the given timeframe. Resist trying to address everything about a broad subject.

Is it critical to choose a capstone project topic related to one's career goals?

Though not strictly required, it's highly advantageous to choose a career-focused capstone project. The experience gained becomes relevant, immediately applicable to your professional development, and helps you stand out to future employers or graduate school admissions panels.

Integrating Capstone Projects with Other Academic Work

Capstone projects aren't isolated endeavors. They serve as a culmination of your academic journey , drawing upon and enriching your understanding of the knowledge gained through previous coursework. Let's explore these connections:

From Research Papers to Capstone Projects

Research papers and capstone projects both heavily rely on your research and analysis skills. However, they differ in their ultimate goals:

Research Papers: These hone your ability to research a specific topic, analyze existing literature, and present a well-supported argument. The focus is on understanding and critically evaluating established knowledge.

Capstone Projects: While research remains imperative, capstone projects move beyond pure analysis. Here, you apply the theoretical frameworks learned in research papers to tackle a real-world problem or create something innovative.

Linking Dissertations and Capstone Projects

Capstone projects share a deeper connection with dissertations , although the scale and scope are different:

Dissertations: These in-depth, original research projects are the cornerstone of doctoral programs. They involve extensive research, data collection, and analysis, culminating in a significant contribution to existing knowledge.

Capstone Projects: While not expected to redefine a field, capstone projects showcase your ability to conduct thorough research and apply it to address specific problems or opportunities within your chosen discipline. They provide a taste of the research rigor expected in graduate studies.

Capstone Projects vs. Term Papers

Term papers serve as building blocks for your capstone project, but they differ in scope and depth:

Term Papers: These typically focus on a specific aspect of a broader field, allowing you to explore a chosen topic and develop your research and writing skills. The research conducted for a term paper can form the foundation for a more comprehensive capstone project.

Capstone Projects: More comprehensive and demanding, capstone projects require a deeper dive into a topic. They involve applying knowledge from multiple courses, conducting original research if applicable, and potentially creating a tangible outcome.

Can Capstone Projects Incorporate Elements from Previous Academic Papers Effectively?

Absolutely! In fact, integrating elements from previous academic work significantly enriches your capstone project:

Provides Depth and Continuity: Prior research becomes the foundation for your capstone project, demonstrating the evolution of your understanding. This continuity strengthens your overall argument.

Highlights Skill Development: By showcasing how you've built upon prior research methods and analysis, you demonstrate a progression in your research and critical thinking skills.

Offers a Stronger Foundation: Previous papers can serve as springboards for more focused research questions within your capstone project.

By weaving together the knowledge gained throughout your academic journey, a capstone project becomes a powerful testament to your intellectual growth and your ability to apply knowledge meaningfully.

Writing and Presentation Techniques

The way you communicate your capstone project can be as important as the project itself. Here's how to nail both the write-up and the presentation:

Crafting a Compelling Introduction

Your introduction sets the tone for the entire project. Aim to capture your audience's attention and clearly convey the significance of your work right from the start. Here are a few techniques:

The Hook: Begin with a compelling fact, a provocative question, a relevant anecdote, or a quote that directly relates to your topic.

Problem Statement: Clearly articulate the specific issue, challenge, or opportunity your capstone project addresses.

Significance: Succinctly explain why this project matters. Highlight the potential impact of your research, the innovative nature of your creative work, or the tangible benefits of your practical experience.

Thesis Statement: If applicable, offer a concise and clear statement that summarizes your main argument or the central outcome of your project.

Developing a Coherent Structure

Whether presenting your work in writing or orally, a logical structure ensures your audience can easily follow your thought process and findings:

Written Reports: Follow standard academic formatting guidelines (if applicable). Use clear headings and subheadings to organize your ideas into logical sections. Consider a typical structure like:

Introduction

Literature Review (if applicable)

Methodology

Results/Findings

Analysis/Discussion

Presentations:

Create a slide deck with clear visuals and concise talking points.

Practice your presentation to ensure a smooth, logical flow of ideas.

Maintain a clear distinction between the background information, your unique contribution, and the implications of your findings.

Additional Tips for Writing and Presentations

Know Your Audience: Are you presenting to professors within your field, potential employers, or a general audience? Tailor your language and presentation style accordingly.

Visual Aids: Pictures, graphs, charts, or other visual elements can enhance understanding and make your work more engaging.

Proofread Meticulously: Spelling and grammar errors reflect poorly on your attention to detail. Have someone else proofread your final draft before submission.

Practice and Prepare: For presentations, practice thoroughly, ensuring your timing is on point and you're comfortable answering potential questions.

Conclusion and Reflection

Your capstone project conclusion isn't just about restating what you already said. It's your chance to synthesize your journey and leave a lasting impression. Consider these elements:

Reiterate Key Findings: Concisely re-emphasize the most significant outcomes, discoveries, or insights gained from your capstone project. Be sure to connect them back to your original research questions or your project's main purpose.

Reflect on Growth: What did you learn about yourself as a learner and thinker through this process? What skills did you develop or strengthen? This personal reflection gives your conclusion depth.

Discuss Limitations Even the best projects have areas where constraints or unforeseen issues arose. Briefly acknowledging these shows your self-awareness and provides context for your findings.

Future Directions: If applicable, suggest possible avenues for further research inspired by your work. Or, discuss potential applications of your findings in a broader context.

Engaging with Your Audience

To make your capstone project truly memorable, go beyond just presenting information and focus on connecting with your audience:

Relevance: Explicitly explain why your project should matter to the people reading or viewing your work. What real-world problems does your research address? How does your creative work expand perspectives? What actionable skills did you gain from a practical capstone experience?

Storytelling: When appropriate, weave in anecdotes or examples that illustrate your process, the challenges you overcame, or how your findings illuminate a human element. Storytelling helps audiences connect with your project on an emotional level.

Call to Action: If relevant, don't be afraid to ask something of your audience. This could be a call for further investigation, a change in perspective, or action to be taken towards a problem your project explored.

Q&A: Leave ample time for questions and discussion, both in written and presentation formats. This demonstrates your willingness to engage further and shows that you consider your project an ongoing intellectual dialogue.

Revising and Finalizing Your Project

The revision stage is where your capstone project truly takes its final form. It's tempting to rush through this part, but putting in the time to carefully revise and polish will elevate your work significantly.

Give it Some Space: Step away from your project for a few days if time allows. Returning to it with fresh eyes will help you spot errors and areas in need of improvement.

Revisit Project Objectives: Go back to the original goals and requirements. Does your current draft fully address them? Are there any aspects that could be further developed?

Check for Cohesiveness: Ensure the flow of your work is logical, with clear transitions between sections. Pay attention to both the overall project structure and how smaller sections or paragraphs link together.

Scrutinize Details: Meticulously proofread for typos, grammatical errors, and proper formatting. Make sure citations are complete and accurate.

Addressing Feedback

Seeking feedback is crucial for ensuring your work meets expectations and makes a strong impact. Here's how to approach it:

Trusted Sources: Get feedback from professors, mentors, peers with strong academic skills, or even professionals in your field, if applicable. Diverse perspectives are invaluable.

Open-Mindedness: Embrace constructive criticism as an opportunity to improve. Don't get defensive – feedback is there to help you grow, not to attack your work.

Careful Integration: Not all feedback needs to be incorporated blindly. Consider each suggestion carefully and decide if and how it will truly strengthen your project.

Is peer review an essential step in the revision process of capstone projects?

Yes! Peer review offers several distinct advantages:

Fresh Perspective: Peers can often spot inconsistencies or issues that you might be too close to the work to see.

Identifying Confusion: Areas that may be clear to you could be confusing to a reader encountering your topic for the first time. Peers can point out where more explanation or clarity is needed.

Exposure to Different Styles: Seeing how your peers organize their projects and communicate their findings can offer fresh ideas for improving your own presentation.

Practicing Constructive Feedback: Learning to both give and receive constructive feedback is a key skill in most professional settings. Peer review offers a safe space to hone this skill.

Navigating the Capstone Project Journey

The capstone project is a transformative experience that bridges the gap between classroom learning and the exciting challenges you'll face as a professional in your chosen field. From selecting a topic that aligns with your passions and goals to carefully integrating the diverse skills you've cultivated throughout your education, this project empowers you to make a meaningful contribution.

While the capstone journey may require significant effort and dedication, the rewards are undeniable. Not only will you gain valuable experience and produce a work sample that showcases your potential, but you'll also emerge from this experience with the enhanced confidence to tackle the complex problems that await you in your future career.

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MS in Business and Organizational Leadership

Capstone Research Projects

Integrity is a key leadership trait, msn.com article.

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About the BOL Program

Disclaimer: Now formally known as the MS in Business and Organizational Leadership

Novelist Leo Tolstoy said: “Everyone thinks of changing the world, but no one thinks of changing himself.” As Tolstoy wisely observed, change must begin from within. Personal transformation is the focus of the Master of Science in Business and Organizational Leadership program . The goal of the program is in keeping with Greek philosopher Plutarch, who said: “The purpose of education is not to filling of a pail, but the lighting of a fire” – a fire that ignites an unquenchable thirst for lifelong learning. And the light from that fire, is meant to be shared with others. Throughout the program, students connect coursework with personal development and professional practice, and are encouraged to choose research topics that benefit their companies, their communities, or the environment. This is consonant with the principles of Neumann’s Franciscan Tradition of social and ethical responsibility, stewardship, and servant leadership, which are embedded in the OSL program.

Student Scholarship: Capstone Research Projects

The Business and Organizational Leadership Capstone Research Project is a culminating experience designed to provide students with an opportunity to demonstrate mastery of the field of Business and Organizational Leadership. The Capstone Service Research Project (CSRP) is an action-based creative expression of leadership that includes a “deliverable” – or, “end product,” purpose, or intended use of the research data – to a sponsoring organization; or a realistic service template that represents a scholarly contribution to the leadership field of study. It may also involve: the creation of a business model or plan; a strategic plan or analysis; a clear set of recommendations; a social, educational, or public service; a financial scholarship program; or a public awareness campaign regarding a timely and compelling issue. But whatever the topic, it must have socially redeeming value in keeping with the Franciscan Principles and Tradition.

The strategic leadership program was just what I was looking for with the creation of this camp READ MORE Patricia Demiranda ’14 MS in Business and Organizational Leadership

Enhancing Inclusive Disaster Preparedness and Recovery Planning Through Community Inclusion: A Program Plan for the Delaware County Department of Emergency Services

Overcoming barriers to Disaster Preparedness and Recovery information and services is a core component for enhancing community resiliency. Traditional metrics for determining potential barriers to Disaster Preparedness and Recovery information and services, called Access and Functional Needs, within the fields of Emergency Management, Public Health, and Human Services have not been universally used in a coordinated manner at a national level and do not yet include lessons learned during the COVID-19 Pandemic response. Updating these metrics to develop a new system inclusive of themes from each independent field and the pandemic response will enhance capacity for Inclusive Disaster Preparedness and Recovery Planning (IDPRP) to better determine needs within communities targeted for planning and services. Incorporating members of the community will expand capability both to determine, and overcome barriers identified. Two proven methods for the incorporation of community leaders and do this work are Functional Assessment Service Teams and Community Ambassador Programs.

Danielle Koerner

The Use of Stay Interviews to Curtail the Emergency Medical Services Staffing Crisis

Fred W. Wurster III

This Capstone will highlight the current staffing crisis that is impacting Emergency Medical Service (EMS) organizations across the United States. According to the Ambulance Association of America (AAA) and the National Association of Emergency Medical Technicians (NAEMT), EMS organizations are facing some of the most challenging times as it relates to recruitment and more importantly, retention. Retention of personnel in an EMS organization is the critical structure that allows for ambulances to respond to and arrive at emergency situations in a timely fashion. Imagine calling 911 for a medical emergency and an ambulance takes hours to arrive or even worse an ambulance not showing up all. Unfortunately, one or both instances are occurring in areas across the United States today. Some areas such as North Carolina, are plagued with such shortages that they have requested ambulances from the Federal Emergency Management Association (FEMA) to simply staff ambulances for 911 calls (Donnelly-DeRoven, 2022).

Advancing Diversionary Programs to Maintain Low Level Juvenile Recidivism Rates

This Capstone Research Project was intended to enhance current juvenile diversionary programs to reduce juvenile crime and recidivism rates. After conducting research this Capstone Research Project focused on the need for advancing referrals to juvenile diversionary programs and minimizing out of home placements for juvenile delinquents. The research first examined the average number of times a juvenile delinquent has been arrested and the number of pre-determined risk factors the delinquent has been exposed to. The researcher then examined pre-determined risk factors that predominantly affect at risk youth.

Sara Howell

Community Paramedicine and Mobile Integrated Health: An Innovative Approach to Medicine to Provide Care for Patients With Social Determinants of Health

Elizabeth C. McCall

Community Paramedics provide healthcare for patients who suffer from various social determinants of health. According to Dr. Gina Agarwal, an associate professor in the Department of Family Medicine at McMaster University, the patients typically include homeless persons, people living in poverty, those suffering from addiction and mental health disorders, patients seen as frequent users of both Emergency Medical Services (EMS) and the emergency room (E.R.), and chronically ill persons who are considered high-risk for readmission to the hospital.

Keeping Low Income Families in Their Homes: by removing the burden of costly home repairs

For citizens living only just above the national poverty line, a simple home repair may become a large problem, especially when other stressors have occurred in their lives that may require an unforeseen financial burden. According to the Population Reference Bureau (2022), “The Census Bureau reported that 37.2 million people, or 11.4% of the U.S. population, were living in poverty in 2020, based on official poverty threshold.” In an article written by Susannah Snider and Emma Kerr for U. S. News publication, they refer to a study conducted in 2018 by the Pew Research Center located in Washington D.C., Pew defined the economic breakdown as follows; for a family of 3 an annual income of less than $40,100 was considered low income, $41,000 - $120,400 was considered middle and more than $120,400 was considered upper income varying by region and state. (Snider & Kerr, 2020) The researchers’ findings suggested that many people describe themselves as middle class, however, many of them may fall outside of this definition.

Jacquelyn Krom

Next Step Leadership Initiative: A Plan for Urban Youth

Connor Quealy

This Capstone will highlight several key issues impacting the lives of youth in lowincome/urban areas, such as the impacts of violence on youth and the current state of education and where it is failing, as well as poverty. Constant violence against or around youth leads to personal issues to trouble in school. Education has often been a way out of poverty for those less fortunate. Still, with recent budget cuts in schools across the United States, the cycle of poverty is continuing in these communities. Throughout the Capstone, the two cities to be examined will be Philadelphia, PA, and Camden, NJ, because both cities have been experiencing significant issues in the discussed areas. The year 2020 marked one of the deadliest years in Philadelphia. Camden also experiences, on average, a significantly higher number of murders for the size of the city. The Capstone will also examine two youth development programs in Camden and how they help lead youth to brighter and successful futures.

Improving Leadership and Communication within Government Organizations: A Qualitative Pilot Study

Effective, efficient, clear, and concise communication throughout any organizational leadership hierarchy is a quintessential component to sustainable long-term success. The purpose of this qualitative study, which consisted of a sample size of five total participants, was to discover where communicative deficiencies exist, what impact these deficiencies have on the dissemination of pertinent workplace knowledge and information, which leadership style(s) contribute to the deterioration, or improvement of, communicative solidarity, and to develop a communicative needs assessment and set of ethical communicative guidelines.

Steven Serrano

A Program Model to Recruit and Retain More Black Teachers into the Educator Pipeline to Accelerate Achievement for Black Students in Pennsylvania

Shayna Terrell

Substantial research has been conducted to measure the disproportionate rates of achievement gaps between Black and White students. Studies performed to investigate the existing gaps have measured Black teachers' impact on Black students and the impact the lack of teacher diversity has on student achievement. There is limited research that combines all three variables to make a case for building a focused strategy specifically for recruiting Black teachers into the profession. This analysis intends to highlight the benefits of having a Black teacher for Black students and address the lack of diversity in the teacher workforce, specifically in Pennsylvania. The researcher will use data collected and analyzed as evidence for the need to develop a focused strategy for recruiting more Black teachers into the teacher pipeline.

DISCOVERING THE TRUTH BEHIND THE NUMBERS

The research conducted in this Capstone is focused on Black American students and their college graduation rates to examine how tertiary institutions might better support and retain students of color. In 2018, 16,616,400 students enrolled in a 4-year degree granting institution 2,012,854 of those students graduated within 4 years and only 195,656 were Black students. The researcher analyzed other factors that could influence Black student graduation rates in the U.S. Those factors include but are not limited to the following: lack of sufficient financial assistance, a deficiency of Black diversity and cultural competency among instructors, administrators, and academic advisors, student under-achievement specifically among Black students. The researcher constructed a list of recommendations for administrators of undergraduate 4-year degree granting institutions in the U.S. to evaluate and implement to increase Black Student Graduation rates are as follows; increase Title IX funding for Black students, additional forms of financial assistance, increase academic support and increase Black instructors.

Discovering The Truth Behind The Numbers For More Equitable Education

Chadwick Johnson

Planning for the Future: The Importance of Leadership Development and Succession Planning

James V. Cartafalsa

Planning for the Future

Succession Planning and Leadership Development allow an organization to plan for the future. This paper will provide the steps needed to create an effective Leadership Development Plan. The researcher will identify the benefits of succession planning over outsourcing and other means of replacing leaders. Research on the importance of leadership development and succession planning is vital because, in the current climate of persistent and rapid change, insights are needed into established areas of successful organizational projections, such as longterm and short-term, financial, and staffing which is essential to the sustainable management of organizations.

Recommendations for State Representative Morgan Cephas and the Tustin Recreation Center

It is well documented throughout literature that poverty bestows a plethora of adverse effects on persons who endure it such as homelessness, food insecurity, toxic stress, and insufficient education, just to name a few. It is also well documented that poverty negatively affects the aesthetic of and infrastructures within a community in which it inhabits. Poverty, writes Psychologists Adamkovi and Martončik (2017) of the Institute of Psychology at the University of Prešov in Prešov, Slovakia, is a dangerous phenomenon because it fosters inequality by limiting opportunity.

Michaiah Young

Medical Care for the Homeless: Utilizing Convenient Care Clinics to Supplement Current Treatment Options

Anthony Brogno

Anthony Brogno on Reflections on Leadership Practice:

“As John Adair, an action-centered leadership thinker (2016) explained, leadership is broken down into three general functions: building and maintaining teams, motivating and developing individuals and achieving common tasks. This sums up the major components of leadership as they revolve around teams and people, and leadership is irrelevant if not for the human element. Numerous publications are available that discuss leadership and the qualities leaders should possess; however, I feel my leadership qualities are driven from within my heart and stems from the compassion I have for success and relationships.”

Richard Souders on Neumann University’s Business and Organizational Leadership (BOL)

“ Neumann University’s Business and Organizational Leadership (BOL) master’s degree program was very informative and educational. Throughout the OSL courses students were charged to reflect upon their own values and principles. Ethics and examples thereof were provided to clearly illustrate the conduct a professional should strive for. According to Neumann University’s website, the Franciscan tradition entails 'respect for individuals, concern for the environment and social responsibility.' These are good traits for an individual to possess regardless of their career or role. Since these traits are positive, humanitarian qualities they contain much value in any scenario. For this reason, it is effortless to relate these principles to strategic learning and a learning organization.”

Business Plan to Replace Hard Phones with Softphones for Ascensus for Cost-Effective and Efficient Communication

Rich Souders

Single-use Plastics: Personal and Corporate Behaviors and Attitudes towards Stewardship and Solving the Pollution Problem

Jose H. Paulino

Jose Paulino on Stewardship:

“Underlying the responsibility of caring for the environment, is the idea that as humans sharing the Earth with the vast ecosystems, we are charged with the tall and honorable task of caring for what we are borrowing on a temporary basis, and leaving the world not only inhabitable, but more suitable than we found it.”

Capstone: Advanced Research Projects in Quantitative Analysis I

Description

Couples with CAP-GP.3149 . As part of the core curriculum of the NYU Wagner Masters program, Capstone teams spend an academic year conducting research on a pressing social question. Wagner's Capstone program provides students with a centerpiece of their graduate experience in which they are able to experience first-hand the full research experience. Under the guidance of an experienced faculty member, students will develop a research question, conduct a literature review, develop hypotheses, find relevant datasets, run analyses and write up findings. Students will also enhance key process skills including project management and teamwork.

MPA PNP students must complete the following in advance: 1. Complete all school-wide core 2. Complete PADM 2902 Multiple Regression and Intro Econometrics 3. Complete one advanced economics course from the following list: PADM 2140 Public Economics, HPAM 4830 Health Economics: Principles, URPL 2608 Urban Economics, PADM 2203 Economics of International Development, or PADM 2441 Economics of Education* 4. Complete PADM 2171 Evaluating Programs and Policies*

MUP students must complete the following in advance: 1. Complete CORE 1018 Microeconomics and CORE 1011 Statistical Methods from the school-wide core 2. Complete PADM 2902 Multiple Regression and Intro Econometrics 3. Complete three Urban Planning core courses, including URPL 2608 Urban Economics 4. Complete PADM 2171 Evaluating Programs and Policies*

MPA Health students must complete the following in advance: 1. Complete all school-wide core 2. Complete HPAM 1830 Introduction to Health Policy and Management or HPAM 2836 Current Issues in Health Policy 3. Complete HPAM 4830 Health Economics: Principles 4. Complete PADM 2902 Multiple Regression and Intro Econometrics 5. Complete PADM 2171 Evaluating Programs and Policies*

(6.) International health students must also complete PADM 2201 Institutions, Governance, and International Development

* Can be taken concurrently in the fall

Fall 2023 - Spring 2024 CAP-GP 3148.001

Download Syllabus

Fall 2022 CAP-GP 3148

Advanced research projects in quantitative analysis, fall 2021/spring 2022 cap-gp 3148/49.

Create astonishing web sites and pages.

New Mexico State University Honors College

Recommended format for capstone project proposal.

This proposal format should work for almost any piece of original research, scholarship, or creative work. Depending on the needs of the project and the conventions of the discipline, faculty sponsors might request different information or additional details to confirm the project quality. Although there is no minimum length requirement for this proposal, it would be difficult to address the requirements in less than two single-spaced pages. Proposals that are more fully developed (e.g., literature review/methods) may also be used as the first draft of final papers to be submitted later!

Outline of Reccomended Sections

Cover page with:

Student Name

Project Summary A brief summary of the overall goal of the project and the final outcomes to be developed from the work.

Literature Review or Annotated Work to Support the Project Although the capstone is an original project it is certainly based on, or influenced by previous research, scholarship, or creative work in the field. To document the foundation for this work, proposals should include a minimum of five references that establish the significance and meaning of the proposed project.

Methods of Project Although the nature of the work will vary widely depending on the project to be completed, students must first provide a detailed description of the steps to be taken to complete the project. This is an opportunity for the student and advisor to ensure that the steps in the process from inception to completion are clearly identified in advance. For research projects, this will be the procedures and nature of the analysis. For an original creative activity, this might be the steps in the creative process to develop the final product.

Timeline From the initial development of the project (which could have begun even before the proposal) to the final sharing of the end products, the timeline should spell out target deadlines for pieces of the process to ensure timely completion.

Final Product Regardless of the format of the work, all students are expected to submit a final written report as part of their end product. The written report might be a major final paper itself but for other students, (e.g., creative work) the report might be more like an artist statement or reflection on the work completed. Although there is not formal page limit, almost all capstone papers will be 10+ pages in length but this is dependant on the discipline and the proposal (e.g., mathematical proof, brief research report with poster presentation for conference, 100 pages of a novel).

Dissemination All capstone work should be developed with a plan for dissemination - proposals should specify where this work can be shared. Students can share on campus at URCAS, RCW, or structured exhibitions, but everyone is encouraged to design their work to also share off campus in professional settings, at research conferences, or other public exhibitions.

References A reference list of work cited in the proposal must be included in whatever format is appropriate to the discipline.

Capstone Approval HNRS capstone credits cannot be added to the student schedule until the student has submitted the proposal to the Honors College Office with verification of support from the advisor (signature on the cover page next to name) or email from the advisor.

Criteria for Evaluation Although the Dean of Honors will record the final grade for the capstone project, the faculty advisor is the one to determine the grade. Students should clarify with their advisor how their final grade will be assigned!

Budget Although limited financial support for projects may be available from the Honors Office or other University sources, students are responsible for ensuring that they have adequate resources to complete their project before committing to the work. Please discuss the budget requirements with your advisor in advance!

Course Substitution It is possible to substitute a similar capstone project required in a major outside of Honors, but students that wish to petition for this must meet the same standards of the Honors Capstone. Petitions must be made with a proposal the semester in advance of the work. Please get approval from your advisor and Dean Camarena in advance to ensure this can be approved.

Capstone Project Form

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Designing effective capstone experiences and projects for entry-level doctoral students in occupational therapy: One program’s approaches and lessons learned

Entry-level doctoral occupational therapy programs require students to complete a capstone experience and project that supports advanced skills through an in-depth learning experience with a student-selected mentor. Strong curriculum design and mentorship are vital aspects of successful capstone experiences and projects. Through the application of these key components, students are supported, in collaboration with mentors, to achieve mutually beneficial projects allowing advancement of the profession through dissemination of capstone work.

The first entry-level occupational therapy doctoral (OTD) program in the US was accredited in 1998 ( American Occupational Therapy Association [AOTA], 2014 ), and the initial entry-level OTD education accreditation standards were set forth by the American Council for Occupational Therapy Education (ACOTE) in 2006. The doctoral section of the ACOTE standards were subsequently updated in 2011 and 2018 ( ACOTE, 2018 ; AOTA, 2011 ). In 2015, there were six accredited entry-level OTD programs in the US; currently, approximately 170 entry-level OTD programs are either fully accredited, in the application process for accreditation, or in the development phase of accreditation ( AOTA, 2019 ). A steady increase of new OTD programs emerging has resulted in major changes to the accreditation standards that outline the uniqueness of the doctoral degree compared with the master’s degree.

One pivotal and consistent component of the doctoral standards is the requirement for students to complete an advanced competency experience at the end of the curriculum. The most recent ACOTE standards, to be implemented in the summer of 2020, changed the name from the previously entitled “doctoral experiential component” to the “capstone experience and project” ( ACOTE, 2018 , p. 38). Capstone components in entry-level OTD curricula support previous literature, both inside and outside of the profession, that asserts that graduates from these programs must engage in experiences and projects that demonstrate synthesis and application of knowledge gained through the curriculum ( ACOTE, 2018 ; Campbell, 2011 ). In addition, the literature reflects the view that doctoral students should participate in professional scholarly endeavors ( ACOTE, 2018 ; Jirikowic et al., 2015 ). The OTD capstone is an essential component of entry-level OTD programs that prepare graduates to accept responsibility and professional autonomy in assuming leadership roles in the health care delivery system ( AOTA, 2013 ). According to ACOTE standards, the capstone should not be designed as a third fieldwork; rather, it should provide students with an in-depth experience in one or more of eight identified focus areas: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, and theory development ( ACOTE, 2018 ). Further, compared with the previous ACOTE standards, the newest standards provide more detail on the requirements for students, educational programs, and capstone mentors.

The entry-level OTD capstone is divided into a 14-week capstone experience and project (herein called capstone), which ACOTE requires to be aligned with each program’s vision, mission, and curricular design ( ACOTE, 2018 ). During the capstone, students are mentored by an individual with expertise in the student’s area of interest, and students complete an individual capstone project that demonstrates synthesis of advanced knowledge as well as application of gained knowledge ( ACOTE, 2018 ). Through capstone experiences and projects, occupational therapy (OT) students are afforded significant opportunities to enhance knowledge, skills, and motivation by engaging in emerging practice areas, primary care, interprofessional teams, and specialty practice areas ( Olsen et al., 2010 ). Capstone experiences and projects are widely used as a component of teaching in graduate health profession programs and are often associated with higher levels of student learning because of the deeper approach that allows students to gain experience integrating ideas into real-world practice ( Campbell, 2011 ). Clinical doctoral programs, many of which include capstone projects, have become the new educational standard among most health professions ( Brownell & Swaner, 2009 ; Campbell, 2011 ). An entry-level schema for clinical doctorates is a precedent that has been established by a variety of health-related professions, including OT.

Both the increasing number of entry-level OTD programs in the US and demands to recruit and support new capstone opportunities have created a need to describe the capstone curricula and educational methods of existing programs as potential models for other programs. Having gained experience and addressed key challenges in designing and implementing OTD capstone curricula, the authors are motivated to share the program’s model and lessons learned with peers in academic and nonacademic OT settings. This paper will describe the curriculum design of this institution’s capstone program as well as the processes of academic preparation, the roles and responsibilities of capstone partners, the mentor selection processes, approaches to capstone evaluation and outcomes, and lessons learned. The intent of this article is to support academic colleagues in informing the development and implementation of effective new capstone programs for OTD students

Key ACOTE Standards Related to Capstone

ACOTE is an associated advisory council of the executive board of AOTA and is the recognized accrediting agency for OT education. Academic resources outlined in the A.2.0 ACOTE (2018) standards address the roles, qualifications, general responsibilities, and release-time expectations of the capstone coordinator (CC). Capstone definitions and requirements are addressed in the eight D standards ( ACOTE, 2018 ). These capstone-specific standards address the design of the doctoral capstone and its reflection of the curriculum design, preparation for capstone, contractual agreements, duration of the capstone experience, mentor requirements, mechanism of evaluation, and doctoral project stipulations ( ACOTE, 2018 ). In the following sections, key ACOTE standards are summarized for capstone experiences and projects, demonstrating approaches to achieving these standards most effectively.

Doctoral Program Overview

This university’s OT program is 33 months in length and comprises 2 years of didactic coursework. It includes three Level I fieldwork rotations, 6 months of Level II fieldwork, and a 14-week capstone that occurs in the final semester. When the inaugural cohort of students were enrolled, six other accredited entry-level OTD programs existed nationwide, with numerous others in varying stages of accreditation. With limited numbers of similar programs as guiding models, the faculty created a capstone curriculum through alignment with the program’s vision, mission, and targeted educational outcomes for students. Curriculum development was guided by the ACOTE standards, with the faculty actively seeking advice through extensive faculty discussions and networking with other OTD programs. To date, this program has four cohorts of capstone students totaling 131 students and capstone projects. This OTD program follows the practice-scholar model as a prominent thread in the curriculum. The design of this model is to support students in developing professional skills and abilities to be lifelong learners and effective consumers of evidence, students who are evidence-informed and evidence-based practitioners and who have a drive for research design and innovation ( Crist et al., 2005 ). Regarding the curriculum and the OTD capstone, significant time and effort is spent building and following the practice-scholar model tenants in an already densely packed curriculum. This approach presents unique challenges because priority is placed on service learning where the allotment of resources is in areas outside of minimum curricular requirements, including numerous experiences in community engagement and project-based learning; thus, there is a risk of not emphasizing foundational knowledge and skills. To address these and other challenges in the capstone process, the program incorporates several distinguishing features in the following areas: capstone curriculum; role delineation for the faculty, CC, mentor, and student; dissemination; and the themes and characteristics of the mentors’ and students’ projects.

Capstone Curriculum

The OT students take three designated courses related to capstone: (a) Doctoral Capstone Planning, (b) Doctoral Capstone, and (c) Practice-Scholar Culmination. Jirikowic et al. (2015) and DeIuliis and Bednarski (2019) outline a similar structure for capstone development centered around four stages: idea development, planning, implementation, and dissemination. Although the first capstonerelated course (idea development and planning) begins in the fifth semester, or spring of the students’ second year, students are encouraged to develop and document ideas of interest from the start of the program. A successful strategy that students have employed for collecting ideas is creating a shared online document to store topics and capstone project ideas gleaned from interactions with guest lecturers, community partners, and faculty. This early and student-directed collection of capstone ideas from the start of the program allows students to generate ideas to cultivate by the time the capstone planning class occurs. The second and third capstone-related courses (implementation and dissemination) occur during the sixth and final semester of the program ( DeIuliis & Bednarski, 2019 ). The following section includes examples of assignments and activities that have been successful in the planning, preparation, implementation, and dissemination phases for our OTD students.

Doctoral Capstone Planning

During the initial capstone class, students engage in a 15-week capstone planning course that consists of traditional lecture, in-class and online discussions, self-study, and guest panel presentations. This course supports students in designing individualized capstone level plans, with faculty direction to guide the development and implementation of the 14-week doctoral capstone. The student’s plan will reflect the desired outcomes from the doctoral capstone, which are to acquire practice-scholar competencies reflecting the degree program’s sequence and scope of content in the curriculum design. The goals of the capstone planning course include identifying interest areas, topics, and mentors, as well as finalizing a draft of the capstone plan. Because the initial capstone plans are created a year in advance, much can change for a mentor and mentor site. Thus, capstone plans need to be fluid, working documents that allow for changes to meet the evolving needs of the students, mentors, and sites. The high value coursework included in the capstone planning class, above and beyond the ACOTE requirement of needs assessment and literature review, is described as follows:

Students explore capstone ideas and supporting evidence in an online discussion board. The final capstone idea is derived from this initial discussion board work.
Students create individualized marketing materials to send to potential mentors. Materials include a flyer that defines capstone, details student ideas, and clearly identifies mentor roles.
Students are encouraged to be creative in capstone flyer design while also adhering to health care literacy standards and accessibility standards.
Using the content from the flyer, students work in small groups to hone a capstone elevator speech for mentors.
Students engage in peer-to-peer teaching via feedback assignments through online discussion boards. Students upload marketing materials and provide one another with constructive feedback.
Current capstone experience students in the community return to campus to present capstone projects to the planning class. Students are required to include information regarding the journey of planning, mentor selection, collaboration process with mentors, and the challenges and successes experienced. Students who complete capstones farther from campus are asked to submit video summaries to the online learning system detailing capstones work.
Examples of exemplar capstone projects are shared with the students to support developing capstone ideas and selecting of mentors.

An ACOTE requirement is that students must complete a literature review and needs assessment before the capstone experience. One of the fundamental challenges is that students have not yet completed longer clinical rotations and do not have the context for application to practice for a robust needs assessment. Another challenge is that students may not identify a mentor during the planning class and need to complete these two requirements while on fieldwork where the focus is on developing entrylevel practice skills. While students become proficient in literature reviews during the program, most do not have enough relevant experience to envision focus areas and application in practice. To meet these challenges, content in the capstone planning class was designed to support students in fulfilling these requirements so that they are not doing this activity while on fieldwork. Students must identify a topic of interest; a search strategy inclusive of search engines, search terms, and article yields; and a summary of topic-focused articles that can be shared with potential mentors. Students complete a needs assessment via a strengths, weaknesses, opportunities, and threats (SWOT) analysis based on the literature or in collaboration with a mentor (if identified early in the planning class) ( Rizzo & Kim, 2005 ).

Another component in the class is the development of a student’s capstone plan. This consists of eight parts: (a) mentor information, (b) capstone overview relating the plan to AOTA’s Vision 2025 and to the program’s overall mission and goals, (c) focus areas identified (d) mentor name and qualification information, (e) learning objectives (based on focus area), (f) proposed learning activities, (g) proposed evidence or deliverables of the project (what is being provided to the mentor/site), and (h) the project timeline ( AOTA, 2017 ). In this capstone plan are weekly activity tracking forms, program created midterm evaluation forms (narrative), and the program created final capstone evaluation form, all of which are requirements in the D standards of ACOTE (2018) .

Doctoral Capstone

The students complete the capstone during the final semester of the program in one or more of the eight identified focus areas per ACOTE. Several programs elect to embed the capstone project throughout their curriculum; often, faculty serve as the mentors for the project, and students identify a mentor to implement projects during the experience portion. In contrast to students in other entry-level OTD capstone programs, the students in this program complete projects and experiences in the same semester with identified mentors in the community ( DeIuliis & Bednarski, 2019 ). This approach supports the collaboration between community-based mentors and students to ensure that sustainable and site or practice-related projects are created. During the implementation phase, students remain engaged with the faculty and peers through online discussion posts during Weeks 2, 7, and 12. These serve as check-ins on progress and completed work. Also, the program has designed its own internal evaluation form embedded in a student’s capstone plan. Key components of evaluations include progress toward learning activities, projects, remaining work, sustainability of projects, mentor-perceived value of projects, and narrative summaries from both students and mentors. Evaluations of capstone are completed at midterm (Week 7) with the CC and the final (Week 14) with the student and mentor.

Students and mentors complete a midterm evaluation at Week 7. Students provide a summary of progress toward individualized objectives and projects and summarize completed activities and plans for the remaining seven weeks. Further, mentors can provide feedback and complete an evaluation to date at this time. The capstone plan has the embedded evaluative measure that allows mentors to indicate whether projects are achieved, in progress, or discontinued; in addition, the evaluation includes the mentors’ comments on the overall practicality and sustainability of projects. This midterm evaluation is uploaded to the online learning platform for the CC to review. The students and mentors also complete a midterm phone call and/or site visit.

During Week 14, students and mentors complete the final evaluation of the capstone. Specifically, students describe progress toward proposed learning activities and evidence and project deliverables. Mentors provide feedback regarding individual learning objectives and activities and evaluate whether the objectives were achieved, if evidence of a deliverable was provided, if the project or deliverable is sustainable, if the project is valuable to the setting, and if students have identified future projects and overall mentor feedback.

Practice-Scholar Culmination

Dissemination is achieved through the third capstone-related class and is driven by the practice-scholar model to allow for a demonstration of synthesis of skills learned throughout the program, wrapping up three exemplary components: capstone presentations and artifacts, practice-scholar apprentice presentations, and professional development presentations. Final evaluation of the capstone is completed by the CC during this dissemination phase and feedback is given through the designed rubrics.

Through this feature of the class, the practice-scholar model epitomizes the goal of cultivating highly respected OT practitioners who are also scholars with the ability and interest to establish knowledge translation and practice-based evidence projects, support research initiatives, and who can translate observed changes from interventions into outcome studies. A practice-scholar is not only a consumer of evidence but creates evidence in context. This class, occurring in the final semester, is a blend of online and on-campus assignments and activities. The online assignments include:

resume writing and marketing self as a future occupational therapy practitioner, and
professional development presentation preparation, in which students work in small groups to create a conference-style presentation with active learning components to be provided on campus to peers and community practitioners.

The final week of the semester the students are on campus to complete the following activities:

provide an evaluation and reflection to the program related to the didactic portion of the curriculum, fieldwork rotations, and capstone experience;
engage in several opportunities to practice and collaborate with peers, faculty, and mentors to finalize culminating presentations for a half day symposium;
prepare for future employment: Students attend several training sessions that focus on the application process for the national certification examination and state licensure, in addition to understanding employment options and interviewing techniques;
present during the final day to a symposium capstone presentations, professional development presentations, and practice-scholar projects to peers, faculty, university leadership, and community practitioners;
present in a “Floor us in 4 Minutes” model, which allows the student to clearly and succulently summarize capstone work. This innovative approach to dissemination is designed to improve students’ communication skills as well as the capacity to present research, scholarship, and/or creative works effectively;
present a 50-min small group professional development presentation composed of students with like interests. The team creates a conference-style presentation that focuses on a topic that was learned in the program and/or fieldwork. Each team is required to create a presentation that includes learning objectives, the evidence to support the material presented, and an active learning strategy for the attendees; and
present an outcome of the research that was accomplished in the practice-scholar team. Outcomes may include a manuscript, poster presentation, or program developed.

Roles of Faculty, Capstone Coordinators, Students, and Mentors

Faculty members, other than the CC, may support the capstone experience in several ways. A student may select a faculty member to be the capstone mentor if doing so aligns with the student’s learning outcomes; however, our faculty serve as designated capstone mentors only in limited instances. One reason is that this role poses challenges to faculty if workload is not allocated to support the mentoring work. To address this issue, faculty who choose to serve as designated capstone mentors fold the mentoring time and work into scholarship or research allocated time. To date, there have been three faculty members who have served as capstone mentors and, when serving as a mentor, are required to complete all of the mentor roles and responsibilities as outlined in the program’s MOU. More frequently, when a faculty member’s area of expertise aligns with a student’s interest area, the faculty member will provide guidance on capstone ideas, identify potential mentors, assist in making mentor selection, and help the student develop the capstone plan.

Academic Fieldwork Coordinator (AFWC)

The AFWC works closely with the CC on similar tasks, but these are two distinct roles in the department ( DeIuliis & Bednarski, 2019 ). Effective collaboration between the AFWC and the CC is crucial in identifying potential capstone sites and mentors, managing contracts, and ensuring that sitespecific requirements are known to both the AFWC and the CC.

Capstone Coordinator (CC)

The CC in the program is a full-time, 12-month, core faculty member who oversees and supports the capstone portion of the program to ensure compliance with ACOTE D standards ( ACOTE, 2018 ). Broadly, the minimum responsibilities of the coordinator are to provide a framework for students to develop, plan, implement, and disseminate capstone work ( DeIuliis & Bednarski, 2019 ; Jirikowic et al., 2015 ). A major challenge facing programs is how to structure the CC position to meet the needs of mentors and students, as well as faculty expectations. To that end, the CC has other responsibilities in the department, college, and university, including teaching non-capstone courses, providing service, and engaging in research. In contrast to other OTD program models, in which faculty serve as mentors or there are capstone committees, the program’s CC is solely responsible for oversight of each aspect of the capstone ( DeIuliis & Bednarski, 2019 ). The coordinator and students select and work collaboratively with mentors from the community to implement the capstone. The results of this intentional approach are a clear communication path for capstone contact for students, a primary point of contact for mentors, and a single point of contact to manage contracts, the memorandum of understanding (MOU), and capstone plans.

Capstone is a student-driven process in which the onus falls on the student to create an idea, search the literature, complete a needs assessment, and identify a mentor. Students struggle at times to convey capstone interests beyond general themes, such as an interest in stroke rehabilitation, and to understand how project-based work unfolds in a real-world setting. When students lack clarity, it is difficult for mentors to understand how to best support a capstone student. Assignments in the planning class, such as refining a student’s capstone idea in a capstone elevator speech, address this issue directly. At a minimum, students are required to complete the following activities:

develop a personal definition and explanation of capstone for potential mentors;
complete a capstone plan, which includes a plan for supervision and culminating project identification;
develop an objective evaluative measure of achievement for capstone; and
develop a timetable for capstone with week-by-week objectives.

At a minimum, students are responsible for the achieving the following objectives and milestones:

success of the culminating project,
meeting with the mentor on a routine basis to assess progress toward the capstone plan and culminating project,
contacting the CC about concerns regarding progress that the mentor is not able to address,
meeting with the CC and mentor to complete a midterm visit and program developed evaluation, and
meeting with the mentor to complete final program developed evaluation of the capstone and culminating project.

Capstone Mentor

A mentor is defined by ACOTE (2018) as an individual with expertise consistent with the student’s area of focus. Mentoring is further defined as “the relationship between two people in which one person (the mentor) is dedicated to the personal and professional growth of the other (the mentee). A mentor has more experience and knowledge than the mentee” ( ACOTE, 2018 , p. 51). The mentor does not have to be an occupational therapist. The mentor identification and selection process begins in the fifth semester of the program during the capstone planning class. As illustrated in Figure 1 , there are nine identifiable steps in the program’s mentor selection process, several of which are imbedded as planning class assignments. Mentors appear to best serve students when there is a clear understanding of the differences between a Level II fieldwork rotation and the capstone experience. In addition, capstone mentors are most effective when the differences between mentoring and supervision are well understood. Most capstones are a blend of supervision and mentoring, and collaborations are successful when mentors and students clearly define expectations. Capstone mentors are responsible for the following activities, deliverables, and milestones:

providing the CC with a resume, curriculum vitae, or bio sketch that provides evidence of the mentor’s expertise consistent with the student’s area of interest;
reviewing and signing the MOU before the capstone begins;
providing feedback on and final approval of the capstone plan;
providing the student with the mentorship and resources required to fulfill the capstone responsibilities and achieve the highest educational goals;
reaching out to the CC with any concerns or questions that cannot be resolved with the capstone student; and
coming to an agreement with the student and the program as to proprietorship and/or authorship for capstone projects.

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Flow Chart of Mentor Selection Process

The Capstone Component

To date, in four cohorts, 131 students in the OTD program have successfully completed capstones with 127 mentors, with two mentors having taken multiple students. Core to the program is the mission to serve the state population and support its workforce for OT. While students are required to complete Level I and Level II fieldwork rotations in the state, with a few exceptions, capstone can be completed outside the state or internationally. In keeping with the mission, many students are selecting capstone sites and mentors in the state (see Figure 3 ). In the inaugural cohort, 13 of the 23 (56%) mentor sites were cultivated from existing fieldwork contracts and relationships. In subsequent cohorts, 38 (29%) mentors have returned to mentor another student on new projects (see Figure 2 ). To date, 93 out of 127 (73%) were first-time mentors for the program’s capstone students (see Figure 3 ).

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4-year Mentor Demographics

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4-year Capstone Locations Summary

Nearly all of this program’s students (96%) select two or more focus areas for capstone projects, and 20% of students select at least four focus areas (see Figure 4 ). The most selected focus areas are clinical practice skills and program development. There appears to be emerging focus trends in capstone, with the most apparent surrounding clinical skill development and program development. Students are frequently drawn to clinicians who practice in specialty areas or are recognized for advanced level of practice, so it makes sense that clinical skill development would be a focus for students. Students most frequently collaborate with mentors on program development projects, with none choosing theory development to date (see Figure 4 ). This theme indicates that students and mentors are, in fact, collaborating on projects that meet a site need or clinical practice initiative.

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Selected Capstone Focus Area Outcomes

Students typically take one of three paths toward mentor selection (see Figure 5 ). First, the mentor-focused path involves selecting the mentor based on shared interest or expertise. This approach can be student-driven but also offers the chance that mentors already have projects for students to join, so students do not necessarily generate the ideas. Second, the idea/project-focused path involves an outof-the-box or emerging practice area, perhaps something that students may or may not have a chance to do in the future. This is the most student-driven approach, as students approach potential mentors with ideas already in formation. Third, the location-focused path involves selecting the location site where students plan to live and work and then finding a mentor. This path narrows the students’ scope in terms of finding both a mentor and site open to taking a capstone student. This is emerging as the least studentdriven pathway, tending to be more mentor-directed in terms of project availability and clinical practice exposures.

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Capstone Selection Pathways

Lessons Learned

Communication.

The capstone was initially entitled residency when the program first started to distinguish it from fieldwork and set it apart from other student experiences. However, this term has different meanings in medical models and health care settings, and in some cases, the term residency was prohibited because it is designated for medical students. After faculty discussion and feedback from community stakeholders and students, the department changed the name to doctoral experiential component (DEC) to align with the 2011 ACOTE standard terminology. In accordance with the most recent 2018 ACOTE standards, the term capstone is now used to ensure the experience and project are consistently represented in the profession. This term more closely aligns with the project nature of the clinical doctorate outcomes. The multiple name changes have been a barrier for the CC to overcome, as clarification is needed to update mentors and students on the overarching goals of capstone.

Close communication with the AFWC is essential to build mentors and sites for capstone. The AFWC is key in providing sites and potential mentors with site-specific examples of capstone opportunities. This is accomplished during all Level II fieldwork rotations, during which the AFWC completes 90% of midterm evaluations in person. Based on experiences over the past 4 years, it seems non-occupational therapy mentors and occupational therapists in nontraditional roles readily engage in mentoring capstone students more so than traditional occupational therapists. Examples of nonoccupational therapy mentors to date are child life specialist, director of pediatric hospice program, primary school teacher, recreation therapists, life coach, yoga instructor, volunteer program coordinator of non-profit organization, and director for youth foster congregate care homes. At times, it has been easier to recruit non-occupational therapists because these mentors do not necessarily have the constraints of productivity and clinical practice responsibilities, and there is not a need to differentiate between a capstone and fieldwork student.

The department chair, faculty, CC, and AFWC all work to communicate a single message and theme of capstone when collaborating or communicating with the program’s numerous stakeholders. Capstone mentors and project ideas can and do come from these relationships. For example, during an OT state association lunch, an occupational therapist identified a need to collect and analyze data on the evaluation process and discharge recommendation practice habits of the staff. The CC helped define the project question and research questions and connected a capstone student for the project. This resulted in policy and program changes in the mentor’s practice setting and created elevation of practice in discharge planning. Collaborating with existing mentors to get the word out on capstone has been well received at AOTA and state conferences. As a bonus, not only does this provide mentors to engage in scholarship through presentations, potential mentors hear from mentors who have been through the process and can relate best how capstone translates in clinical practice.

Social media platforms are an effective way to share capstone stories and projects. Students, mentors, and projects are routinely showcased on the program’s numerous social media platforms. Students create the narrative to be shared, which benefits the university, OT program, and mentors.

Each year, there is a period of developing and evolving expectations with each new cohort of OTD students and mentors ( Hansen et al., 2007 ). New mentors and students require time to explore capstone projects and collaborations to determine if capstone is a good fit for the mentor and student. Most capstones are a blend of supervision and mentoring, and collaborations are successful when mentors and students clearly define expectations, allocate time for clinical skills and projects, and discuss communication styles.

There currently are few resources available for academic programs and mentors to guide capstone curricular development or clinical site capstone programs. Mentors seeking this information have access to fieldwork resources and rely on adapting them to meet the needs of capstone students in the practice setting. Feedback from mentors and students indicates that the structure of a consistent capstone plan is preferred rather than every capstone plan being in a different format. Uniformity has helped with familiarizing mentors to the program and supports branding and expectations of student projects.

Mentor Preparation

A challenge facing students and programs is that people who excel in professional fields are not always master educators or mentors, and mentoring involves a complex and dynamic exchange between mentors and mentees ( Smith, 2007 ). However, capstone mentors, when knowledgeable about the expectations and components of capstone, can further personal professional development and achieve a higher level of mastery ( Stoffel et al., 2014 ). Mentor sites, when familiar with the expectations and potential for program development, may bolster recruitment and retention of staff and highlight new programs by engaging in capstone mentoring partnerships with students and academic programs. Occupational therapists are familiar with fieldwork because all occupational therapists go through the process. There is a plethora of fieldwork literature, frameworks, and supports for fieldwork educators to follow. There currently are few frameworks and resources for OT capstone mentors outside of academia. CCs need to provide capstone mentors with resources and education regarding the capstone for mentors to feel more confident in their responsibilities and understanding of the differences between fieldwork and capstone requirements.

The capstone experience is an important and vital element of entry-level OTD programs. It is an individualized component of entry-level OTD education to produce a culminating project ( Case-Smith et al., 2014 ). In this student-informed process, the onus is on students and mentors to develop programs and envision how projects are springboards for future practice, such as research, quality improvement projects, and staff development ( Fortune et al., 2012 ). AOTA’s Vision 2025 charges occupational therapists to increase capacity and collaboration ( AOTA, 2017 ). OT mentors can meet Vision 2025 by engaging in mentor partnerships with capstone students. Through curriculum design, academia can promote capstone partnerships with occupational therapists and non-occupational therapist mentors that offer the opportunity not only to engage in scholarship, but also to advance programs that are of importance to the student, mentor, community, and or facility. The future holds exciting opportunities among established and developing OTD programs to share structural elements of capstone curriculum and program outcomes, to clarify language used for descriptions, and to better engage mentors in capstone collaborations.

Acknowledgements:

Technical editing was provided by Laurence Green and supported, in part, by NIH/NIMHD RCMI U54MD012388 (Baldwin/Stearns-MPI). Special thanks to our Founding Chair Patricia Crist, PhD, OTR, PC, FAOTA, for her direction and support in the development of the program.

Conflicts of Interest: None

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149 Capstone Project Ideas & Examples – 2024

June 6, 2024

The word “capstone” originally referred to the decorative, final piece of masonry that would be affixed to the top of a new building. But in terms of schooling, what is a capstone project? Academically, “capstone” is a fitting metaphor, as a capstone project serves as a culminating, crowning illustration of your scholarly work. The capstone project synthesizes the learning you have done in various fields, demonstrates your level of expertise in your specific area of study, and often marks the end or milestone moment of a current study path. In short, it’s a big achievement! In this article, we’ve outlined a few tips for cultivating your perfect capstone thesis and have included a list of capstone project ideas to get you started.

General Capstone Writing Tips

As you select a topic for your capstone project, be sure to consider the following criteria:

Personal Interest . A capstone project is meant to be the culmination of or milestone representing your specific path of study; as such, it should be a project that actually interests you! Perhaps you’ve already been working on a passion project or long-term scholarly paper on a topic that excites you. Or maybe you’ve heard about a specific branch of inquiry within your field that you find compelling and want to explore further. Whether you’re new to a specific capstone subject or have been working on it for a while, it’s important to know that your actual interest in a subject can increase your productivity and learning. [i]

Existing Research . For any new piece of scholarship, it’s crucial to thoroughly understand and acknowledge the current knowledge and findings that exist around your thesis. As an advancing practitioner in your field of study or profession, you should already have a sense of what other scholars and experts have said about your capstone project idea, but this is a moment to fully explore: Who are the major players in this professional or scholarly conversation? What are the most important pieces of research that ground this field of study? What recent innovations have been made in this topic?

Stakes . If you’ve ever been involved in a debate or had to write a persuasive speech , you know that an important question to answer is: “So what?” Why is this capstone project idea important? What will be affected if the ideas in your capstone do or do not come to pass? What exactly is at stake here?

Examples Continued

Stakeholders . The stakeholders of a capstone are those who will be affected by the information in your project. Perhaps you’ve already engaged in community service and have seen a gap that can be filled by your particular area of expertise. Maybe you are one of the stakeholders in your research. In every capstone project, your readers should know who will be most important to your work.

Identify a gap or problem . If you’ve done your research properly, then you now know what current holes or gaps exist in your field. Make sure you frame your capstone so that your audience is aware of the work that needs to be done.

Fill the gap . This is your moment to shine! What is your specific hypothesis? What kind of research will you conduct to prove it? Specifically, how is your work contributing to this field of study? To this profession?

Feasibility and Scope . The last question you need to ask yourself is: Can I actually do this project? Do you have the time and resources to complete the work you’re proposing? Is your capstone actually doable? If you find that your project seems too big, don’t despair! Many capstone project ideas can be narrowed down for specificity and feasibility. Take a look at the example below:

Very broad:

“What are some recent developments in women’s health research?”

More specific and feasible:

“What are the most current findings on early diagnostic testing and maternal health outcomes amongst American women?”

Capstone Project Examples

Below, we’ve listed 150 capstone project examples in various fields. Think of all of these focus questions and ideas as jumping-off points. Some are very broad, while others are much more specific. Your capstone project will most likely fall under the “specific” category (see “feasibility and scope” above), but broader topics and focus questions can get you started down the path of your own particular branch of research.

Computer Science Capstone Project Ideas

1) In what ways does social media influence current developments in information systems and marketing?

2) What recent developments have we seen in natural language processing? What innovations do we hope to see?

3) How is cybersecurity an essential consideration in political and public policy?

4) What is the potential for virtual reality within the fields of mental healthcare and / or physical rehabilitation?

5) How can cybersecurity better function in the healthcare industry?

6) What are current and developing applications for machine learning algorithms?

7) How can we develop more secure data encryption?

8) What are the current needs for development in image processing and design?

9) How does artificial intelligence promise to elevate, innovate, revolutionize, or render obsolete various fields and / or methodologies inside and outside of computer science?

10) What current developments exist in the field of neural networks?

11) In what ways can we develop more efficient data encryption algorithms?

12) What specific roles does computer science play in national defense?

13) Exploring automated testing systems.

14) In what ways have smartphone interfaces changed human behavior? Can we predict future changes?

15) What recent innovations have we seen in cloud computing and what changes can we expect to see in this field?

16) How can we improve specific algorithms that conduct market-based analysis?

17) What are the current most important ethical questions surrounding big data and information systems?

18) What are the current expectations around the development and use of cryptocurrency?

19) What specific relationships exist between national policy and internet censorship?

20) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of computer science that specifically interests you !)

Nursing and Medical Capstone Project Ideas

21) What roles might nurses have in administering pain management and anesthesia?

22) In what ways can we address the country’s nursing shortage?

23) In what ways is the field of nursing expected to change in the near future?

24) What innovations can be made in continuing education for nurses?

25) In what ways can nurse practitioners and PAs function more effectively in primary care and specialty settings?

26) Going forward, what roles can nurses play in mobile health and telemedicine?

27) How can clinical settings improve their mental and emotional health outreach for employees?

28) In what ways do nurses and PAs function in specific research roles (e.g. cancer research)?

29) Development of cultural sensitivity training and eliminating health equity disparities in the nursing field.

30) Recent developments in women’s health initiatives and research.

31) In what ways can communication efficacy be addressed in clinical settings?

32) What is the relationship between medical care and specific public policies?

33) Nursing, management, and leadership roles.

34) In what ways can technology improve nursing and healthcare initiatives?

35) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of medicine or scientific inquiry that specifically interests you !)

Humanities and Arts Capstone Project Ideas

36) How does art function in the political and public spheres?

37) What specific developments have we seen in the field of graphic design in the past decade?

38) Analyzing the relationships between marketing, commercial viability and contemporary literature.

39) In what ways do the humanities function in ecocriticism and the Anthropocene?

40) Social media and communication.

41) What are some recent examples of the relationship between popular culture and political propaganda?

42) Current distinctions between pop culture, avant-garde, and highbrow literature and art.

43) What is the role of philosophy in current public debate?

44) In what ways do / have the humanities function(ed) within and / or outside of the public sphere?

45) What is the role of the digital humanities in ancient / early modern / modern history?

46) What recent developments have we seen in the fields of women’s and gender studies?

47) How has a globalized media culture impacted our views on cultural exchange / postcolonialism / hegemonic power structures?

48) In what ways have sustainability initiatives become an essential part of art, theatre, fashion, film, and literary production?

49) Race, class, gender and / or sexuality, and recent developments in the construction of personal identity.

50) How does appropriation function in the realm of cultural production?

51) What is the current role of cinema in public and political culture?

52) Creativity and new genres in the wake of social media, artificial intelligence and monoculture.

53) How can / do museums and public spaces function as sites of cultural production?

54) In what ways has artificial intelligence begun to shape the arts and humanities?

55) Recent innovations and gaps in ____________. (Have you already done some research on a particular topic? This is your moment to delve more deeply into a branch of humanities research that specifically interests you!)

Engineering Capstone Project Ideas

56) What is the role of engineering in specific manufacturing practices?

57) In what ways are environmental and sustainable efforts transforming various industries (transportation, manufacturing, public use, energy, etc.)?

58) How does artificial intelligence promise to function in various engineering fields?

59) What are the functions of drones in supply chains?

60) How does engineering specifically function in the production and management of public health (water purification and distribution, waste management, etc.)?

61) What recent innovations have we seen in the fields of engineering and defense?

62) Assessing the feasibility of solar power, wind power, etc.

63) In what ways can engineering facilitate specific infrastructure innovations in public spaces?

64) What does the privatization of the aerospace industry demonstrate about the relationship between public and commercial scientific research?

65) In what ways does current engineering promise to disrupt fields like the automotive, manufacturing, aerospace, etc. industries?

66) Examining various uses of 3D printing.

67) What are some recent innovations in electric, geothermal and/ or nuclear energy?

68) What is the current relationship between extraction engineering and the public sphere?

69) How does the field of robotics function in medicine and public health?

70) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of engineering or scientific inquiry that specifically interests you !)

Education Capstone Project Ideas

71) How do charter schools currently function in the education system?

72) What current pathways exist for continuing education in the teaching field?

73) What roles does artificial intelligence play in the future of education?

74) Disciplinary practices and education for early childhood, middle school, high school, etc.

75) Addressing income and resource disparities between public school districts.

76) In what ways does gender currently function in STEM education?

77) In what ways can mental health initiatives more thoroughly benefit students, staff, and educators?

78) In what ways is parental involvement a factor in current curriculum models?

79) What are the advantages and disadvantages of various modes of virtual learning, technology in the classroom, asynchronous learning, e-learning, etc.?

80) How can we address the current teacher shortage?

81) What are the current relationships between politics, public policy, school funding and curriculum development?

82) What recent innovations have we seen in outdoor learning, Montessori schooling, forest schools, eco-education, etc.?

82) How can schools facilitate better curricula and funding for special needs programs?

83) What is the current role of the arts in public education? In private education?

84) What is the relationship between public policy and homeschooling?

85) In what ways do race and class currently function in specific conversations around education?

86) What are current concerns and developments in the practices of school safety?

87) What developments are currently underway in curricula involving interdisciplinary and project-based learning?

88) What benefits and drawbacks currently exist in extracurricular programs and initiatives for students of various age groups?

89) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of education or curriculum planning that specifically interests you !)

Biology Capstone Project Ideas

90) What are some recent developments in the ethics of stem cell research and cloning?

91) How has public disease testing changed since the pandemic?

92) What is the role of the biologist in mining, extraction, and geoengineering?

93) What recent innovations have been made in pesticide production, distribution, and wider use?

94) How can biology serve manufacturing industries to prevent contamination and supply chain stalling?

95) How do specific ecosystems currently function in regard to climate change? What changes are predicted to these ecosystems in the next decade and why?

96) In what ways are biologists’ roles evolving in the development of biomechanical medical devices?

97) What roles do biologists play in understandings of human reproduction and DNA?

98) How are pharmaceutical and recreational drugs currently understood and classified?

99) What recent biological innovations have been made in the production of food? What developments do we foresee in this branch of biology?

100) In what ways are biological systems affected by various forms of energy extraction and consumption (electrical power, gas, wind and solar power, etc.)?

101) How does A.I. promise to affect the roles of biologists in various fields?

102) What current biological threats do we face in terms of biological warfare? How are biologists crucial players in national defense?

103) Explore a relationship between the biochemical signatures of the body and mental wellness / illness.

104) In what specific ways is the organic movement both a biological consideration and a marketing strategy?

105) How do biologists play significant roles in the prevention of spreading infectious diseases?

106) What are the relationships between human population growth or decline and natural ecosystems?

107) How is marine life affected by human activity (recent understandings and developments)?

108) How do biologists function in public and political conversations around sustainability?

109) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of biology that specifically interests you !)

Psychology Capstone Project Ideas

110) What recent developments have been made in research around specific social media platforms and mental health?

111) What roles did the pandemic play in social and mental health amongst particular age groups?

112) How are recent developments in digital communication (“ghosting,” “swiping,” “liking”) indicative of disordered psychological behaviors?

113) Considering particular contexts like time and place, explore the relationships between psychological wellness and gender.

114) Investigate stress reduction efficacy amongst particular populations.

115) What is the role of mental health awareness in policies and conversations around public health?

116) What role does psychology play in pain management?

117) In what ways are clinical psychologists and therapists uniquely poised to conduct empirical research?

118) What recent developments exist in research around various types of trauma?

119) What daily interventions need to be explored in the reduction of anxiety and sleep disorders?

120) What is the developing role of telemedicine and online mental healthcare?

121) In what ways are particular prescription drugs more or less effective when paired with traditional types of psychotherapy?

122) In what ways do companies utilize psychology in marketing and branding?

123) What is the role of the child psychologist in public schools?

124) In what ways can HR departments benefit from on-staff mental health workers?

125) Explore distinctions between child psychologists and early childhood educators.

126) What interventions can be made in the realm of public policy to lessen the social stigma of mental health disorders?

127) How can psychology be used to create more efficient workplaces?

128) In what ways can new technology like apps and AI be implemented in the ongoing care of mental health patients?

129) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of psychology that specifically interests you !)

Business and Accounting Capstone Project Ideas

130) What are the current impacts of globalization on business strategy?

131) How can organizations change communication practices?

132) What are the relationships between sales, brand perception, and social justice movements?

133) In what ways are women perceived and compensated in the finance field? How has this developed over the past decade? What developments remain to be seen?

134) What leadership training programs and strategies best serve managers?

135) Exploring sustainable business practices.

136) In what ways can company structure influence business innovation?

137) What are the current trends and best practices for inter-departmental conflict resolution within businesses?

138) Exploring effects of mergers and acquisitions for specific companies.

139) What is the specific role of HR in performance management amongst employees?

140) Recent explorations of forensic accounting in cases of embezzlement.

141) Perform a case study analysis of a particular taxation policy.

142) What are some important features of the ethics of non-profit accounting?

143) In what ways can we measure international accounting standards?

144) Due to the pandemic, how have budgeting and financial planning methods evolved in recent years?

145) What specific impacts can we predict in the accounting field as a result of AI and other advancing technologies?

146) Perform an analysis of marketing strategies that utilize social media.

147) How can companies maximize consumer engagement in saturated markets?

148 Which technologies and designs are most effective in brand management and dispersion?

149) Recent innovations and gaps in _________. (Have you already done some research on a very particular topic? This is your moment to delve more deeply into a branch of business or accounting that specifically interests you !)

Capstone Project Examples – Works Cited

[i] Kahu, Ella., Karen Nelson, Catherine Picton. “Student Interest as a Key Driver of Engagement for First Year Students.” Student Success. Volume 8, Issue 2, pp. 55-66. July 2017.

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Capstone & Thesis Research

Getting Started

Benefits of a capstone or research project

Definitions, your capstone paper or project.

Selecting and Focusing Your Research Topic
Start Searching
Literature Review This link opens in a new window
Doing Primary Research
Presentation Skills This link opens in a new window
Specific Graduate Programs
Writing and Citing
Mendeley Citation Manager This link opens in a new window

Academic Integrity Webster University page outlining the definitions of academic integrity, academic dishonesty, cheating, fabrication, disciplinary actions and the Academic Honesty Board.
Case Study (Business and Management) Case studies usually present the pertinent facts about a real or fictional business or management "problem". Teaching cases are intended to provide the reader with sufficient data to evaluate multiple courses of action. They may pose questions to stimulate critical thinking and help readers to apply theory to the analysis of the events portrayed.
Hypothesis "A tentative assumption made in order to draw out and test its logical or empirical consequences." more... less... Hypothesis. (2012). In Merriam-Webster's Collegiate(R) Dictionary . Springfield, MA: Merriam-Webster. Retrieved from http://library3.webster.edu/login?url=http://search.credoreference.com/content/entry/mwcollegiate/hypothesis/0
Peer reviewed or scholarly Journals that go through a process in which experts in the field (the author's peers) verify that the information and research methods are up to standards. In order to know if an article is peer reviewed, look at the journal rather than the article.
Primary Source An original paper, article or document created with raw data, for example, tests, experiments or field research; data sets from pre-existing databases generated by others; first hand accounts or archival materials (for example, journals, diaries or letters written by ,say, historical figures or original historical documents); policy documents generated by, say governments and other organizations; state and international legal legislation- also court judgments; literary, art or religious works; and so forth.
Secondary Source Any texts that provide critical commentary on primary information...such as journal publications, books or chapters in scholary books, book reviews, etc.

Why take on a major research project?

When you read or research, you're joining the academic conversation.
To explore areas of interest more fully. Often in class, a topic is only addressed enough to raise more questions, so this is a good time to explore more deeply.

Benefits of doing a capstone project

To integrate various elements of your educational experience
To demonstrate your learning
To prepare you for the kind of work you will do in your career
Does the library keep graduate capstone (a.k.a. 6000) papers?

How is a masters thesis and doctoral dissertation different from a capstone project?

Requires primary research or produces original material
Committee OR faculty mentor
Produces lengthy, formal written manuscript
Webster University's Graduate Thesis Requirements
Does the library have theses in the collection?
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Last Updated: Aug 20, 2024 4:26 PM
URL: https://library.webster.edu/capstone

What is a capstone project, importance of capstone project, purpose of capstone project, types of capstone projects, components of a capstone paper, capstone project vs thesis paper, capstone project: your gateway to professionalism.

A Capstone Project is where academia meets real-world impact. Crucial to any certification course or college degree educational program, it can take multiple structures but offers the same purpose. According to the International Journal of Higher Education, over 85% of universities and colleges worldwide now incorporate capstone projects into their curriculum, recognizing their unparalleled ability to bridge the gap between theoretical learning and practical application.

This project gives students a unique chance to perform independent research to develop innovative solutions to real-world problems. The scale and degree of this project can be tested, and it is also exceptionally fulfilling. The capstone project was last year's activity and is an essential part of helping students prepare for the world of professionalism.

For those wondering what is capstone, it is the final assignment that is to be completed by the students in the final year of their academic program. This project needs multiple scholarly exercises.

This project includes multiple varieties of structures, which means that it can be submitted in multiple forms, including a paper, execution, film, or multimedia presentation. This project is similar to any college thesis.

These projects are crafted to boost the students' critical thinking, oral communication, teamwork abilities, research, and problem-solving skills. In addition, this project helps students understand the process of connecting with local areas and identifying significant problems, issues, and ideas. Some tasks even include experiences outside of school, such as scientific observations and interviews.

Along with various other significant factors, a capstone project expands the austerity of academic studies during the final year.

Capstone projects serve as a culmination of a student's academic journey. It requires them to draw upon knowledge and skills acquired throughout their studies. This integration of various disciplines provides a deeper understanding and appreciation of the interconnectedness of different subjects.
A capstone project also increases students' individual inspiration. Its activities require creative work on fascinating themes, boosting students' inspiration.
Through research, experimentation, and analysis, students develop essential problem-solving skills that employers across various industries highly seek.
Capstone projects are an amazing approach to display learning capability. These kinds of projects help youngsters decide their preparation and capability to represent what they have learned from the project.

The major purposes behind incorporating capstone projects for the students include the following:

Overall Students Development

The meaning of capstone is a stone placed on the highest point of a structure to complete its construction. Hence, a capstone project refers to the advancement of students through their course. This project helps students improve their public speaking, teamwork, relational abilities, planning, and handling challenging problems. Students explore multiple ideas and implement their abilities while performing this project. It also helps students encounter learning techniques, such as intentions, research, etc.

Hones Skills that are Highly in Demand by Employers

The capstone project includes a disciplined, working society, planning to implement certain skills that are highly valued by employers and align well with the students' careers. While entering your career field or proceeding with how you study, how you implement and boost your skills is important. With each task, you polish your skills eventually. Moreover, you also develop better skills with the length and complexity of the assigned capstone project. Working on a capstone project includes selecting valid, relevant, and correct information, and these activities make it essential to boost your critical thinking skills. For instance, a capstone project helps you enhance your communication skills, which will be essential when you appear for an interview.

Provides Valuable Practical Experience

Grabbing your dream job as soon as possible can be challenging because several jobs need practical experience. This is why all capstone projects offer the students practical and theoretical experience. As employers are constantly searching for candidates who are well-versed in the practical application of the learned information, the capstone project proves extremely beneficial for the students' careers.

Prepare Yourself For the Outside World

The capstone project is structured to consolidate the student's previous years of learning with appropriate practical experience to help them build themselves into well-learned graduates. Students combine into small groups to develop creative answers for reasonable issues, all while learning the crucial experiences required in the responsibilities and demands of the real world.

Stand Competitive in the Job Market and Build an Attractive CV

When you undertake a capstone project, you represent to employers that you’re passionate about building essential skills and fundamental academic qualifications. Your dedication level is displayed when you invest effort and time in boosting your skills, gaining practical work experience, and working hard for the project. Moreover, by completing a capstone project, you stand out from other candidates when applying for a job.

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There are multiple capstone project examples. Each student is assigned a capstone project that best suits their skills and degree. Each project requires the students to implement the best process of doing things and to be creative. Every capstone project is highly research-intensive and requires students to present their skills and implement strategies that help them understand things better, along with developing critical and analytical skills.

Applied Research Capstone Project

In the applied research capstone projects, the students collaborate with international partners to conduct research that connects borders. This idea is to research subjects about the global context to explore things happening around the world. This project aims to bring solutions that can bring improvement to the world.

Creative Capstone Research Project

A creative capstone project is a project where students come up with excellent ideas to explore. The main motive behind this project is that students must be forced to think creatively and out of the box by making the best use of their critical thinking abilities. This project results in receiving useful insights from students in different fields, which improves the situation in regard to practical implications.

Action Research Capstone Project

In an action research capstone project, students promote continuous improvement and learning in a particular field. These projects are usually performed in education, psychology, medicine, and other fields. The main motive is to promote research and invent new methods through continuous research about new topics that may have crucial implications for the world.

Traditional Capstone Project

A traditional capstone project is like a regular capstone project in which students perform in-depth research in the field in which they are studying. The main goal is to conduct research that allows you to explore the things you are studying. Hence, selecting the right research question is important. You must select something that you have an interest in, and that will provide you with in-depth insights.

A capstone project is like any other project, with the primary goal of providing you with practice and experience in your particular field. It allows for a broader range of methodologies, potentially incorporating experiential learning, case studies, or simulations.

The main components of a capstone paper are as follows:

Introduction
Literature review
Methodology
Recommendations

Many people believe that a thesis paper and a capstone project are similar; however, they are not. The thesis focuses more on an exploration-based approach to evaluate the students' capacities. On the other hand, a capstone project evaluates the type and status of the student. One similarity between a thesis and a capstone project is that both need project execution, data collection, and outcome. In a thesis, students are required to add new learnings and thoughts. However, in a capstone project, students must collect data and provide outcomes regarding their benefit or as per their formal education.


Purpose	Systematic analysis of an identified problem	Detailed evaluation with a focus on exploring various aspects of a problem and potential resolutions
Components	Involves literature review, data collection, analysis, and conclusion	Allows for a broader range of methodologies, potentially incorporating experiential learning, case studies, or simulations
Format	Written in a specific format mandated by the institution	Offers flexibility in format, allowing creative expression and innovative presentation methods
Evaluation Focus	Based on scientific principles	Focus on processes and examining potential solutions
Goals	Contributes original knowledge to the academic community, Demonstrates mastery of research skills	Synthesizes and applies knowledge gained throughout the program, demonstrating readiness for professional practice or further study
Student Engagement	Driven by student's curiosity and academic interests, Motivates deep exploration and inquiry	Encourages engagement with real-world challenges, fostering independence and lifelong learning through self-directed inquiry

Undertaking a capstone project requires students to gather information, conduct interviews, and examine subjects. Moreover, the whole procedure, from starting to work on your paper to completing it, raises the value of your resume and demonstrates that you hold the inspiration and diligence to complete all capstone projects.

Moreover, it helps the students boost their project management, oral communication, examination, and critical thinking abilities when working on their capstone project. If you want to upscale new-age technologies and essential industry skills, enrolling in these programs would be a better start:

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1. What are the objectives of a Capstone Project?

The major objective of a capstone project is to produce original, high-quality work that contributes to the students' professional and academic development.

2. Who typically completes a Capstone Project?

A capstone project, which is a multi-faceted academic experience, is basically required for final-year students of an academic program to complete this project.

3. What disciplines require Capstone Projects?

Usually, Capstones are needed in programs, including practical learning and application of skills. These programs include business, computer, science, engineering, education, healthcare, and social sciences.

4. How long does a Capstone Project take to complete?

Completing a Capstone project might include a few beats or several months. Therefore, time management and project planning are essential to ensure that students can complete the project within the provided time frame.

5. How are Capstone Projects assessed?

The capstone project is assessed based on the capstone grading algorithm. An individual's grade is based on their team product development project performance (80%) and professional development (20%).

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MPP Students Conduct International Fieldwork for Capstone Project

Five graduate students from the University of Maryland School of Public Policy received funding to take their capstone project research global, conducting fieldwork across four continents during the 2023-2024 academic year. This new opportunity for hands-on learning was spearheaded by David Backer, research professor and instructor for the ISEP/IDEV capstone project.

The program, which kicked off in January 2024, saw students traveling to Senegal, Ghana, Kenya, Taiwan and Central America. Each journey was uniquely tailored to the student's research focus, providing unparalleled opportunities for face-to-face meetings, primary data collection, and visits to significant sites.

Jahi Madzimoyo's work took him to the historic Gorée Island in Senegal. Partnering with the local Historical Museum, Madzimoyo delved into sustainable tourism solutions for World Heritage Sites, conducting in-depth interviews with residents to understand their experiences and priorities for culturally sensitive economic development.

Meanwhile, Alexa Schmid collaborated with UMD Professor John McCauley in Ghana on a USAID-funded project. Her research focused on the challenges facing Ghana's democracy, involving interviews with civil society actors about pressing issues in the context of upcoming national elections.

Samira Mudd traveled to Kenya, where she worked with Action Against Hunger. Mudd's project involved analyzing and mapping outreach sites to combat malnutrition, requiring her to meet with personnel in Nairobi and local clinics to understand their data management needs.

Olivia Parker's research brought her to Taiwan in March 2024. Working with the U.S. Indo-Pacific Command's Center for Excellence and Disaster Management, Parker assessed the capabilities of Taiwan's humanitarian organizations in addressing future disaster scenarios.

In April 2024, the program's reach extended to Central America, where Carmen Chamorro's project on civil society strategies to counteract state-based disinformation brought together activists from El Salvador, Guatemala, Honduras and Nicaragua. Chamorro's work culminated in a special CISSM Global Forum on "Democratic Backsliding in Central America," which drew over 125 attendees in a hybrid format.

While enriching, these international experiences required substantial logistical planning and funding. Support came from various sources, including CISSM's John Steinbruner Endowed Student Support Fund in Public Policy, SPP's Development Office, the Civic Innovation Center , Maryland Democracy Initiative , Latin American and Caribbean Studies Center, U.S. Latina/o Studies Program, La Gente, Action Against Hunger, and USAID.

The success of this initiative has been met with enthusiasm from all quarters. It has enhanced the quality of capstone projects and provided students with invaluable experiential learning and career development opportunities. Looking to the future, there are plans to scale up the program, focusing on increasing the number of students undertaking both domestic and international fieldwork.

With this innovative approach to graduate education, the School of Public Policy is not just preparing students for the global stage – it's giving them a front-row seat to international policy challenges and solutions.

Center for Intl. & Security Studies at Maryland
International Policy
[email protected]
(301) 405-4390

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MPP Students Conduct International Fieldwork for Capstone Project

Center for Intl. & Security Studies at Maryland
International Policy
[email protected]
(301) 405-4390

You Also Might Be Interested In...

New Resource: A Student’s Guide to Sustainability

By Abigail Brewer

New Resource: A Student’s Guide to Sustainability

Under Sustainable Carolina’s strategic framework, the team nurtures educational efforts by supporting educational experiences and sustainability activities.

During the spring 2024 semester, Cindy Shea, sustainability director at Sustainable Carolina , served as the client for Lama BouFajreldin’s spring 2024 ENEC 698 Capstone.

Aiming to inspire the next generation of Tar Heels, a team of graduating seniors wrote A Student’s Guide to Sustainability at Carolina .

For Students, By Students

The team hoped to create a guide that would resonate with students, especially those new to campus.

“Carolina’s many rich sustainability offerings can be challenging to find for current and future UNC students,” said Shea.

At the undergraduate and graduate level, sustainability offerings are embedded into many different departments and schools. Shea said sustainability education prepares students to be agents of change within their communities and future careers.

Inside the Guide

In the guide, the team not only lists degree and certificate programs, it also groups courses that correspond with the United Nations 17 Sustainable Development Goals . Two to three courses are listed for each goal and fall under categories such as clean energy, healthy food, gender equality and sustainable cities.

The guide also encourages students to “bookend” their sustainability experience with a First-Year Seminar/First-Year Launch and a Capstone. In first-year experiences, students engage with their peers and accomplished teachers in small classes, while also fulfilling Carolina’s Ideas in Action First-Year Foundations requirement . Capstones, completed near the end of a student’s time at Carolina, give students an opportunity to hone analytical and management skills by working in a team environment on a large project, usually for a client.

In addition to degree programs and courses, the guide also points students to professional development opportunities and extracurricular activities. Professional opportunities exist within the UNC Institute for the Environment, Sustainable Carolina, the Office of Undergraduate Research and the Carolina Center for Public Service – just to name a few. Students can also get involved in one of Carolina’s 24 student organizations focused on the environment and sustainability.

The last section of the guide covers UNC Study Abroad and the UNC Institute for the Environment’s field sites. The Institute has field sites in Thailand and four locations in North Carolina – Highlands, Chapel Hill, Morehead City and Manteo. Through these hands-on experiences students participate in field research, internships and coursework.

Special Thanks

Thanks to the ENEC 698 Capstone team that put this guide together, under the mentorship of Lama BouFajreldin and Cindy Shea.

Alyssa Coleman
Anoushka Deo
Arabella DeVoe
Lillian Hawkins
Caroline Kelly
Elizabeth Murphy

IMAGES

how to make methodology in capstone project
Capstone: Action Research Project by Laura Hitchcock
Capstone: Action Research Project by Halley Hixson on Prezi
Sample Capstone Project Outline
7. Mapping Out your Capstone Project
What is the Capstone Project

VIDEO

Capstone project group10- session3
The Capstone Project
General Studies Capstone Project
AP Research Capstone 2
Action research (project) // B.ed 2nd year
CAPSTONE RESEARCH PAPER PRESENTATION

COMMENTS

Capstone guide
The capstone project provides you with a forum to present, investigate and explore an instructional problem through action research. The capstone is a culminating activity, an achievement that highlights and celebrates your work during the course of your studies at WGU.
PDF Action Research Project Handbook
The Action Research Project (ARP) is a culminating assessment (capstone) requiring an advanced candidate to demonstrate required skills for having a positive impact on student learning.
Strategies for a Successful Capstone Project
A capstone project for action research is a primary tool used at the collegiate level, particularly in a graduate program. In order to know what makes a successful capstone project, it is essential to understand the specific intent of the project and what components the capstone project consists of.
Undertaking Capstone Projects in Education: A Practical ...
Undertaking Capstone Projects in Education provides students with all of the information. required to successfully design and complete a capstone project. Guiding the reader in a step-by-step ...
Capstones, Research Projects, and Curricula
Capstones, Research Projects, and Curricula The Masters of Science in Education (MSEd.) with a concentration in Teaching and Learning (MTL) culminates with and action research course EDU 643 Inquiry in Education. As the Masters capstone -- research projects are designed, implemented, and evaluated.
PDF Capstone Report Template
The purpose of my capstone action research project is to create lifelong thinkers through metacognition using video recording as part of the self-reflection practices.
TEDM 6500
Metropolitan State University of Denver Mar 29, 2024 2021-2022 Graduate Catalog
Capstone Guidelines
In the Master of Science in Science Education program, all students complete a Capstone Project. This Capstone Project is three-fold: (a) a professional action research paper, (b) a poster, and (c) a symposium presentation. Upon passing MSSE 575 and all program requirements, your paper and poster are digitally published in the MSU library.
What is a capstone project? And why is it important?
The capstone project is a unique opportunity to carry out independent group research in order to devise an innovative solution for a real-world problem. While a project of this scope and scale can be challenging, it can also be very rewarding. The capstone project is usually the final assignment and plays a vital role in preparing students for ...
PDF Microsoft Word
In this action research capstone, I will explore the current research in the field on high- quality early learning programs to set the foundation for my own action research project.
Everything About Capstone Projects: An In-Depth Guide
Everything About Capstone Projects: An In-Depth Guide Think of your academic journey as a thrilling mountain climb. The capstone project marks the exhilarating, and sometimes daunting, summit. This culminating assignment is a staple in many degree programs, providing students with a unique opportunity to synthesize their learning, apply their skills to real-world challenges, and showcase their ...
Capstone Research Projects
The Capstone Service Research Project (CSRP) is an action-based creative expression of leadership that includes a "deliverable" - or, "end product," purpose, or intended use of the research data - to a sponsoring organization; or a realistic service template that represents a scholarly contribution to the leadership field of study.
Capstone: Advanced Research Projects in Quantitative Analysis I
Capstone: Advanced Research Projects in Quantitative Analysis I. Couples with CAP-GP.3149. As part of the core curriculum of the NYU Wagner Masters program, Capstone teams spend an academic year conducting research on a pressing social question. Wagner's Capstone program provides students with a centerpiece of their graduate experience in which ...
Recommended Format for Capstone Project Proposal
Project Summary A brief summary of the overall goal of the project and the final outcomes to be developed from the work. Literature Review or Annotated Work to Support the Project Although the capstone is an original project it is certainly based on, or influenced by previous research, scholarship, or creative work in the field. To document the ...
SOC-481
The proposal should clearly and succinctly describe all aspects of your proposed project, clearly explaining what you will do and why. Please note that you are not required to implement the project as part of the SOC-481 coursework. In PART 1 of the assignment, you will develop the initial sections of an action research proposal.
PDF Finalizing Teacher Education Capstone Projects in an Unstable Environment
To meet these needs, I suggest building on existing practices to complete capstone research projects in distance learning contexts, developing unstructured social spaces through social media platforms, and inviting teacher candidates to co-curate course content.
Capstone vs Dissertation? 5 Things to Consider Before Making a Decision
The purpose of the capstone is to allow the student the opportunity to conduct an action research study where they will identify a process that needs to be changed, design the program or process to initiate the change, and then evaluate the results.
Designing effective capstone experiences and projects for entry-level
Entry-level doctoral occupational therapy programs require students to complete a capstone experience and project that supports advanced skills through an in-depth learning experience with a student-selected mentor. Strong curriculum design and mentorship ...
149 Capstone Project Ideas & Examples
Capstone Project Ideas - We offer 150 of the best capstone project topics in a variety of fields for students in 2024.
Library: Capstone & Thesis Research: Thinking about your Project
Capstone & Thesis Research This guide walks you through steps you might take to complete your major paper or project.
BIR3993 CAPSTONE ACTION RESEARCH PROJECT (Instructions)
This document provides instructions for an action research project that students will complete instead of a final year project. It outlines the assignments, timeline, and expectations for the project. Students will conduct an action research project on an issue in teaching English, consult with their supervisor, and produce a written report and presentation on their findings. The project aims ...
PDF High-Impact Educational Practices: Capstone Courses and Projects
Capstone courses and projects are one of the 11 types of high-impact practices endorsed by the Association of American Colleges and Universities. The AAC&U defines capstone courses and projects as "culminating experiences [that] require students nearing the end of their college years to create a project of
Capstone Projects Explained: Start Your Journey!
In an action research capstone project, students promote continuous improvement and learning in a particular field. These projects are usually performed in education, psychology, medicine, and other fields.
Capstone: Action Research Project by melissa blodgett on Prezi
Capstone: Action Research Project Melissa A. Blodgett American Public University Questions: Can students with ASDs benefit from peer role models to influence their verbal communication skills? Will students with ASDs be able to generalize any benefits from a peer modeling program
Capstone Action Research Tutor, LLC
Individualized 40 minute sessions for graduate learners completing their action research, thesis, dissertation or capstone project for $50.00 We now offer assistance with Capstone Business Simulation
MPP Students Conduct International Fieldwork for Capstone Project
Five graduate students from the University of Maryland School of Public Policy received funding to take their capstone project research global, conducting fieldwork across four continents during the 2023-2024 academic year. ... La Gente, Action Against Hunger, and USAID. The success of this initiative has been met with enthusiasm from all ...
MPP Students Conduct International Fieldwork for Capstone Project
Five graduate students from the University of Maryland School of Public Policy received funding to take their capstone project research global, conducting fieldwork across four continents during the 2023-2024 academic year. ... Samira Mudd traveled to Kenya, where she worked with Action Against Hunger. Mudd's project involved analyzing and ...
New Resource: A Student's Guide to Sustainability
The guide also encourages students to "bookend" their sustainability experience with a First-Year Seminar/First-Year Launch and a Capstone. In first-year experiences, students engage with their peers and accomplished teachers in small classes, while also fulfilling Carolina's Ideas in Action First-Year Foundations requirement. Capstones ...