thesis and capstone research project

Dissertation vs Thesis vs Capstone Project What’s the difference?

By: Derek Jansen (MBA) | Expert Reviewed By: Dr. Eunice Rautenbach | October 2020

At Grad Coach, we receive questions about dissertation and thesis writing on a daily basis – everything from how to find a good research topic to which research methods to use  and how to analyse the data.

One of the most common questions we receive is “what’s the difference between a dissertation and thesis?” . If you look around online, you’ll find a lot of confusing and often contrasting answers. In this post we’ll clear it up, once and for all…

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Dissertation vs Thesis: Showdown Time

Before comparing dissertations to theses, it’s useful to first understand what both of these are and what they have in common .

Dissertations and theses are both formal academic research projects . In other words, they’re academic projects that involve you undertaking research in a structured, systematic way. The research process typically involves the following steps :

• Asking a well-articulated and meaningful research question (or questions).
• Assessing what other researchers have said in relation to that question (this is usually called a literature review – you can learn more about that up here).
• Undertaking your own research using a clearly justified methodology – this often involves some sort of fieldwork such as interviews or surveys – and lastly,
• Deriving an answer to your research question based on your analysis.

In other words, theses and dissertations are both formal, structured research projects that involve using a clearly articulated methodology to draw out insights and answers to your research questions . So, in this respect, they are, for the most part, the same thing.

But, how are they different then?

Well, the key difference between a dissertation and a thesis is, for the most part, the level of study – in other words, undergrad, master or PhD. By extension, this also means that the complexity and rigorousness of the research differs between dissertations and theses.

So, which is which?

This is where it gets a bit confusing. The meaning of dissertation or thesis varies depending on the country or region of study. For example, in the UK, a dissertation is generally a research project that’s completed at the end of a Masters-level degree, whereas a thesis is completed for a Doctoral-level degree.

Conversely, the terminology is flipped around in the US (and some other countries). In other words, a thesis is completed for a Masters-level degree, while a dissertation is completed for PhD (or any other doctoral-level degree).

Simply put, a dissertation and a thesis are essentially the same thing, but at different levels of study . The exact terminology varies from country to country, and sometimes it even varies between universities in the same country. Some universities will also refer to this type of project as a capstone project . In addition, some universities will also require an oral exam or viva voce , especially for doctoral-level projects. 

Given that there are more than 25,000 universities scattered across the globe, all of this terminological complexity can cause some confusion. To be safe, make sure that you thoroughly read the brief provided by your university for your dissertation or thesis, and if possible, visit the university library to have a look at past students’ projects . This will help you get a feel for your institution’s norms and spot any nuances in terms of their specific requirements so that you can give them exactly what they want.

Let’s recap

Dissertations and theses are both formal academic research projects . The main difference is the level of study – undergrad, Masters or PhD. Terminology tends to vary from country to country, and even within countries.

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Get in touch with a friendly Grad Coach to discuss how we can help you fast-track your dissertation or thesis today. Book a free, no-obligation consultation here.

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This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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Understanding the Differences Between Dissertation, Thesis, and Capstone Projects

This article explains the key differences between dissertation, thesis, and capstone projects, and offers insights into how to approach each project to ensure academic success.

If you're pursuing an advanced degree, you may be required to complete a dissertation, thesis, or capstone project as part of your program. While these projects share some similarities, there are also important differences to understand.

A dissertation is typically required for a doctoral degree, while a thesis is required for a master's degree. Both involve extensive research, data collection and analysis, and a written report that contributes to the body of knowledge in the field of study. A capstone project, on the other hand, is typically a culminating project required for a variety of undergraduate and graduate degree programs. It may involve original research, but can also take the form of a creative project or a community service project.

Dissertation: A dissertation is a research project required to complete a doctoral degree program. It is a comprehensive study that contributes to the existing body of knowledge in the field of study. A dissertation typically involves original research, data collection and analysis, and a written report that is expected to make a significant contribution to the field of study.

Thesis: A thesis is a research project required to complete a master's degree program. It is usually a shorter and less complex study compared to a dissertation. A thesis may involve original research, but it can also be a literature review, a case study, or a critical analysis of existing research in the field of study.

Capstone: A capstone is a culminating project required to complete a degree program. It is typically undertaken in the final year of study and integrates the knowledge and skills gained throughout the program. A capstone can take various forms, such as a research project, a creative work, or a community service project. It is designed to demonstrate the student's ability to apply what they have learned to real-world problems.

To successfully complete a dissertation, thesis, or capstone project, it's important to have a clear understanding of the project's purpose and requirements. For example, a dissertation will require a more extensive literature review, data collection, and data analysis than a thesis or capstone project. A thesis may require more original research than a capstone project, but less than a dissertation.

In addition, it's important to work closely with your advisor or instructor throughout the project to ensure that you are meeting the requirements and expectations. You may also want to consider seeking out additional resources, such as writing support or statistical analysis services, to help you complete the project successfully.

By understanding the differences between dissertation, thesis, and capstone projects, and approaching each project with a clear plan and support, you can successfully complete your degree program and contribute to the body of knowledge in your field. In summary, a dissertation is a research project required to complete a doctoral degree program, a thesis is a research project required to complete a master's degree program, and a capstone is a culminating project required to complete a degree program.

Theses and Capstone Projects: Writing your thesis or capstone project report

When a final project includes a written document of some sort, students are expected to follow the appropriate MSOE style guide. There are separate style guides for undergraduate and graduate work.

The applicable style guide can be found here:

• MSOE Graduate Student Documentation and Style Guide For Technical Documents
• MSOE Undergraduate Documentation and Style Guide

Thesis and Capstone Reports

MSOE librarians work closely with graduate students and their advisers during the thesis and capstone report phase of their education. The following resources, documents and information will help you complete your final project.

Graduate Thesis and Capstone Report Format Checks

In compliance with Graduate Programs Council (GPC) Policy 4.3.009, the library is responsible for verifying that all MSOE Graduate Thesis and Capstone Report documents comply with MSOE’s format requirements.

Graduate Thesis and Capstone Report Completion

• Graduate Thesis and Capstone Document Process This document walks through the process of completing a masters thesis or capstone document, including the library publication approval check and other considerations.
• Graduate Thesis and Capstone Publication Approval Form Complete this form and submit it to the library along with the thesis or capstone project to be reviewed.
• MSOE Electronic Thesis and Capstone Project Report Permission Form Use this Form to grant MSOE permission to electronically publish a graduate degree thesis or a graduate degree capstone project report or other independent graduate degree final report or essay.
• Library “Non-Circulation Status” Request Form Complete this from to request access restrictions for a thesis or capstone report.

Personal Thesis/Capstone Bindery Request

The library offers a bindery service for graduate students interested in having copies of their thesis or capstone report bound in a durable, sturdy, and attractive hardcover binding. Students are charged a fee per volume for the service. To request binding of a thesis or capstone report, please send an email to [email protected] .

Electronic Publications at MSOE

• Electronic Publications at MSOE A selection of theses and final capstone project reports completed by graduate students at MSOE that have been approved for electronic dissemination.

MSOE electronic publication provides the broadest possible method of disseminating your work. With electronic publication, the full text of your electronic thesis, capstone project report, or final independent report or essay is freely accessible world-wide on the Internet. Electronic publication of your document typically results in more recognition of your research work, wider dissemination of scholarly information, and acceleration of research.

The MSOE Library invites MSOE graduate students who have completed an approved master's thesis, capstone project report, or other independent final report or essay to submit their work to the MSOE Institutional Repository. In order to participate, graduate students must complete and submit a Permission Form in order to enable MSOE to electronically publish their work.

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Home » Education » What is the Difference Between Capstone and Thesis

What is the Difference Between Capstone and Thesis

The main difference between capstone and thesis is that capstone involves using existing knowledge to solve a problem in a particular field of study, whereas thesis is more scholarly in nature and contribute new knowledge to a particular field of study

Both capstone and thesis serve as the final projects of an academic course. They require a long-term commitment as students will have to spend a lot of time on their research. When done successfully, they can serve as the basis of a student’s professional portfolio.

Key Areas Covered

1.  What is a Capstone       – Definition, Features 2.  What is a Thesis     – Definition, Features 3.  Difference Between Capstone and Thesis      – Comparison of Key Differences

What is a Capstone

A capstone is a multilayered project that serves as a culminating academic experience for students, typically at the end of an academic program. Moreover, a capstone project may take many forms. In such projects, students select a topic or social problem that interests them, conduct research on that subject, record the results or findings, create a final product, showcasing their conclusions, as well as their learning acquisition. The final product can take many forms, such as papers, multimedia presentations, and short films. Students may also have to do an oral presentation on the project in front of a panel of teachers and experts who will evaluate the quality of the project.

Capstone projects encourage students to think critically and face challenges. They can also develop skills such as research skills, media literacy, teamwork, planning, goal setting, oral communication, public speaking, and self-sufficiency. These skills will help students in their careers as well as adult life. Furthermore, these projects tend to be interdisciplinary, i.e., students have to use various skills and research issues across many different domains of knowledge.

What is a Thesis

A thesis or dissertation is a long research paper that typically serves as the final project for a university degree. Submitting a thesis is generally required for completing undergraduate honours, masters , and doctoral degrees . The theses are very long and may contain hundreds of pages. They are also scholarly in nature and allows students to contribute valuable research in their field of study.

Moreover, a major part of a thesis work involves research and writing. It generally has advanced research design and analysis. When writing a thesis, the students will have to prove or disapprove a hypothesis , and their conclusions have to be backed by extensive research and an insightful, learned description of how they got to that conclusion. In some degree programs, students also have to perform an oral defence of the thesis paper in front of a panel of experts.

Parts of a Thesis

These are the components you will usually find in a thesis paper.

• Title Page                       
• Abstract           
• Table of Contents           
• List of Figures
• List of Tables           
• Introduction           
• Methods           
• Discussion             
• Conclusions
• Recommendations           
• Acknowledgements
• References             

Difference Between Capstone and Thesis

A capstone is a multilayered project that serves as a culminating academic experience for students, typically at the end of an academic program, whereas a thesis is a long research paper that typically serves as the final project for a university degree.

A thesis is more scholarly in nature than a capstone project.

Level of Education

Capstone projects can be done by high school students, college students, etc., whereas theses are required in higher levels of academia, usually in undergraduate honours degrees, masters, or doctorate levels.

Final Product

In a capstone project, the final product can take many forms, for example, paper, multimedia presentation, short film, etc. However, in a thesis, the final product is always a paper.

A capstone is a multilayered project that serves as a culminating academic experience for students, typically at the end of an academic program, whereas a thesis is a long research paper that typically serves as the final project for a university degree. Moreover, a thesis is more scholarly in nature than a capstone project. Therefore, this is is the main difference between capstone and thesis.

1. Stute, Martin. “ How to Write Your Thesis .” How to Write a Thesis. 2. “ Capstone Project Definition .” The Glossary of Education Reform, 23 Mar. 2016.

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Capstone & Thesis Research

Before you begin your research project, steps in doing a capstone paper or project, graduate thesis and dissertation general guidelines, find theses and dissertations, academic writing and research video, watch and learn with webster u. library online presentations, the research cycle.

• Thinking about your 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

Need help? Ask a librarian or chat

Ask A Librarian  for help finding sources, narrowing or expanding your topic, and more!​

• Research Desk: 314-246-6950
• Toll-free: 800-985-4279
• Visit us:  Library hours
• Search our FAQs or email us 

Make sure you understand what is required. Read your assignment carefully and talk with your instructor if you need clarification. Think about how much time and other resources you have and need to complete all parts of the research assignment within the course timetable.

Select a topic area. See the "Selecting and focusing your research topic" tab at left for suggestions on choosing a topic, narrowing your focus, and developing a thesis statement or research question.

Do a literature review. The " Literature Review " tab will link you to helpful resources for planning a search and organizing your results. " Start Searching " will bring you to some examples for using article databases effectively.

Doing primary research (for those students required to do so). Check the "Doing primary research" tab for resources on creating surveys, finding tests, designing studies, etc.

Present your results. " Writing & Citing "  will bring you to resources for writing the paper, citing your sources, and avoiding plagiarism. " Presentation skills "  will help you create effective visual aids and deliver a professional presentation.

Here you will find everything you need to know about the purpose of a dissertation or thesis and the steps to complete and submit your work.

The Guidelines were created by the Webster University Office of Academic Affairs and approved by Webster University Graduate Council. The most recent version of the Guidelines is the 2023 revision.

• Theses and Dissertation Guidelines
• Does the library have theses in the collection?
• Does the library keep graduate capstone (a.k.a. 6000) papers?
• How do I find a thesis or dissertation?

Academic writing and research: Top tips to transform your paper

• Academic Writing & Research: Top Tips to Transform Your Paper (Recorded on Apr. 3, 2019; 37 minutes) New to writing and research or just want to up your game? Join us! Learn simple and effective tips from Writing Center and Library staff to make your writing more polished and to find and integrate others’ ideas and research to strengthen your thesis and argument. Click here to watch specific parts of this video.

Watch  specific topics in this video

Visit our Library Training, Tutorials & Webinars  page to see tutorials that will sharpen your research skills and offer helpful guidance in doing a capstone, thesis or advanced research project. Recorded webinars may be watched at your convenience. Live webinars offer an interactive experience with Webster U. librarians present to answer your questions.

The Research Cycle is a circular process with the goal of identifying relevant and useful results.  The pieces of the process are:

• Define task: What is your assignment, problem or question?
• Identify options: What kinds of information do you need and where do you look?
• Select your sources: How do you search for them and which do you choose?
• Analyze content: What di you discover and what does it mean?
• Present findings: How do you organize and communicate what you have learned?

When you complete these steps you will need to evaluate your results.  Depending on your assignment you may need to refine or change your question and begin the process again.

 CMST 101: Introduction to Communications, Marian Lyles: Intro to Research. Seattle Central College Library.  Seattle Central College. 10 Feb. 2016. Web. 16 Jun 2016.

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What is a Capstone Project in College?

The capstone project in college is the apogee, or completion marker, of a student's coursework leading to the culmination of their program with a degree in their chosen field of study. The original definition of a capstone focuses on the actual stone placed at the top of a wall or building, marking the successful completion of the structure. It's a significant and celebrated piece of architecture, considered to be the most important of an entire construction project.

"(Capstone projects are) the apex of all a student's work done throughout their college career," said Dr. Jeff Czarnec , a social sciences adjunct online and on-campus at Southern New Hampshire University (SNHU). Retired after 23 years in law enforcement, Czarnec served as an associate dean of criminal justice and social sciences at SNHU for nearly a decade. He now leverages his extensive background to teach social sciences, enriching the academic experience with his practical insights. 

When entering a capstone course, there's an expectation that you have all the necessary skills and knowledge to be successful. 

You have the opportunity to pick a research topic that is of interest to you and run with it. "After having to write research papers in all of their courses prior to (the capstone), the task is not one to dread, but to enjoy. It is their time to shine as students and to enjoy the journey," MacCarty said.

A capstone course is more than a potential degree requirement. It can serve as an opportunity to demonstrate knowledge mastery and creative thinking, which may help you stand out to potential employers.

What is Involved in a Capstone Project?

Each university, program and instructor may have different requirements — or models — for a capstone project. According to Czarnec, a general design might first include selecting a topic of interest that the instructor will approve. 

Czarnec said that, depending on the program, a capstone may include anything from a video presentation or an architectural model to an art exhibit or short film; however, it almost always includes a paper demonstrating an introduction, theory, evaluation, research and individual issues relevant to the proposal.

"Students are expected to be ready to enter the world as professionals in their field upon completion of the capstone course," said MacCarty.

The time it takes to complete a capstone project usually depends on the course's length. If you're in an undergraduate online program at SNHU, for instance, your capstone course would take eight weeks to complete, Czarnec said. 

Capstone courses are research-based, and you can choose your topic early on, allowing you more freedom to conduct research  independently. Capstone topics usually align with a program's specific disciplines, too.

For example, in the social sciences realm, "our focus is on human behavior and cognition, which may be different from a capstone course in business or STEM," MacCarty said.

Find Your Program

Types of capstones.

There are many types of capstone projects that you could consider, and they vary from learner to learner, Czarnec said. "Some will investigate issues or phenomenon that they are familiar with either professionally, personally or courtesy of a discipline-related source, such (as) a police or human services agency," he said. 

In a nutshell, a rough outline of a capstone, according to Czarnec, may look something like this:

• Select a topic and have it approved by the instructor
• Evaluate relevance to the proposal
• Perform necessary research
• Present results in the agreed-upon fashion

Czarnec said that if you're looking for a capstone topic, you may consider focusing on an area you're passionate about or you could also try to ask you instructor for some assistance. For example, Czarnec said that he can act as a guide, mentor, editor and research resource for his students to help them focus and narrow their search for a capstone topic.

Are Capstone Projects Difficult?

"Not necessarily," said Czarnec. "It does force you to be efficient and very specific to topic. No fluff. Straight forward. Razor sharp." 

The capstone is more of an opportunity to catch your breath, he said, and to retrace and pull up what you have learned in a more stress-free environment .

"It helps validate students as learners," Czarnec said.

Depending on the major and course requirements, there may be opportunities to connect with outside contacts, not only to assist with the capstone project research and problem statement but also to provide a networking community .

"Not every research project is, nor should they be, the same," Czarnec said. "Everyone has a different approach."

What is the Difference Between a Thesis and a Capstone Project?

A capstone is similar to a thesis in that the starting point involves the strengths needed for a thesis or dissertation work. For example, you may need to consider the skeletal structure of research and form your theory, hypothesis and problem statement.

"While a capstone is certainly a scholarly piece of work and does share some aspects of a thesis, the time and detail that is required of a master's thesis is greater," MacCarty said. 

A capstone paper may be 25 pages, whereas a thesis could be 100 or more. If you choose to further your education beyond a bachelor's degree, the capstone project could be an invaluable tool in preparing for a graduate thesis.

Capstone Projects are About Your Success

Capstones of all programs are leading you to the end game, Czarnec said. The goal is to develop you into a well-rounded thinker who can pull their work together in a coherent, articulate, well-organized fashion while considering the demands of the profession or vocation you're interested in.

The focus and intent of a capstone should be to create an effective device to assess and measure all that you've learned throughout your program in an aggregate fashion so you can demonstrate your life-long vocational skills in a nice, neat package. 

"My goal is for students to leave the program confident about their skills and abilities," said Czarnec.

MacCarty said that capstone courses should be structured to support your success in fulfilling program requirements and allow you the opportunity to showcase your academic abilities and skills gained throughout your degree program.

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CAPSTONE PROJECT: Parts of a Capstone Project

• Parts of a Capstone Project
• Voice in the Capstone Project
• Analysis of Qualitative Data

What a Table of Contents Could Contain

I      Introduction        A     Statement Of Problem/Opportunity (Research Question)        B     Background, Context, And Significance Of Study        C     Project Researcher Identification II     Literature Review        A     Subheadings (Themes Discovered In Review)        B     Notice Of Gaps In Knowledge III    Methods        A     Subjects/Participants        B     Data Collection Approaches/Strategies              1     Advantage Of Strategy              2     Limitation Of Strategy              3     Potential Risk              4     Ethical Issues About Collection Upon The Subjects/Participants        C     Data Analysis Approaches And/Or Software (NOT The Results Themselves, Just How You Are Going To Analyze The Data – Coding Method, Analysis Of Interviews/Recordings, Mathematics And Stats Analysis) IV     Results, Findings, Interpretation, And Discussion V      Recommendations, Application, And Conclusion VI     Reference Pages

What Goes Into Each Section

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Thesis and Capstone Projects

A thesis or capstone project is a requirement for every graduate student at MIT.

The project needs to be practical, relevant, and address a problem of great interest to industry or other entities with supply chain challenges. These projects are performed with a sponsoring company, NGO, government agency, or trade association. 

Students bid on projects in September, are matched with projects, partners, and SCM project advisors, and begin working with sponsoring companies shortly afterward. Residential cohort (SCMr) students visit sponsoring companies in October and have weekly calls with project sponsors throughout the academic year.

• Since projects usually require 9 months to complete, SCMb students must do some work at home before arriving on campus – see detailed timeline info below.

In December, students prepare a one-slide “e-poster” outlining their project, and present their work-in-progress at the MIT SCALE Supply Chain Expo at the end of January.

In May, students submit completed projects and present their work to the CTL community and project sponsors. Students may be asked to travel to sponsoring companies in June to present their project and findings to management.

Examples of past SCM projects can be found  on the CTL site .

Project Process for Blended Pathway Students

Because SCMb students are on campus for only 5 months they must begin working on their projects in advance. Here is the sequence of work tasks:

Before Applying

• Project Topic: SCMb candidates should think about what kind of supply chain problem they want to work on. They will need to create a convincing two page description of their proposed project. They should think about what kind of an entity might wish to partner with them and what kind of data they will need to perform this project. 

The Application (November to May) 

• All students will complete a capstone project as a component of the program. Projects may be offered by the academic program or proposed directly by applicants. Projects proposed by applicants needs to be practical, relevant, data driven, and address a problem of great interest to industry or other entities with supply chain challenges. These projects are performed with a sponsoring company, NGO, government agency, or trade association.
• Applicants must submit a two page (1000 words) project proposal. Although preferred, this proposal does not require any commitment or discussion on the part of your sponsor. If admitted to the program you will have the option to expand on your proposal to be considered toward the completion of your degree.
• You must impress upon the review committee with the importance of your project to supply chain management and convince them that you can complete the project in a timely manner. Projects will require up to 4 months of remote pre-work prior to enrollment, plus additional time once enrolled in the on campus program.
• Describe the problem including what challenges, industries, markets, products, geographies, processes, etc. are involved?
• What organization or kind of organization will you seek to partner with you on this project?
• How do you propose to gain the cooperation of this kind of organization?
• What methodology would you use to study this problem?
• What types of data will you need to perform this project?
• How do you propose to obtain the data you need for this project?
• If accepted, what pre-work can you do before coming to campus? 
• Can you complete this project in a 9-month time frame, both remote and on campus?

Once Admitted but Before Arrival on campus (August to December)

• Expanded Project Proposal – provide a more detailed description including research question, project scope, methodology, data required, and timing.
• Sources of Data – describe where the data will come from for your quantitative analysis. Show proof that such data exists and that you can get access to it.
• Letter from Sponsor (if collaborating with an entity) – provide a note from any sponsoring entity demonstrating that they intend to provide data and work with you on this project.
• Complete the edX  Introduction to Computer Science and Programming Using Python  course.

Arrival at MIT (first week of January)

• SCMb students arrive a week ahead of the rest of the SCM and SCALE students for orientation
• Students work on their project, attend career development workshops, writing classes, and leadership seminars.

SCALE Connect Expo (January) and Spring Semester – February to May

• SCMb students follow the same project schedule and due dates as the SCMr students

MIT SCM Symposium (May)

• SCMr and SCMb students present the final results of their projects in a day-long event. 

Capstone Projects

The Capstone is a culminating academic project experience that is completed within the confines of a semester-length course. Several Master of Liberal Arts (ALM) fields either require a capstone or offer the option to pursue one. In addition to the information below, review  Guide to the ALM Capstone Project website.

Types of Capstones

We offer two forms of capstone: Capstone Course (faculty directed) and Capstone Independent Project (student directed).

Capstone Course–Faculty Directed

For the ALM fields of anthropology, biotechnology, creative writing and literature, computer science, cybersecurity, data science, English, government, history, international relations, math for teaching, psychology, religion, and systems engineering capstones are courses designed by faculty members who bring together, in a structured syllabus, all the key learning outcomes of the field of study.

Our cybersecurity, data science, and computer science capstones are team-based projects that have a real-world industry partner as the client for your research.

While our creative writing capstone allows for ample room to work on individual artistic projects, but with the added benefit of weekly engagement with peers and the instructor–a supportive writer’s community.

Every effort is made to offer the same precapstone/capstone topics each year (e.g., human development, policy analysis, and social justice); however, topics are subject to change annually.

Good academic standing. You must be good academic standing to register for the capstone. If not, you’ll need to complete additional courses to bring your GPA up to the 3.0 minimum prior to registration. For detailed course description information, including specific registration requirements, such as credit minimums and academic standing requirements, use the Degree Course Search .

Tip:  Register on the first day of early degree-candidate registration to obtain a seat in these limited-enrollment courses.

Precapstones

The ALM fields of anthropology, biotechnology, computer science, creative writing and literature, cybersecurity, data science, English, government, history, international relations, psychology, religion and systems engineering have a required precapstone course that must be completed with a grade of B- or higher.

Mandatory Sequencing of Precapstones/Capstones. You enroll in the precapstone and capstone courses in back-to-back semesters (fall/spring), with the same instructor, and in your final academic year.

Due to heavy workload demands, all your other degree requirements must be fulfilled prior to capstone registration. The capstone must be taken alone as your one-and-only remaining degree requirement. You cannot register in any other courses along with the capstone.

It is critical that you draw upon your entire ALM training to produce a project worthy of a Harvard degree by committing to full-time study in the capstone.

Engaging in Scholarly Conversation . For precapstones in anthropology, English, government, history, international relations, psychology or religion, you need to have completed Engaging in Scholarly Conversation prior to precapstone registration. If you were admitted after 9/1/2023, Engaging in Scholarly Conversation (A and B) is required; if admitted before 9/1/2023, this series is encouraged.

Attempts . You have a maximum of two attempts at the precapstone course to earn the required grade of B- or higher. If after two attempts, you have not fulfilled the requirement (a WD grade is considered an attempt), your degree candidacy will expire. If by not passing the precapstone you fall into poor academic standing, you will need to take additional degree-applicable courses to return to good standing before enrolling in the precapstone for your second and final time.

The second attempt policy is only available if your five-year, degree-completion deadline allows for more time.  If you attempt to complete the precapstone in your final year and don’t pass (including a WD grade), your candidacy will automatically expire. 

For detailed course description information, visit the Degree Course Search .

Capstone Independent Project–Student Directed

For global development practice, digital media design, journalism, museum studies, and sustainability, capstones are client-based or independent research projects focused on a current issue or problem that has become compelling for you during your course of study. The project represents your academic passion and professional interest. You complete the research individually (journalism) or in a classroom setting with fellow candidates (all other fields).

Journalism candidates should scroll down to Journalism Capstone. The following applies to:

• Global Development Practice
• Digital media design
• Museum studies
• Sustainability

Registration in the capstone for the above fields has the following prerequisites: (1) your specific research project must be approved several months in advance (prior to enrolling in the precapstone tutorial), (2) you must successfully complete the precapstone tutorial, and (3) the capstone must be your final, one-and-only remaining degree requirement. You cannot register for any other courses along with the capstone.

There are two major steps to obtain project approval.

Step one:  obtain advice right away. Once admitted to the program, meet with your research advisor early and often about your initial capstone research interests. He or she can provide support as well as course selection advice as you develop preliminary ideas. Please note that while every effort is made to support your capstone interest, guidance is not available for all possible projects. Therefore, revision or a change of capstone topic may be necessary.

• For museum studies your capstone will have a main focus on (1) business of museums, (2) collections care, (3) exhibition design, (4) museum education, or (5) technology. Whatever focus you choose, you must have at least two courses completed in that area before enrolling in the precapstone tutorial. If not, your enrollment will not be approved.
• Due to the highly technical nature of their projects, digital media students must meet with their research advisor, Dr. Hongming Wang, to discuss their capstone topics according to the following schedule. Between January 2 and February 15 for summer precapstone and between May 1 and July for the fall precapstone. Appointments can be scheduled through the Degree Candidate Portal. 
• Step two:  register for the noncredit tutorial. The semester before capstone registration (no earlier), you are required to (1) enroll in the noncredit Precapstone tutorial, (2) visit the  Guide to the ALM Capstone Project website  to read through the tutorial guidelines, and (3) submit your prework by the required deadline (see below in bold).

Prework demonstrates that you have done enough prior reading and research on your topic to begin the capstone proposal process. Registration in the tutorial is limited to degree candidates who submit quality prework. If your prework is not approved, you will need to spend time revising in order to re-submit for the next offering of the tutorial, if your five-year, degree-completion deadline allows.

Once registered in the noncredit tutorial, you will receive guidance and mentoring while you iterate on your individual capstone proposal until the document reaches a satisfactory quality. The tutorial is not a course in the traditional sense. You work independently on your proposal with your research advisor by submitting multiple proposal drafts and scheduling individual appointments (ordinarily, during the hours of 9-5). You need to make self-directed progress on the proposal without special prompting from the research advisor.  While the tutorial is noncredit, your due diligence throughout the semester is required.

If you do not have a proposal that is close to being approved by the semester’s withdrawal deadline, you’ll need to withdraw from the tutorial, delay capstone registration, and re-take the capstone proposal tutorial again in a future semester, if your five-year, degree-completion deadline allows.

• For the fall capstone, you complete the proposal tutorial during the prior summer term: Register for the Summer Precapstone tutorial March 1. Submit the first draft of the preproposal between  March 1 and May 15 . Actively participate in the tutorial during the summer and end the term with an approved proposal. Register and complete capstone in fall.
• For the spring capstone, you complete the proposal tutorial during the prior fall term: Register for the Fall Precapstone tutorial when registration opens in mid-July. Submit the first draft of the preproposal between  July 18 and August 1 . Actively participate in the tutorial during the fall and end the term with an approved proposal. Register and complete the capstone in spring.
• For the summer capstone, you complete the proposal tutorial during the prior spring: Register for the spring Precapstone tutorial when registration open in early November. Submit the first draft of the preproposal between  November 7 and January 2 . Actively participate in the Capstone Proposal Tutorial during the spring and end the term with an approved proposal. Register and complete capstone in summer. This sequence (spring tutorial, summer capstone) is required for international students who need a student visa.

Please note that not all fields offer a capstone each term. Refer to your field’s Degree Course Search for the schedule. 

Human Subjects

If your capstone will involve the use of human subjects (e.g., subject interviews, surveys, observations), review the Human Subjects section on the  Guide to the ALM Capstone Project  website  to learn Harvard University’s Institutional Review Board (IRB) approval process.

Journalism Capstone

Over the course of the capstone semester for  JOUR E-599 , you’ll conduct an in-depth investigation of a single topic and emerge with a portfolio of new work suitable for publishing, posting, or broadcasting. The portfolio requires you to produce several (at least three) related stories on one topic written specifically for the capstone course. (No prior work can be used.) The stories are completed over the course of one semester.

You can register for the capstone once you complete 36 credits, and you work independently to complete the project within a semester time frame. The capstone can be, and often is, completed at a distance.

To begin the capstone approval process, you schedule an appointment with your research advisor, June Erlick, ( [email protected]) , to discuss your capstone ideas. 

While every effort is made to support your capstone interest, guidance is not available for all possible projects. Therefore, revisions or a change of capstone topic may be necessary before it is approved.  As in all traditional journalism, projects must take a fair and balanced view by bringing in differing points of view.  Projects should not be one-sided or take an advocacy stance.

Once a topic is approved, you submit the first draft of your capstone proposal. (Visit the  Guide to the ALM Capstone Project website  to read the specific guidelines for Crafting the Capstone Proposal). Ms. Erlick supports you through the fine tuning of the proposal and works with the Journalism program office to identify a capstone director. Once approved, capstone topics cannot be changed. In the unlikely event that you cannot continue with the project as approved, you must request and receive written permission to pursue a new topic from Ms. Erlick.  

A capstone director is a journalism instructor or professional in the field who has expertise relevant to your capstone topic. The final decision about who will serve as director is made by the Journalism program office; however, you are welcome to request a particular instructor. However, we ask that you  not  contact an instructor directly prior to capstone approval.

You are expected to work independently on your project with support and direction from the director. The capstone director will meet with you several times over the semester to answer questions, discuss your progress, read drafts, and offer feedback. The director also grades the final project.

Journalism Timeline

• Fall capstone: Meet to discuss capstone ideas by May 1. Submit first draft of capstone proposal by June 1.
• Spring capstone: Meet to discuss capstone ideas by September 1. Submit first draft of capstone proposal by October 1.
• Summer capstone: Meet to discuss capstone ideas by February 1. Submit first draft of capstone proposal by March 1

Final Capstone Grade

You need to earn a grade of B- or higher to earn degree credit for the capstone. If you earn a grade below a B– (including a WD), you will need to petition the Administrative Board for permission to enroll in the capstone for one final time. The Board only reviews cases in which extenuating circumstances prevented the successful completion of the capstone.

Moreover, the petition process is only available if your five-year, degree-completion deadline allows for more time. Your candidacy will automatically expire if you do not successfully complete the capstone requirement by your required deadline.

If approved for a second attempt, you may be required to repeat the precapstone course or the non-credit precapstone tutorial. Please note that you cannot choose a different precapstone/capstone sequence to gain additional (more than two) attempts at fulfilling the capstone requirement for your degree.

If by not passing the capstone you fall into poor academic standing, you’ll need to take additional degree-applicable courses to return to good standing before enrolling in the capstone for your second and final time. This is only an option if your five-year, degree-completion deadline allows for more time to take additional courses.

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Thesis and Capstone Formatting Guidelines

The paper for the two official copies of the manuscript is 8 x 11, at least 20% cotton content. Text should only be printed on one side.

The margins for the text, including page numbers, must be 1 inch at the top, bottom, and right side of the page, and 1 inches on the left side to allow for binding. Page numbers should be included within these margins.

The body of the document must be double-spaced. Tables may be single-spaced. Consult the style manual of your discipline for spacing after title, headings, quotations, references, etc.

The typeface for the text must be 12-point, serif typeface, e.g., Courier, Times Roman. Black ink should be used unless color is approved by the thesis/capstone director.

Page Numbering

Number all preliminary pages with lower case Roman numerals. Place numbers one inch from bottom of page, three spaces to the right of center. Count but do not number the title page. Number the thesis main body with Arabic numbers in the upper right-hand corner of the page one inch from the top with a double space before the first line of text, and 1 inch from the right-hand side of paper edge. Count but do not number the first page of the main body of the text. Also, do not place a running head on this first page.

Preliminary Pages

Title Page. On the title page, the following information is vertically and horizontally centered: the title of the master's thesis; the full name of the author (this must be the name of the student record); "A thesis submitted in partial fulfillment of the requirements for the degree of (Master of Arts, Master of Business Administration, Master of Science, etc.)"; "Northeastern State University"; and the month and year in which the degree sought is to be awarded (contact the Graduate College for the correct month and year). There should be an equal number of spaces between title/author text and the degree text and the date.

Signature/Approval Page

The signature/approval page begins with the thesis title keyed two inches down from top of page. Use inverted pyramid for longer titles and center within margins. Double-space typed lines. Include signature lines for all of your committee members and the Graduate College Dean. Instructions on inserting signatures in the final document are available on the web or see your adviser for assistance.

The abstract is a one-paragraph, double-spaced, self-contained summary of the most important elements of the paper. The abstract begins on a new page.

Acknowledgments (departmental designation)

The format of the acknowledgments page is determined by the discipline style manual. An acknowledgments page is included immediately before the table of contents. Acknowledgments should be made of any grants that supported the research. The thesis/capstone advisor, readers and any others who contributed significantly to the project is typically also noted here.

Table of Contents (departmental designation)

The format of the table of contents is determined by the discipline style manual. The table of contents will list the page numbers of the chapters and specific pages that follow. Double space each entry, beginning with the list of tables, if applicable, chapters of the main body, references, and appendices.

List of Tables and Figures (if applicable)

The format of the list of tables and figures is determined by the discipline style manual. Tables are data presented in tabular form (rows and columns) and should not include any artwork or graphics. Tables should be formatted with clear labels for the rows and columns. Figures are any illustrations that are not in table format. Both tables and figures should be designed to communicate information quickly and clearly. Refer to the style manual for your discipline for documenting tables and figures.

Body of Thesis/Capstone

The format of the body of the thesis is determined by the discipline style manual. The text is to be double spaced with paragraph indentions. Margins are one-inch at top, bottom and right. A one and one-half inch margin on left side of the paper will allow for binding. All main body pages are to be numbered consecutively with Arabic numerals in the upper right-hand corner of each page (except for the first page which is counted but not numbered), one inch from the top and one inch from the right-hand edge of the paper. Double-space between the page number and the top line of text. Do not use the abbreviation p. or any other mark before the page number.

The number of chapters, chapter titles, headings, and subheadings within chapters should be chosen to present the material in a logical and comprehensible manner and formatted according to the discipline style manual. Thesis/capstone content and form should be discussed with your thesis/capstone committee or thesis/capstone advisor/first reader before you complete the thesis/capstone. Formatting will be according to the style manual used by the discipline.

Bibliography/References/Works Cited

The thesis/capstone must contain documentation for all sources cited in the text. This documentation takes the form of the Bibliography, References, or Works Cited page(s), depending on the style manual used in your discipline. Each source that is mentioned in the text of the thesis/capstone must be documented. Formatting will be according to the style manual used by the discipline.

One or more appendix may be included for material which would detract from the flow of the manuscript, but which is relevant to the thesis/capstone. Examples include large data sets, computer programs, and stimulus materials. Formatting will be according to the style manual used by the discipline.

Order of Pages

The following indicates the correct order of pages. Some pages are required for all theses while other pages are optional and should be included as needed.

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Dec 6, 2023 8:15:00 AM | capstone Getting Published - Sharing Your Capstone Thesis Project

Learn how to get your capstone thesis project published to reputable journals and share your research findings with the academic community.

Completing your capstone thesis project is a significant milestone in your educational career. You’ve likely invested countless hours analyzing research, crafting your conclusions, and developed insights that will benefit your chosen field of study. So now, how do you share your work with a broader community? Publishing your capstone can be a rewarding experience that allows you to share your research findings with a wider audience and contribute to the academic community. 

ACHS Chief Academic Officer Dr. Tiffany Rodriguez shares these resources and steps to help you get started: 

Step One: Select a Suitable Journal or Publisher

The first step is to identify a journal or publisher that aligns with your subject matter and the focus of your capstone thesis. Here are a few reputable journals:

• International Journal of Professional Holistic Aromatherapy (IJPHA)
• Journal of Integrative and Complementary Medicine
• Journal of Evidence Based Integrative Medicine
• Journal of Integrative Medicine
• Journal of the American Herbalists Guild
• Journal of the Alliance of International Aromatherapists

You can reach out to the contacts in the links above and discuss their specific guidelines for submission. If you find other journals that may be a good fit for your content, you’ll want to do your research on their reputation and reach. 

How do you know if a journal or publisher is reputable? 

With new journals and publishers emerging all the time, it can be difficult to assess if they are reputable. However, there are a few tools you can use in your initial research to avoid publications that are known to be predatory. If you're concerned about potentially predatory journals, here's a helpful resource you can check out . It provides more information on this topic and can guide you in making informed decisions about where to publish your work. 

Be on the lookout for other red flags, such as:

• Email communications have typos or grammatical errors, demand payment, or come with frequency e.g. several times a day or week that does not align standard business communication
• Quick time to publish e.g. only a few weeks. Most journals will require peer review or a formal editorial review process that will take some time. You should never feel pressured.
• There is a fee. While there may be a cost involved in publishing, this should be investigated before any payments are made. Never share your bank or credit card details via email or submit via a website until you are 100% sure it is a legitimate publisher and service. 

Step Two: Review Submission Guidelines

Once you've chosen a journal or publisher, carefully review their submission guidelines. These guidelines will provide instructions on formatting, referencing, and the submission process. This will help you understand what to expect from the beginning - before you have submitted your paper or further engaged in the process. For instance, let's take a look at the submission guidelines provided by the Journal of Integrative and Complementary Medicine .

Step Three: Submit Your Manuscript

This is typically an upload process. Ensure your capstone thesis is appropriately formatted before submitting; these requirements will be detailed in the submission guidelines and may include requirements for word count, font and type size, chart or graph specifications, and other guidelines such as the example above.

Step Four: Peer Review Process

Most academic journals subject submitted manuscripts to peer review. Be prepared to respond to reviewers' comments and make necessary revisions based on their recommendations.

Step Five: Celebrate Your Publication!

Once your work is published, it’s time to celebrate! If you’re an ACHS graduate, we want to help you share your success, so be sure to reach out to us at [email protected] and tell us about your publication, and all of your professional successes! 

You’ve published - now what?

Once you’ve published, and even before, there are several ways you can continue to share your capstone thesis and network to promote your expertise. Here are a few suggestions for next steps: 

• Distribute a local news press release - let your community know about your research and the products or services you have to offer. Download a template online here.
• Share with industry organizations that are aligned with your topic
• Offer to be a guest panelist or join a podcast to talk more about your work

Additional Resources

As a graduate, remember you have continued access to the ACHS library for any additional guidance and access to academic databases that can help you find scholarly journals or publishers. You can reach out to our librarian at [email protected] if you have any questions about journals. 

Written By: American College of Healthcare Sciences

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RCS 711 - Research Methods Capstone/Thesis: Master’s Project

Bass School of Arts, Humanities, and Technology

Philosophy Senior Capstone Project

Philosophy concentration students must successfully complete a Capstone Project, which typically consists of a Senior Thesis, Service Learning Project, or Creative Project. Each student is responsible for securing a supervisor for his or her project. The project supervisor should be a full-time member of the faculty who regularly teaches PHIL courses. It is recommended that students begin planning for the project as early as possible and, ideally, meet with prospective faculty supervisor one or two semesters prior to undertaking the project.

*Students who are eligible for Major Honors use their Senior Capstone Project to satisfy the Major Honors requirement. The student must complete the requirements for the project as well as additional honor requirements. Major Honors Capstones require a second reader; the faculty supervisor will help the student to select the second reader.

Requirements

To participate in the Philosophy Concentration Senior Capstone, students must have completed a minimum of 90 semester credit hours.

Project Options

Senior thesis option.

A scholarly paper is usually understood to be a substantial research or critical paper (minimum 4500 words) on a specific topic. While the particular topic, approach, scope, and length are worked out between the student and the faculty supervisor, the paper should demonstrate that the student has mastered the concepts and materials in an area of Philosophy and has come to independent interpretations and conclusions. Students intending to apply to graduate school in Philosophy or a related field should strongly consider this option, and should pursue it in the Fall semester of their Senior Year, given standard application deadlines.

*Major Honors scholarly papers must include a minimum of 6000 words.

Service Learning Project Option

The Service Learning Project requires students to use their critical, philosophical acumen to engage with a problem of public need or interest. While the exact details of the project are worked out between the student and the faculty supervisor, the project consists of a public service intervention, the documentation of the intervention and its effectiveness, and a reflection paper (minimum 2500 words) explaining the philosophical rationale for the project and reflecting on its execution. The intervention must be actual and public, not merely hypothetical.

*Major Honors Service Learning Projects must include a minimum of 4000 words in the reflection paper.

Creative Project Option

The student must create an original work of art, performance, or creative writing that communicates or is thoroughly informed by philosophical ideas and reflections. Copies of the work should be submitted as appropriate to the medium and worked out with the faculty supervisor. The Creative Project should be accompanied by a critical essay that explains the philosophical nature of the work (minimum of 2500 words). A public performance or exhibition is encouraged, which could include web publishing, an exhibition, a performance, or a reading.

*Major Honors Creative Projects must include a minimum 4000 words in their reflection paper, and must include a public performance. Students will work with their faculty supervisor to determine the appropriate form of public presentation.

Registering for Senior Project

In order to register for honors credit, students should consult with their academic advisor. Students must complete an Application and Registration for Philosophy Senior Capstone Project form, which is signed by the supervisor (and second reader for honors) and is turned in to the Academic Advising Suite (JO 4.508) when the student registers. Students will then register for three hours of credit under the course number PHIL 4328.

*Major Honors students must follow all guides included on the Major Honors info sheet.

University of Washington Information School

This project was a novel experiment where students researched the intersection of music recording and artificial intelligence. They examined the distribution of music as an information medium, and ways in which music serves purposes beyond just entertainment. Then, students composed music - regardless of any prior experience playing an instrument or musical education - at Odegaard and Area 01 Sound Lab recording studios with Large Language Models (LLMs) as members of their musical ensembles. Students produced three song EPs of their musical compositions with LLMs and released them to Spotify and other streaming services.  This project was sponsored by Fishing Comets Farm, a Seattle-based record label.

Students: Xinyu Chang, Kassy Chaput, Brian Chien, Mike Deng, Lily Dong, Kexuan Feng, Lewis Going, Jake Harper, Kunyang Li, Lydia Lin, Siyu Lin, Luna Liu, Maria Mayuzhuo, Shammu Meyyappan, Sloane Shea, Joshua Shin, Danny Yue, Zhuoyi Zhao (Informatics)

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Hoopes and henderson prizes honor undergraduates for outstanding thesis work.

• May 21, 2024

Five seniors in MCB , CPB , and Neuro have been awarded prestigious prizes for their thesis work. Neuroscience concentrator Daniel Kwon, MCB and Computer Science concentrator Michelle Lu, and MCB concentrator Tomi Siyanbade were recognized by the university-wide Hoopes Prize . The Hoopes celebrates excellence in undergraduate research and thesis projects across all disciplines. Meanwhile, CPB concentrator Jorge Guerra and MCB concentrator Brandon Kwon received the Henderson Prize from the Board of Tutors in Biochemical Sciences . Founded in 1926, the Board of Tutors organizes tutorials and mentoring opportunities for students in MCB and CPB. The Board of Tutors’ membership includes several MCB faculty and prominent researchers in cellular biology and biochemistry. 

Jorge Guerra ( CPB with Secondary in Statistics)

Jorge Guerra conducted his thesis research in the Gaudet Lab . He looked into the structures of metal-transporting proteins called Nramps in the bacteria Eggerthella lenta . “Natural resistance-associated macrophage proteins (Nramps) help cells maintain homeostasis by transporting essential transition metal cations, such as iron and manganese, into the cell,” Guerra explains. “These proteins achieve this using a highly-conserved metal-binding-site motif consisting of aspartate, asparagine, and methionine residues.” Eggerthella lenta ’s Nramp-like proteins contain an evolutionary divergent binding site motif, which led Guerra to wonder if these sites changed how the protein interacts with metals. “To answer this question, I used X-ray crystallography to determine the structure of an Nramp-like protein in E. lenta and compare it to the structure of canonical Nramps,” he says. “I also conducted in vitro proteoliposome-based transport assays to test the metal selectivity of this Nramp-like protein.” Guerra found that mutations in the binding sites did, in fact, alter metal transport by the Nramp-like protein. These results could shed light on how the bacteria uses its Nramp-like proteins to maintain a healthy state. 

 Guerra is motivated by science’s potential to save lives and bolster human health. “During my freshman year at Harvard, I became interested in learning how scientists leverage their understanding of protein structure and function to discover and design therapeutics that save lives,” he says. “I saw this project as a perfect opportunity to explore interesting questions and begin building a strong foundation in structural biology.”

Receiving the Henderson Prize is an honor, Guerra says. “I have no doubt that this will motivate me to continue putting my heart into my work as a scientist.” 

He adds that he is grateful to his support system. “First, I would like to thank Dr. Rachelle Gaudet and Dr. Shamayeeta Ray . I could not have asked for better mentors,” he says. “Their mentorship has been instrumental to my development as a scientist, and I am grateful I had the opportunity to work alongside them. I would also like to thank the rest of the Gaudet Lab for creating such an enjoyable work environment, and for lending a helping hand when I needed one. Lastly, I would like to thank my family for their unwavering love and support.” 

Brandon Kwon ( MCB with a Secondary in Global Health & Health Policy)

MCB concentrator Brandon Kwon says that receiving the Henderson Prize was a “huge, unexpected surprise.” 

Kwon conducted his research in Alessandro Alessandrini’s lab at MGH, which specializes in immune response to organ transplants. “My initial interest in transplant immunology began with a conversation I had with an elderly Spanish-speaking couple while volunteering at St. Jude Hospital in high school,” Kwon says. “I was helping at the rehabilitation facility when a simple request for water turned into a conversation about their son’s struggle to save his failing kidney. They expressed their dismay over the long transplant waitlist, and I could sense their growing hopelessness. The husband lamented, “¿Por qué es tan difícil? La vida es más importante.” (Why is it so difficult? Life is the most important.) This encounter made me reflect on the organ shortage crisis and inspired me to contribute to research aimed at improving the transplant process so that these limited resources aren’t wasted and patients don’t continue to struggle post-surgery.”

In his thesis work, Kwon studied B cells, which are known for producing antibodies that neutralize pathogens and for playing a regulatory role in reining in the immune system. He wanted to find out if the B cells go through a transition from contributing to transplant rejection to a regulatory state that stops the attacking immune cells. To find out, he performed single cell RNA-sequencing and flow cytometric analyses to catalog cells expressing particular genes. “From these experiments, I observed a temporal shift toward B cells expressing Siglec-G and FcγR2b, both markers indicative of a regulatory phenotype,” Kwon explains. In further experiments, he knocked out the gene FcγR2b, and all of the mice died after their transplant surgeries. Kwon concludes that the gene plays an important role in shifting the immune system from an attacking state to a regulatory tolerance state. 

Kwon expressed appreciation for a number of academics who have helped him during his undergraduate journey. “First and foremost, I’m deeply grateful to my principal investigator, Dr. Alessandro Alessandrini, who took me under his wing as an inexperienced freshman and patiently guided me in my academic endeavors,” he says. “I also want to thank Ed Szuter for his mentorship, from training me in lab techniques to supporting my summer projects. Additionally, I extend my gratitude to Dr. Takahiro Yokose for his assistance with my projects, ranging from performing mouse surgeries to teaching me RStudio data analysis. On campus, my thanks go to Dr. Dominic Mao and Dr. Monique Brewster for their support within the Molecular and Cellular Biology department, making sure I was always on track and providing help whenever needed.”

Daniel Kwon ( Neuro , MBB) Neuroscience concentrator Daniel Kwon was honored with a Hoopes Prize for research he conducted in Evan Macosko’s lab at the Broad Institute. He focused on a gene called XPO7. Previous studies have suggested that XPO7 is a risk factor for schizophrenia. Kwon wanted to know whether mutations in XPO7 alter stress response. “To investigate, I studied mouse models with XPO7 mutations, focusing on how they respond to stress, a known environmental factor that exacerbates schizophrenia symptoms,” Kwon explains. “To observe biological differences, I measured their corticosterone, a stress hormone, levels. For behavioral differences, I captured depth recordings of their behavior and analyzed them with unsupervised machine learning algorithms to identify sub-second behaviors that differ between genotype and condition.” 

He found that mice with broken XPO7 proteins had slower response times and exhibited fewer adaptations to stress. Their corticosterone response also appeared blunted. These findings indicate that XPO7 may regulate stress responses through the hypothalamic-pituitary-adrenal (HPA) axis.

Doing behavioral experiments with mice proved to be a challenge, as mice are nocturnal. Kwon had to work around the animals’ schedules, sometimes spending all night in the lab and only leaving at dawn. “Grappling with the interpretation of my data posed an additional hurdle,” he adds. “Notably, the absence of prior literature linking the cellular and molecular functions of XPO7 with schizophrenia compounded the challenge. This lack of established groundwork necessitated a comprehensive exploration and analysis of the data, requiring innovative approaches to discern meaningful patterns and correlations within the findings.”

“I feel immensely grateful to receive the Hoopes Prize and be recognized for the culmination of my undergraduate thesis work,” Kwon adds. “This recognition serves as a reminder of the invaluable support and guidance I received along the way.” He expressed gratitude to his PI Evan Macosko, his postdoctoral mentor Alyssa Lawler , and his family and friends. 

Michelle Lu ( MCB -Computer Science) 

For her Hoopes-winning thesis, MCB concentrator Michelle Lu developed a computational platform that opens up new applications for nanopore sequencing. “Nanopore sequencing is a fourth-generation sequencing technology that has only become practically feasible for tRNAs in the past year,” Lu explains. “The cost and time efficiency of tRNA nanopore sequencing would be improved by the ability to sequence multiple samples simultaneously, and then computationally separate the data from each sample.” Her project focused on the separation of data or “demultiplexing.”

She applied her computational tool to the sequencing of tRNAs, or transfer RNAs, which are shorter RNAs that serve as links between the messenger RNA and the growing chain of amino acids during protein synthesis. Using a barcode system of unique genetic sequences, she was able to analyze modifications to tRNAs. 

When Lu’s “demultiplexer” is released, it will be the first such computer program for tRNA nanopore sequencing. 

Lu sees her thesis as a capstone to her joint concentration in MCB and computer science. “This was certainly the first time in my life that I have tackled a project of this scope and timescale,” she says. “Any long scientific project is bound to be riddled with unexpected roadblocks – experimental equipment that breaks and needs to be replaced, a computational platform that takes over a month of fiddling with package dependencies to be able to install, etc. These hurdles challenged me to be agile in my long-term planning, one of the most valuable skills I’ve improved during my thesis.” 

Lu adds, “I truly have so many people I’d like to thank. My research advisors, Prof. George Church and Dr. Russel Vincent , as well as all members of the Church Lab. My MCB advisors and tutor – Monique, Dominic, and Prof. Léger-Abraham . My advisors in the CS department. And of course, my friends and family. Thank you all for making this thesis possible!”

Tomi Siyanbade ( MCB with a Secondary in Global Health and Health Policy and a Language Citation in French)

MCB concentrator Tomi Siyanbade teamed with the Sabeti Lab to pursue a project with real-world ramifications. “My thesis focuses on developing accessible (which I defined as low-cost, user-friendly, and implementable in low-resource settings) and accurate diagnostic tests to detect Lassa Fever, a serious viral disease found across West Africa,” she says. “I was primarily concerned with accuracy and accessibility to the target end-users: the community health professionals at the front lines of outbreaks.” 

“I wanted to work on something with a tangible impact in the next 1-2 years rather than 10-20,” she adds. “The impact-driven nature of the Sabeti lab was one of its key draws to me, and I wanted to participate in a thesis project that could ultimately benefit real people and wouldn’t just end once I left. Personally, I also realized that diagnostics are one of the most impactful tools for improving human health, and as a Nigerian, I was aware of the immense burden that Lassa posed to health.” To address the Lassa Fever diagnostic gap, Siyanbade developed a CRISPR-based test that could recognize key sequences from the viral genome. The final test reads out on a strip of paper, similar to how over-the-counter COVID tests do. “It was ultimately challenging to assess my test’s accuracy and clinical significance,” Siyanbade says. “The initial literary review, as well as the final test validation, was difficult with the relative deficit incomparable Lassa diagnostics that are approved in the world today, coupled with my lack of access to sequences for such a potentially dangerous pathogen. Overall, this made it more difficult not to “move the goalpost” and collect data that could convince me of the test’s true potential impact in the field.”

Siyanbade adds that she is glad to receive the Hoopes Prize and grateful to everyone who has helped her throughout her thesis journey. 

Congratulations to these Hoopes and Henderson Prize winners!

(top l to bottom r) Daniel Kwon, Michelle Lu, Tomi Siyanbade, Jorge Guerra, and Brandon Kwon 

Learning In Action: Senior research shines at Capstone Conference

At Warren Wilson, every academic department requires a senior capstone project. Students present their final Capstone projects at the end of the semester.

Below are a few of the senior’s final projects:

Jone Cunningham: Ensō: From Incarceration to Reconnection

For his senior capstone research project, recent graduate Jone Cunningham created a program for women and marginalized genders who have exited incarceration. “The experiences many have while incarcerated are deeply spiritually and emotionally unrooting, and I found an avenue to begin untangling those systematic injustices,” Jone said. Their program, Ensō, revolves around deepening spiritual connection to self, others, and nature, while engaging people with the Warren Wilson campus and all it has to offer. It takes the existing partnership between Western Correctional Center for Women and Warren Wilson through the Inside Out program a step farther, with an eight-week program that involves work in the greenhouse, dissecting religious and spiritual histories with Spiritual Life, and integrating the Houseplants for Happiness project. Jone spearheaded the Houseplants for Happiness together with Professor of Social Work Sarah Himmelheber to put students in the greenhouse, using Care Farming techniques, to propagate and grow plants and distributes those plants to folks in permanent supportive housing.

Jone majored in Environmental Studies with a specialization in Education. He has been the instructor for the trapeze classes on campus, involved with student organizing efforts regarding a Free Palestine, and the intern and TA for the Inside-Out Care Farming course. Their plans for after graduation are to keep building engagement with Western Correctional Center for Women as a part of their horticulture and garden club, as well as working with the Asheville Bail Fund.

Teaghan McAllister: Plastic in Bird Nests Increases with Proximity to Human-impacted Areas