master's degree capstone project examples

Capstone Project Templates

MS & MA Degrees

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Capstones and culminating projects.

Many SPS graduate programs require students to undertake a capstone course or similar final project. Capstone courses can take the form of a workshop or independent study. Regardless of their title, such courses provide SPS students with a unique opportunity to demonstrate mastery of the skills and knowledge acquired through their studies in replacement of a master’s thesis. 

Working in teams or independently, capstone students solve real-world problems for a range of organizations. For example, the Sports Management Supervised Research Projects have had NFL staff as clients; Sustainability Management M.S. students have consulted with the U.S. Environmental Protection Agency; and Technology Management M.S. students have worked with mentors from BP, Goldman Sachs, HBO, Prudential, and the U.S. Securities and Exchange Commission. 

For the culminating project of their master’s degree, SPS students present their capstone project methods, findings, and recommendations before faculty, students, and industry clients, including government and nonprofits. You may find these projects below. 

Bioethics Capstones

  Learn more about the program

Construction Administration Capstones

Learn more about the program

Negotiation and Conflict Resolution Capstones

Strategic communication capstones, sustainability management capstones, sustainability science capstones, technology management capstones.

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Home > HSEL > HSEL Student Capstone Projects

School of Education and Leadership Student Capstone Projects

Browse this collection of Capstone Projects submitted by students completing their master’s degrees in the Hamline School of Education and Leadership. Capstones are the culminating degree work and include research that draws from the student's formal study as well as professional and personal development. Submissions include a scholarly written description of the project and may include the project artifact (as a supplemental file).

Capstone Projects are documented in Digital Commons as a degree completion option, starting in 2017.

See also: School of Education Student Capstone Theses and Dissertations

• Master of Arts in Education (MAEd)
• Master of Arts in Education: Natural Science and Environmental Education (MAED: NSEE)
• Master of Arts in English as a Second Language (MAESL)
• Master of Arts in Literacy Education (MALED)
• Master of Arts in Teaching (MAT)

Capstone Projects from 2023 2023

A Plurilingual Approach for Secondary EFL Students in Panama , Charlie Kersey

Equity In The Math Classroom How Math Teachers Can Achieve Equity Despite District’s Budget , Tony Edward Kohanek

Implementing Nature-Based Play In Academically Focused Early Childhood Settings , Abbie Krohn

Best Practices: To Supporting and Including SLIFE, Preliterate, Pashtu Students in Secondary, Western, Schools , Claire Madden

Anxiety Disorders In Elementary Students: Interventions For Classroom Use , Jillian Maloney

How does Nutrition, Exercise, Sleep, and Phone Addiction affect Elementary Student Learning? , Madeline (Marston) Ballis

Folktale Friends: An After School Club Curriculum For Building Community And Cultural Competency , Abby Marta

Using Cooperative Groups to Enhance Student Learning in a High School Math Class , Caitlin McCain

Helping Female and Nonbinary Identifying Students Grow Confidence in the Science Classroom , Mari McDonald

English Language Arts Curricular Interventions and Achievement in Advanced First Grade Learners from Underserved Backgrounds , Nicole McKenzie

In what ways are schools, districts and states proactively supporting the mental health of their teachers to reduce teacher turnover and burnout? , Lauren Meyer

Educating Paramedics on the Importance of Postpartum Maternal Health and Related Emergencies , Jeffery Morgan

Increasing High School Students’ Environmental and Scientific Literacies Through Outdoor Investigations , Mack Mowen

Correlations between Outdoor Recreation and Environmental Awareness in Participants with Various Ages, Cultures, and Abilities , Jackie Murphy

Utilizing a School Garden to Promote Ecoliteracy in Elementary Aged Children , Kelsie Murphy

How to Design and Implement a Maker Space in the K-3 Classroom , Elizabeth Nelson

How Adult EFL Teachers Can Effectively Utilize Duolingo in Their Curriculum , Rebecca Nelson

Creating Inclusive Spaces: Using Book Clubs to Increase Diverse Literature in Schools , Clare Ng

A Need For Culturally Relevant Texts To Motivate K-2 Students In Reading , Thi Hoai Anh Nguyen

Role Playing Gamification in the Science Classroom , Timothy Normandt

Elevating Student Voices Through Rigorous Academic Discussion: A Unit of Study for the Middle School English Language Arts Classroom , Emily O’Brien

How Can Guest English-speaking Teachers Best Promote Students’ Identity and Culture in South Korean Schools , Tracy Olsen

Equitable and Inclusive Dance Assessment Resources , Christie Owens

Informal Education Builds Deeper Knowledge And Connections With Elasmobranchs To Develop An Understanding For Environmental Conservation , Lacie Ownbey

An Effective Small Group Reading Intervention Scope And Sequence For Students In Grades Three To Five , Caitlin Phan

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Home > Capstones & Theses

Capstone Projects and Master's Theses

This digital archive of Capstone projects and Master's theses gathers the culminating experiences of both undergraduate and graduate students at CSUMB.

To view capstones and theses separately, please see the links below:

• Capstone Projects
• Master's Theses

Capstones/Theses from 2024 2024

Capstone Project: Addressing Food Insecurity Among College Students , Serena Plares

Capstone Project: Addressing Youth Mental Health in Monterey County: Initiating Help-seeking Behavior , Arianna Campos

Capstone Project: Allowing Latinx Students’ Voices to be Heard , Sofie Jamieson

Capstone Project: A Menace to Math: When Numbers Attack and Anxiety Strikes Back , Celycia Rogers

Capstone Project: Benefits of Adapted Physical Activities for Students with Disabilities , Jason Mazzuca

Capstone Project: Benefits of Alternative Assessment for College Students’ Academic Success and Mental Well-Being , Calista Gabriel

Capstone Project: Benefits of Dual Immersion Programs on Elementary School Students , Belle Sanchez

Capstone Project: Benefits of Early Childhood Education on Later Adult Life , Chelsie N. Jones

Capstone Project: Benefits of Environmental Education for Low-Income Elementary School Students , Victoria DeNoyer

Capstone Project: Benefits of Speech Language Pathologists on Elementary School Students , Gisel Reynoso

Capstone Project: Beyond The Field: Exploring Identity, Spiritual Growth, and Community through the Fellowship of Christian Athletes , Kyle Barileau

Capstone Project: Beyond the Field: Exploring Identity, Spiritual Growth, and Community through the Fellowship of Christian Athletes , Haylee Clay

Capstone Project: Bullying Behaviors in Middle School Special Education Settings , Maria Teresa Reyes

Capstone Project: Bullying Prevention in a Preschool Setting , Audrey Garcia

Capstone Project: Cocina de Raizes / Roots and Recipes: A Family Cookbook , Jenises Gonzalez

Capstone Project: Community Benefits Awareness Presentations , Marlene Ramirez

Capstone Project: County Compensation Proposal: Bridging Benefit Gaps for Employees , Danny Jaramillo

Capstone Project: Cultivating Awareness and the Importance of Engaging High School Students in Food Justice through Literary Exploration , Yeymi Rivera

Capstone Project: Developing Communication Skills In Preschool Children , Michelle Ayala

Capstone Project: Diversity Coordinator Training , Norma Victoria

Capstone Project: Educating Hispanic Parents through an Informative Video in Monterey County , Jonathan Hernandez Hernandez

Capstone Project: Effects of Americanization on the Immigrant Student Population , Jose Lopez

Capstone Project: Effects of Bullying on Elementary School Students , Deivid Joel Perez

Capstone Project: Effects of Parental Involvement in Elementary Students Acadmics , Jasmen Acosta

Capstone Project: Emotional Development Support for Kindergarteners , Miriam Elizabeth Abundis Hernandez

Capstone Project: Emotional Regulation in Preschool Age Children , Esmeralda Mendez

Capstone Project: Emotional Self-Regulation in Children with Autism Spectrum Disorder , Evan Moring

Capstone Project: Empowering Vidas by Affirming Motivation, Optimism, Resilience in Educators , Irene Castro

Capstone Project: Equipping Educators: Solutions for Overcoming Classroom Scarcity of Materials , Gabriella Limas

Capstone Project: Exploring the Cultural Significance of Mexican food: A Personal and Global perspective , Robert Treto

Capstone Project: Family Engagement: Identifying and Meeting Family Needs , Clara Beas

Capstone Project: Food and Culture in Challenged Books , Noah Hawkins

Capstone Project: Food For Thought: Addressing Food Insecurity in Public Schools for Optimal Student Success , Emma Stillwagon

Capstone Project: Food Literacy and Applying Learnings Towards English Literacy , Andrew Wirtz

Capstone Project: Fostering Success: Enhancing Support to Empower Foster Youth , Serenela Lopez

Capstone Project: From Form Crisis to Come Back: Reviving Education in the Era of COVID-19 , Ericka Millar

Capstone Project: Fueling Performance: Tailored Nutrition Strategies for Female Athletes , Capri Pezzella

Capstone Project: Genetically Modified Organisms: Progress or Blight? , Martin Lopez

Capstone Project: Healthy Teen Dating Relationships , Thalia Hernandez

Capstone Project: Helping Kindergarteners Understand their Emotions and their Peers , Marelin Guadalupe Cruz Garcia

Capstone Project: Helping Preschool Students Understand Emotions , Kenia Escobar

Capstone Project: How Does Food Related Content On Social Media Affect The Ability For People To Be Creative With Regards To Food Habits And Choices? , Samuel Jubb

Capstone Project: How Monitoring Food is Protecting People , Grace Sugden

Capstone Project: Impact of Reclassification of Assessments Tests of English Language Proficiency Assessments for California (ELPAC) on the English Language Learners , Nivardo Martinez Nunez

Capstone Project: Implementing an Enhanced Care Management Program Serving Post-Incarcerated Individuals , Brianna Tome

Capstone Project: Implementing Anti-Bias Curriculum in the Kindergarten Classroom , Ariana Gonzalez

Capstone Project: Imposter Syndrome: Navigating as a First-Generation College Student , Jessica Hamm

Capstone Project: Improving Mental Health and Well-Being in Elementary School Students through Stress Management Activities , Shya Vasquez

Capstone Project: Increasing Emergent Literacy in Preschool-Aged Children , Yuliana Morales Santiago

Capstone Project: Increasing Head Start Parents' Awareness about Kindergarten Readiness , Griselda Galvan-Ramirez

Capstone Project: Increasing Preschool Children’s Scientific Inquiry , Dianna Leon

Capstone Project: Increasing Protective Factors for Non-Violence at a Continuation High School , Kiely Combs

Capstone Project: Increasing Social-Emotional Competence in Preschoolers , Loralai Xiong

Capstone Project: Increasing Social-Emotional Development in Early Childhood , Brianna Navarro

Capstone Project: Increasing Sportsmanship in Middle Childhood Sports , Treya Soriano

Capstone Project: Informing Adolescents about Potential Internet Risks and Tools for Safely Navigating Online Spaces , Rhiannon Jean Elliot

Capstone Project: Journalistic Quality in the Digital Age Relating to Newsroom Diversity , Max Guerrera

Capstone Project: Mental Health and the Well-Being of Adolescents , Janeice Pamuspusan

Capstone Project: Mental Health Awareness in Adolescents and the Impact of Social Media , Vanessa Clark

Capstone Project: Mentoring At-Risk Students , Ana Cecilia Muñoz

Capstone Project: Music isn’t Just a Special: Amplifying Music's Power in Fostering Social-Emotional Skills in Students , Angelina Davis

Capstone Project: Nuestro Futuro: Exploring Perspectives about Cultivating Bilingual & Bicultural Latinx Educators in California , Jaime Garcia Ramirez

Capstone Project: Nutrition Among 5th Grade Students , Nicholas Villanueva

Capstone Project: Parenting a Child Who Has an Autistic Sibling: Effects on Adjustment and Mental Health , Jess Del Mundo

Capstone Project: Pedestrian Safety: Crossing Language Barriers , Monica Corral

Capstone Project: Political Accountability and the Censure or Rep. Tlaib , Mabel Cummings

Capstone Project: Preventing Homeless Provider Burnout , Airam Gutierrez

Capstone Project: Production Process of Music Videos and Significance of Understanding Music , Amanda Grace Dalmacio

Capstone Project: Reimagining Inclusion: Shaping the Future of Special Education Engagement , Selena Rodriguez

Capstone Project: Reimagining Inclusion: Shaping the Future of Special Education Engagement , Sulema Fernandez-Castillo

Capstone Project: "Say What You Can't" by Nick Oliveri , Nicholas Oliveri

Capstone Project: Self-Care Techniques to Decrease Special Education Teacher Burnout , Carrie Frost

Capstone Project: Sexual Wellness Across Abilities: Reimagining Education for Adults with Disabilities , Damiana Kelsey

Capstone Project: Socio-Emotional Learning Interventions for Student Achievement , Alexis Campos

Capstone Project: Sonidos de Aztlán: A Historical Analysis of Chicano Music , Alejandro Gomez

Capstone Project: Strategies To Help Young Children Obtain Healthy Social-Emotional Development , Alma Fuerte-Jauregui

Capstone Project: Stronger Together: Uniting Parents, Educators, and Professionals for Enhanced Social-Emotional , Leslie Montiel

Capstone Project: Supporting Preschoolers Social Emotional Development , Gladiola Peinado

Capstone Project: Supporting Self-Regulation in Elementary School Students with Disabilities , Jessica Guerra

Capstone Project: Teaching 6-7 Year Old Children the Importance of Being Kind , Jazmin Mendez

Capstone Project: Teaching First Graders About Emotional Self-Regulation , Nayeli N. Garcia Salinas

Capstone Project: Teaching Future Educators How To Support Students with ADHD , Rachel Schweikhard

Capstone Project: The Forgotten Subject: PE and the Power of People , Shea Franklin

Capstone Project: The Good, the Bad, and the in Between: The Effects of Covid-19 and Remote Learning , Samantha Anastasio

Capstone Project: The Good, the Bad, and the in Between: The Effects of Covid19 & Remote Learning , Samantha Rivera

Capstone Project: The Impact of Parental Involvement on the Self-Concept and Academic Success on Elementary School Students , Alexis Randall

Capstone Project: The Importance of an Operations Manual , Richard Schlotthauer

Capstone Project: The Importance of Maintaining Healthy Relationships in Middle Childhood , Hailey Oyoque

Capstone Project: The Importance of Nutrition Education In Early Childhood , Alexi Larios

Capstone Project: The Need for Mental Health Resources in Migrant Farm Working Families , Juliana Cecilia Garcia

Capstone Project: The Need For Volunteer Engagement , Brittney Portillo

Capstone Project: The Outdoor Classroom: Integrating the Outdoors into the Classroom , Wendy Ramirez

Capstone Project: The Startup Spotlight: Chronicles of Innovation (2016-2023) , Dawn Hightree

Capstone Project: The Vital Role of School Bus Drivers in Supporting Students with Special Needs , Georgina Solano Zepeda

Capstone Project: Transitioning Coordinated Family Support Services from the For-Profit to the Nonprofit Sector , Yesenia Zavala

Capstone Project: Unchecked Consumption? The Unbridled Access to Processed Foods in America , Jordan Perry

Capstone Project: Voices from the inside: Enhancing Co-Teaching experiences through Student Perspectives at 'Small University' , Hope Brightman

Capstone Project: Voices from the inside: Enhancing Co-Teaching experiences through Student Perspectives at 'Small University' , Nina Cruz

Capstone Project: Whispers of Thyme: Echoes of Herbal Wisdom , Gianna Constantine

Capstone Project: Will The Future of Video Game Music Require Real Composers? , Nathan Barrett

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Master's Capstone Writing: Master's Capstone Writing

Introduction.

Many—although not all—master’s students complete their program with a capstone course. These capstone courses look different depending on the program and program learning outcomes. However, there are some common characteristics in these capstone courses, one of which is that it usually requires intensive writing throughout the course. Students need to use all of the skills they have learned thus far in this culmination of their degree, often writing and developing one final capstone throughout the entire capstone course.

With this in mind, we have collected Writing Center resources that will be particularly useful for master’s students writing their capstone. We also have listed resources that will be helpful for students in particular programs. Additionally, if you are looking for help on something specific that you don’t see here, be sure to reach out and ask. Questions can be directed to Ask OASIS .

If you’re a master’s student and you’re not sure you are in the right place, note that master’s program capstones can be called by many different names—capstone project, master’s project, capstone, final project, scholarly project, case study, treatise, and research project—although the resources we’ve identified here should be useful for all master’s capstones, no matter what they are called.

Getting Started

You will most likely be writing, developing, and revising your capstone from week to week throughout the entire capstone course. Thorough preparation is essential to set a foundation for the writing you’ll be doing. To help you take notes, organize your thoughts, and research, use these resources:

• Our Goal Setting pages offer suggestions about how to set and achieve your writing goals as you work on longer projects, like the master’s capstone.
• Our Prewriting pages include tips for critical reading, taking notes, organizing ideas, and outlining.
• The Prewriting Techniques: Taking the First Steps recorded webinar will also give you examples of how to lay the foundation for your writing.
• Episode 34, Taking Care of Yourself with Mindful Writing , and the follow-up Episode 35 will help you learn how to fit writing your capstone in with the rest of your life via mindful writing.
• Watch the recorded webinar Walden Assignment Prompts: Learn the Requirements to ensure you fully understand the expectations for your capstone, which will be outlined in the grading rubric, prompt, and other information in your course. Even if the final rubric for your capstone is posted in the last week of the course’s resources, we suggest you download it now to ensure you’re fulfilling the final expectations for your capstone as you develop it each week.

Also note that you may be asked to write one of the following kinds of documents as part of your capstone.

• Presentations webpages
• Annotated Bibliographies webpages ;  Annotated Bibliographies recorded webinar
• Literature Reviews pages ; Literature Review and Annotated Bibliography Basics recorded webinar
• Executive Summaries webpages

Of course, don’t forget to use the Library for help researching too!

Writing your first draft may seem overwhelming, but many capstone courses break down the process across multiple weeks in the capstone course. Remember to take it one step at a time and know that you will have time to revise once you’ve written a first draft. To help you with your writing, use these resources:

Developing Your Capstone

• Our Drafting pages will help you with essential components of your capstone, like an introduction, conclusion, and thesis statement.
• Our Paragraphs pages will show you how to develop your ideas into academic paragraphs, and you can see even more examples in the recorded webinar Using the MEAL Plan to Write and Revise Academic Paragraphs .
• Episode 26 of our WriteCast podcast, Wrestling with Writer’s Block , will help you overcome any writer’s block you’re experiencing.
• Our Paper Review service offers you the opportunity to receive individualized feedback throughout the drafting process on your writing progress and goals.

Using Sources in Your Capstone

• Our Paraphrase pages and the recorded webinar Paraphrasing Source Information will help you paraphrase sources successfully, since paraphrasing evidence is often preferred in master’s capstones.
• Our Synthesis pages can help show you how to synthesize in your capstone, since at this point in your program you’ll also be expected to synthesize rather than summarize sources.
• Our Citing Sources Properly pages will ensure you are citing your sources, including just the right amount of citations throughout your writing.

Because you’ll be working on your capstone over multiple weeks, you’ll be expected and have ample opportunity to revise. Revision helps clarify and strengthen your writing, so you’ll be spending just as much if not more time revising than you spent writing your first draft. Use the following resources to help you with revision strategies:

• Use our Revising pages to make sure that you revise both at the paragraph level and for overall organization and clarity. This might be a longer paper than you’ve written in the past, so you have to be careful that it is organized clearly and effectively.
• The 5 Rs of Revision , WriteCast podcast episode 14, will help you learn about revision strategies.
• The Improving Your Writing: Strategies for Revising, Proofing, and Using Feedback recorded webinar will demonstrate revision strategies for you and give you tips on using instructor feedback to revise.

Proofreading and Editing

Once you’re near the end of your course, you’ll need to polish, proof, and edit your capstone to ensure you are not only following APA and grammar rules but also  don’t have any typos or unclear phrasing. Use the following resources and strategies to help you proof and edit your capstone:

• Our Proofreading pages outline a few proofing strategies, like reading aloud, printing a hardcopy, using spell checkers, etc.
• Speaking of spell checkers, try using Grammarly to catch typos and spelling errors.
• Use our Common Reference List Entries page , comparing each of your reference entries to the corresponding example so you can make adjustments.

Use our Citation Variations page , comparing each of your citations to the corresponding example so you can make adjustments.

Paper Review Appointments

Keep in mind that you don’t have to set out drafting and revising your master’s capstone project alone. We are here to support your writing progress and overall skill development. In fact, students who make three or more paper review appointments per term are statistically more likely to see progress in academic success. We encourage you to take advantage of this opportunity and to make multiple paper review appointments with our writing instructors. If you are interested, be sure to check our resources our paper review appointments and how to incorporate multiple appointments within your schedule . 

Program-Specific Capstone Tips

There are some other common tips and resources we can provide for master’s students’ capstones based on their program. If your program is in any of the following colleges, be sure to note these tips and resources too.

Capstones for College of Education and Human Sciences

Major assessments: For some students, portions of their capstone and capstone course may also be a major assessment. Our tips above apply in these cases too, but you may also find the recorded webinar Writing for the MAT, MSEd, EdD, & EdS Major Assessments helpful.

Capstones for College of Health Sciences and Public Policy

Literature reviews : Note that many programs in this college ask students to write a literature review . Sometimes these literature reviews focus more on summary or annotating sources than the synthesis -focused literature reviews we talk about in the Writing Center. In those cases, be sure to follow your instructor’s directions and preferences, as well as the expectations set in the capstone rubric.

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Didn't find what you need? Email us at [email protected] .

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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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The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

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Home > School of Leadership and Education Sciences > SOLES Student Scholarship & Creative Works > M.A. in Leadership Studies: Capstone Project Papers

M.A. in Leadership Studies: Capstone Project Papers

The Masters in Leadership Studies Capstone Project Papers were designed to provide Master’s students with an opportunity to demonstrate the integration and application of their learning throughout their program through an applied or research-based project.

Applied projects offer a design, program or process to address a challenge, issue or topic. Applied projects require students to apply the conceptual and practical knowledge they have gained in the program to address a “real-life” problem or issue, without requiring an extensive literature review or research methodology development.

Research projects focus on developing a more in depth understanding of an issue, interest, concern, or phenomenon. The research includes a miniature literature review on the topic and provides explanations of the implications and applications for future practice in the related field.

Project papers were deposited in Digital USD from 2017 to 2019.

Capstone Project Papers from 2019 2019

The Importance of Leadership Development for Elementary-Age Students , Katrina Calvert

Creating Better Bureaucracy Through the Use of Servant Leadership , Charles Davis

The Integration Process of United States Veterans at the University of San Diego , Emily Duncan

Women Not Welcome: A Study of Gender Inequality and Leadership in STEM , Stephanie Eikermann

High School Service Learning as a Student-Directed Club , Jeff Gramme

Bonding Generations Through Team Leader Training , Laela Hannify

Developing Youth Leaders Through Service: An Applied Project to Enhance the Youth Leadership Development for Current High School Volunteers within the Sharp Chula Vista Medical Center Auxiliary , Jamie Inarda

Sexual Violence Prevention Programming for Collegiate Athletes: A Behavior Change Approach to Prevention , Amy Kame

The Correlation Between Online Marketing Strategies and Fundraising Performance of Nonprofit Organizations , Goran Orucevic

Developing Leaders in Schools: Unique Servant Leadership Youth Development Curriculum , Aarti B. Patel

Considering Chaos: Cultivating Change on the Edges of Calamity , Jake Peters

Cultivating Creativity: Leadership, Organizational Culture, and Organizational Support for Design Teams , Nick Porter

Mindful Facilitation - Designing a Workshop Linking Transformative Leadership Theory to Facilitation Techniques to Increase Facilitator Confidence , Cristina Schaffer

Nudge or Puppet? Decision-Making, Ethics, and Leadership in the Information Age , Yihe Yang

The Role of For-profit Educational Leadership Styles in Creating Shared Values , Diyang Yu

Capstone Project Papers from 2018 2018

Re-Imagining Business Enterprise as a Force for Social Good: Exploring Shared Values and the Future of a Sustainable World , Regina Bernal

An analysis of the Effects of Cultural Expectations and Family Obligations on Latina Women Attending College , Valeria Bielma

Self-empowerment of minorities focusing on trans-border communities , Lizbet Carrillo

Volunteer-Reliant Organizations , Andrea Cash

Dreaming Qontigo: Imagining Possibilities , david alejandrx cervantes

Positive Organizational Leadership: Some Recent Findings in Positive Organizational Scholarship , Lawrence Chan

Foster Youth Access to Higher Education , Raul Enciso

Reinventing Mentorship Programs: Values of Co-Mentorship in Organizations , Fabiola Escobedo Torres

Adaptive Leadership and the Maronite Church , Emily Michelle Fattouh

Access and Healthy Communities: How gardening and education can help foster leadership in low-income communities , Alexandria Frazier

Using Leader-Member Exchange Theory and Transformational Leadership to Examine the Cognitive Impact Youth Basketball Participation has on the Development of Children , Patrick Frost

Thought Forge: Investment in Critical Thinking , Christian Hampton

Impacts of Student-Athletes Who Become Pregnant While Competing in Division I Basketball , Maya Hood

Identifying Factors That Impact Female Leadership Presence , Victoria Elizabeth Kendall

Personal and Leadership Development in the Middle School Environment: The School STRONG Initiative , Ashley Kunkle

Generation Z: Utilizing Adaptive and Authentic Leadership to Promote Intergenerational Collaboration at Work , Elizabeth Laudert

Segregation of Student Financial Aid in Higher Education: The Effects on Low-Income Students When EBT Is Not Accepted at University Campuses in San Diego, CA. , Tanisha-Jean Martin

LEAD/HD: A Pilot Leadership Development Workshop , Meaghan McCaughey

For-Profit Educational Institutions , Rogelio McInnis

Culture as a System of Shared Meaning: Exploring Intercultural Leadership Identity Through Practical Application , Emily Patrick

First Generation College Parents: Bridging the Gap Between the American Higher Education System and Latino Families , Georgina Pérez

Mindful Action for Practice of Sustainability , Gary Ransom

Creating a New Culture of Care for Individuals Living With Parkinson's Disease , Dijana Ristic

Native American Education: Building Stronger Families, Communities, and Youth through Cultural Education , Kenia Rodriguez

Natural Athletic Blacks and Intelligent Whites; Race and Sports in the Media , Michel Sproles

Facilitating Conflict Resolution in Organizations: A Curriculum for Managers and Emerging Leaders , Gregory Vega

How Leadership Improves Intercultural Negotiation , Xinrui Wang

Developing Cultural Intelligence and Transformational Leadership Through Participation in Short-Term Study Abroad Programs , Rebecca Whitham

Capstone Project Papers from 2017 2017

Cultivate Conscious Kids: Unique Youth Leadership Development Programming , Ashley Adams

Leadership Style and Employee Turnover A Mythical Relationship or Reality? , Arwa Alkhawaja

Bloom - Youth Empowerment and Development Through a Practice of Emotional Leadership , Andrea Andrade

Ethnic Nationalism and Identity Formation in Cyprus, 1571 to 1974 , Nicholas James Antoniades

The Dynamics of Gender Identity and Implicit Bias Impacting Women's Executive Leadership Development Programs and Female Executive Leadership Coaching , Emelina Belle

Corporate Culture and the Leaderships on the Development of Companies , Jimengmeng Chen

The Vicious Cycle of Mass Polarization and Fear: A Pilot Program Using Comedy and Dialogue to Leverage Political Polarities , Zoë A. Hayman

Turn Off That Device , Kris Iacono

Evenings of Dialogue and Discovery: Am I being an Authentic Woman Leader? , Ashley P. Jones

Examining Hierarchy Structures in Non-Profits; The Keller Model , Scott J. Keller

Transactional and Transformational Leadership and Emotional Intelligence for Athletic Coaches , Justin Maidenberg

Differences in Leadership Between China and US , Xiaomu Pan

It's a Girl Thing Enrichment Club , Jasmine D. Reaves

Retention, Mentorship, and Servant Leadership: An analysis for Retaining 2050’s Generals in Today’s Army , Owen J. Ryckman

Mindfulness Program for Student Athletes , Daniel J. Savory

Toxic leadership in Korea through the case of President Park’s impeachment , Eunho Shin

Nature Unplugged: Cultivating Healthier Boundaries around Technology and Inspiring Reconnection with Nature , Sebastian Slovin and Sonya Mohamed

Community Collaboration: Furthering the Anchor Institution Concept within Linda Vista , Shelby J. Smock

Self Powered: A Guide to Becoming a Self-Leader , Samantha D. Wolf

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Graduate Capstone Projects

The Capstone Project is an opportunity for students to complete their Master of Science in Professional Studies degree by addressing a practical, real world challenge using the skills and knowledge they have gained throughout their program of study.

The Capstone Project culminates with a summary “lessons learned” paper, a collection of illustrative work samples, and a presentation of the project outcomes.  There will also be a critical evaluation of the student's work from project mentor.

With such a variety of Capstone Project ideas resulting from our diverse student body, the School of Individualized Studies seeks to bring examples of these outstanding products to prospective students, the academic community, employers and other interested parties.

Capstone Project Presentations

Nikhil Venkatesan Leading 2 Lean Transformation at Mallinckrodt Pharmaceuticals Lean Manufacturing • Project Management • Quality Control Fall 2016

Dheeraj Ramachandra Data Sharing Using Optical Fiber Technology in Software Industries Telecommunication • Electrical Engineering Fall 2016

Nihanthreddy Gongulla Distributed Denial of Service (DDoS) Attacks and Counter Measures on Peer-to-Peer (P2P) Networks Using Network Simulator Signal Processing and Communications • Telecommunication • Project Management Fall 2016

Crystal Peloquin A Model for Educational Standards in Sign Language Interpreting Training Programs Communication and Media Technologies • Human Resource Development  • Secondary Education of Students who are Deaf or Hard of Hearing Fall 2016

Karan Chauhan Soccer Result Analysis and Prediction Computer Science • Big Data Analytics Fall 2016

Gina Reeder Registrar’s Office Customer Service Plan Service Leadership & Innovation • Communications Fall 2016

David Wivell Recruiting & Enrollment Initiatives Based on Increased use of Chinese Social Media Platforms Digital Communications • Online Marketing Fall 2016

Lorenny Mota Morla Using Empathic Design to recognize the deficiencies of the primary health services provided to the Haitian population of Restauración, Dajabón, Dom Health Systems Administration • Project Management Summer 2016

Tulsi Chhita An Analysis of the Impact Nanography Folding Cartons Segment and Evaluation Implementation of the Technology Packaging Ltd. Packaging Science • Print Media • Business Summer 2016

Shivaraju Puttaraju Chinakurali To Set Up an Internet Service Provider (ISP) Named Air-Wire Solutions in India Using Fiber Technology Telecommunication • Digital Systems Summer 2016

Shrutika Thakur Blogging for Success: Applying Marketing Strategies to Increase User Traffic Information Technology • Marketing Summer 2016

Yun Shi Market Entrance Strategy for American Bakery, Lady M, to Expand Business into China Human Resources • Management Summer 2016

Jessica Klass Developing High School Soft Skills through Engineering & Entrepreneurship High School Engineering Education • Organizational Leadership Summer 2016

Adam Leutenegger The No Limbits Project Pre-Engineering Technology Education • Curriculum & Instruction Summer 2016

Dipak Hiralal Patel Predicting the Stock Market Movement with Machine Learning and Pattern Recognition Computer Science • Software Project Management Summer 2016

Kartikeya Jain "Parkinator" Parking Management Unification System PUMS Software Engineering • Business Summer 2016

Chethana Dilip Pseudo Random Binary Sequence Generation using Altera DE4 Development Board Telecommunication • Digital Systems Spring 2016

Rachie Smania Why is an ASL Specialist Critical? Deaf Education • Communication Spring 2016

Anirudh Vyas Some Problems & Recommendations for Implementing an Effective Management Information System in Microfinance Institutes Management Information Systems • Microelectronic Engineering Spring 2016

Rafael Ramirez MESCyT - RIT Scholarship Program: First Step to Reduce Brain Drain Project Management • Lean Manufacturing Spring 2016

Margaret Miller A Plan for Peer-to-Peer Tutoring at Passaic County Technical Institute Project Lead the Way • Mathematics & Education Spring 2016

Bhavesh Vaswani Mining and Visualizing Data for Web Project Management • Information Technology Spring 2016

Rachita Saboo Hastakshar Crafts Business Plan Communication • Marketing Spring 2016

Susanne Fili Converting the Syracuse VA Medical Center Institutional Review Board to an Electronic System Clinical Research Management • Health Systems Administration Spring 2016

Divya Ghanta Resource Management at Enterprise Level Using Agile Methodology Telecommunications • Management Spring 2016

Anish Mhaskar Streamlining Materials Delivery at End-of-Line Rectification Area for Model X Production at Tesla Industrial and Systems Engineering • Quality & Applied Statistics Spring 2016

Veera Kilaparthi Exploring the Opportunities and Implications of "Mining as a Service" Layer in Cloud Computing Telecommunication Engineering • Electrical Engineering Spring 2016

Kelly Lenis Building a Bridge Between Deaf and Hard of Hearing AALANA College Students and Multicultural Greek Organizations Deaf Education • School Psychology Spring 2016

Scott Hewitson VITROS LDH Slides Traceable to the International Federation for Clinical Chemistry (IFCC) Standard Reference Method: Recalibration versus Reformula Biological Sciences • Project Management Spring 2016

Brittany Taylor Proposed Mentor Guidebook for Staff Interpreters in the Department of Access Services at Rochester Institute of Technology Management • Secondary Education of the Deaf/HoH Spring 2016

Zhining Ya Reducing Bar Stock Variances at JMA Wireless Industrial Engineering • Statistics Spring 2016

Mohamed Gassama Development Project Management with a Risk Management Framework and Model Project Management • Service Systems Spring 2016

John-Paul Takats Implementing RIT FeedMasher - A System that Aggregates and Coordinates Digital Content Across RIT Business Marketing • Information Architecture/HCI Spring 2016

Edwin Castaing Automated Candy Packaging Machine Upgrade Manufacturing • Mechanical Systems Integration • Management Spring 2016

Flor Yismairy Guzman Training in Customer Service for Primary Care Units of the Dominican Republic Health Systems Administration • Project Management • Human Resources Development Fall 2015

Eric Pastore Uncovering Emerging Information Trends in Information Technology Technical Information Design • Strategic Training Fall 2015

Jeffrey Siegel The Drive to Increase Attendance at Hockey Games Project Management • Marketing Fall 2015

Richard Davis Personalizing Retail Banking Customer Journeys: A Conceptual Capabilities Framework Design for Creating Customer Value and Delivering Superior Qual Service Leadership & Innovation • Project Management Fall 2015

Alec Hadden Overcoming Installation Challenges of Strain Gaging on Aerospace Components Project Management • Business Summer 2015

Sean Carrington A Model for Shared Services Between the NYS Department of Transportation, and NYS Thruway Authority Human Resource Management • Project Management Summer 2015

William Michael Revitalizing a Struggling Non-Profit in the Wake of an Economic Recession Marketing • Project Management Spring 2015

Bethany Coate Developing of a Strategic Marketing Plan for Recruiting Undergraduate Students to Niche Programs of Study Product & Project Management • Interactive Computer Technologies • Communication & Media Spring 2015

Terri Fleming Assessment in Pre-Engineering Courses in Ohio Pre-Engineering Education • Education Spring 2015

Ridima Borkar Analyzing Job Market and Trends in Distance Education Data Management • General Management Spring 2015

Jathin Dandeboyina Design and Implementation of a Disaster Recovery Site for a Small Scale Organization Network Engineering • Telecommunications Engineering Spring 2015

Margaret Romanowsi Designing an Effective, Repeatable Development Process for Agencies that Reduces Client Risk Project Management • Technical Communication Spring 2015

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Home > Student Work > Capstone Projects > All

All Capstone Projects

Capstones from 2024 2024.

The Impact of Social Media on Mental Health: A Systematic Review , Gehring Soft Wash gehringsoftwash.com

Capstones from 2023 2023

Plagiarism Checker , Pradeep Kumar Adepu

Extraction of Cashew Nutshell Liquid from Cashew Nutshells Using the Polyol Induced Extraction (PIE) Method , Ibrahim L. Adewole

FundRaiser , Yasmeen Begum

FundRaiser , Vakul Sai Bikumalla

Classification of Online Toxic Comments Using Machine Learning Algorithms , Shiva Kumar Bolu

Reducing Disposable Plastic Waste from Protein Quantitative Assays , Justin Buiter

Computer Vision for Robot Using AI , Sanjana Chandupatla

Plagiarism Checker , Shanmuka Gopala Krishna Chikkam

FundRaiser , Sireesha Chitla

Cure Unity , Ssisandesh Devireddy

Sharing Hope Together , Mansi Kalabhai Dodiya

Predictive Modeling for Lead Conversion in the EdTech Industry , Manideep Donthagani

FundRaiser , Venkatesh Goura

FundRaiser , Aishwarya Govina

FundRaiser , Sushmitha Gurakonda

Sharing Hope Together , Praveen Jasthi

Event Management System , Pramidha Kaleru

Robotics Drone Integration , Sridevi Kandula

COVID-19 Trends in India: Nationwide Insights & Maharashtra Focus , Manikanta Kusanapalli

Qwik Shop , Kartik Satish Lakkapalli

Smart Attendance GUI Application , Dheeraj Maddi

Computer Vision for Robot Using AI , Ragini Malladi

Library Management System , Katyaini Manne

PatientCare Xpert , Abdul Qayyum Mohammed

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Guide to The Master’s in Communication Capstone Project

Types of Capstone Projects

Independent capstone projects, capstone course, group capstone projects, portfolio and reflection projects, internship capstone.

Many master’s in communication programs that focus on building students’ practical skills and leadership capabilities within communication sectors such as public relations, advertising and marketing, corporate and organizational communication, and even political communication and campaigning require a capstone project as students’ culminating experience. Unlike traditional theses, which are common for academic and research-oriented master’s in communication programs and have a formal, multi-chapter structure, capstone projects vary widely across programs and often afford students a great deal of flexibility to be creative in their research and final deliverable.

There is substantial variance between how master’s in communication programs design their applied capstone project option. For some programs, the capstone is an independent research-based or industry-centric endeavor that students complete individually while under the guidance of a committee (similar to how students complete a traditional thesis). Other programs, in contrast, may have a dedicated capstone project course wherein students meet project benchmarks that they discuss in class, and also benefit from their instructor’s guidance and peer feedback. Additionally, there are group project capstone experiences where students are divided into teams and tackle one or a variety of projects that aim to integrate all the concepts and skills that they have learned during their enrollment in the program.

Added to this diversity amongst program capstone experiences is the diversity of students’ interests, their professional and academic backgrounds, and whether they are working full-time or part-time while pursuing their graduate degree. Students who are working and want to integrate what they have learned in their program directly into their workplace might complete their capstone project with their current employer. On the other hand, students who have minimal professional experience or who wish to change industries might find an organization or complete a project based off of their own interests, with the intention of featuring their capstone project as a centerpiece of their portfolio when applying for jobs.

This Guide to the Capstone Project is designed to help current and prospective students of master’s in communication programs understand the depth and breadth of possibilities for their capstone project. It features detailed descriptions of common types of capstone project options, as well as insights from faculty members and directors of master’s in communication programs nationwide who were interviewed as part of our Faculty Interview Series .

Despite the variance in capstone project options described above, there are several major categories in terms of general types of projects that students can undertake. From independent projects to professional portfolios and client-centric group projects, there are choices that suit every student’s interests and goals.

The independent project, one of the most common capstone experience options, grants students significant autonomy in crafting their final deliverable. The student works with his or her advisor and committee to determine a project topic that is tailored to the student’s academic interests and career goals. These independent projects can be created specifically for a real industry client, or can be designed around a hypothetical client in some cases. Examples of independent projects include an advertising campaign for an agency, an organizational communication plan for a corporation, or a comprehensive fundraising awareness strategy for a non-profit organization. Students may also have the option to complete an artistic or creative final project, such as writing a play, filming a documentary, or choreographing a dance.

The process to successfully completing the independent capstone project is quite similar to that of the traditional thesis , in that students select a committee of faculty whose research expertise aligns with the topic of their project. Students then conduct their research and complete their final deliverable with close guidance and feedback from their faculty advisor and committee.

Hye-ryeon Lee, Ph.D. the Director of Graduate Studies for the Department of Communicology at the University of Hawaii at Manoa, explained her program’s applied capstone project experience in an interview. “The applied project is very flexible in terms of what [students] can do. […] For example, a student is currently in the process of writing a book as her applied project. Another student developed a volunteer training program for the Make a Wish Foundation. This student talked to the administrators, staff and volunteers of the Foundation to develop a thorough understanding about their operation. She then designed and delivered a training program for new volunteers for the Foundation.”

While independent projects are more flexible in terms of their structure and topic, relative to the master’s thesis, they still require a substantial amount of research and are just as rigorous as theses. Students completing a capstone project use the same research methodologies as those who complete a thesis, but instead of applying their findings to conclusions that contribute to the scholarly literature, they use their insights to directly impact an organization or to design a final product that that is more applied or creative in nature.

Michael B. Goodman, Ph.D., Director the Master of Arts in Corporate Communication at The City University of New York’s Baruch College, explained how this program’s applied project uses academically rigorous communication theories and research methodologies. “Similar to the thesis, students are expected to employ and integrate the theories, communication management practices, and methods that they learn in the program to their research and final product. Students who choose this option are also required to present their results at a professional colloquium,” he noted.

The flexibility of the capstone project allows students to bring in topics from their professional or personal lives. Porter Shreve, Director of Administration for the University of San Francisco’s Master of Arts in Professional Communication, explained how many students in the program use the capstone as a way to examine and address sociocultural issues. “Since we are located in San Francisco near the heart of Silicon Valley, tech development and its reshaping of human communication are very much on our students’ minds,” he said, “I had one student who completed a video-based capstone about women muralists in San Francisco’s Mission District and their struggles with gender discrimination. […] We had [another] student who worked at a successful artificial intelligence startup, and he decided to tie his capstone to projects he had undertaken in the AI field.”

Porter Shreve also emphasized the important role that communication theory and research methodologies play in the capstone project, regardless of selected topic or deliverable. “While students can bring the applied into their capstone projects, their work typically utilizes academic research methodologies such as quantitative and qualitative data gathering and analysis,” he said.

Oftentimes, students use the independent project as an opportunity to create a product that will feature prominently in their portfolio once they graduate. Coy Callison, Ph.D., Associate Dean of Graduate Studies for the College of Media and Communication at Texas Tech University (TTU), explained how one of the students of TTU’s Master of Arts in Mass Communication created a project that directly contributed to her securing a public relations management position. “[Our student] developed a crisis communication campaign for one of the local hospitals here in Lubbock, and she dealt directly with how well people at the hospital understood emergency planning,” he recalled, “[S]he put together an extensive campaign that involved all of the constituents from the staff to the nurses, doctors, and vendors. She surveyed all of these teams to learn how they would prefer to receive this information […and] subsequently put together a comprehensive plan that catered to each team, and the hospital was very happy with it.”

After graduating, this student approached a major hospital in Honolulu with her crisis communication plan, which impressed them so much that they created a position for her, and she became the Crisis Preparedness Director. As this example illustrates, the independent project can be a very helpful stepping stone into a new career or promotion at one’s current job.

While some programs have a capstone project option that involves students working largely independently under the guidance of one or more faculty advisors, other programs have students complete their capstone project while enrolled in a capstone course that provides structure, guidance, and feedback. This is relatively common among online master’s in communication programs, and can be particularly advantageous for students who benefit from weekly meetings that hold them accountable for meeting incremental project deadlines. Capstone courses also provide the benefit of peer discussions and feedback in a forum-like setting. Unlike the independent capstone project, which is highly individualized and can be creative or artistic, projects that are completed as part of a capstone course are often more practical and client-focused in nature.

Richard Holberg, Adjunct Instructor and Team Lead for Southern New Hampshire University’s Online Master of Arts in Communication Program, explained how the capstone course that is part of this program provides students with helpful structure and deadlines. “The first week of the course is when students identify what they want that client and campaign to be. As facilitator of the course, it is my job to make sure that their campaign meets the parameters for the program and has a scope that is manageable within the span of the capstone course,” he said, “We also structure in three milestones that students must meet during their time in the course. First students must identify the client and the type of campaign they want to do, and I review all of their proposals. The second milestone requires them to identify what the focus of their campaign is. What’s the communication need or problem that they are trying to solve?”

Capstone courses vary in how they manage the client-student relationship. Some programs require all the students in a capstone course to work on a single project for one client that agrees to partner with the program. Other programs connect students with multiple clients for individualized or small group capstone projects. Still other programs ask students to find their own client but provide guidance and support during the client search process during class sessions and individual mentoring.

Dionne C. Clemons, Ph.D., former Director of the Master of Arts in Strategic Communication and Public Relations at Trinity Washington University, explained how the capstone course for this program connects students with a wealth of regional clients and partners. “We develop relationships with clients and assign students a client that has strategic communication/PR needs that match what we expect students to demonstrate in their final project,” she explained. Dr. Clemons also noted that one of the advantages of Trinity University’s capstone course is that students connect with a wide variety of clients who can serve as useful professional contacts for students. “Most clients that we align with are partners with Trinity, and they often represent the economy here in DC, meaning that they are management consulting, nonprofit, or government entities,” she added.

Group projects have the advantage of enabling students to take on a project of larger scope than would be possible if they were working individually. Whether completed under the guidance of a faculty advisor or as part of a larger capstone course, group projects also give students the opportunity to demonstrate and hone their teamwork skills while working on an intensive project that mimics the work they will complete in their future jobs. Unlike individual capstone projects which can be industry-focused or creative, and may or may not be client-centric, group capstone projects tend to revolve around an existing client need, such as a marketing campaign for an apparel company, an advocacy initiative for a non-profit organization, or an organizational communication revamp for a corporation.

Janet Steele, Ph.D., who is the Director of George Washington University’s Master of Arts in Global Communication program, explained how this program’s capstone experience is designed to be a team effort. “The capstone is a four-credit group project that students complete over the course of a year. The capstone is handled through the Elliott School of International Affairs,” she said, “At the end of their first year, students meet with a capstone advisor, and decide on their work group. The groups usually consist of three to four students, and together they work with real-world clients on an agreed-upon project. At the end of the program, the group is required to present their project to faculty, and to show us the work they did for their client.”

For some programs, the capstone group project is an opportunity for students to flex their leadership and project management abilities. Arabella Pollack, MBA, who is the Deputy Academic Director of the Master’s in Strategic Communication Programs at Columbia University, explained how Columbia University’s program emphasizes team projects from the beginning in order to prepare students for collaborative work on their capstone.

“Throughout all our other courses there is a lot of project work, lots of teamwork focusing on real-life scenarios, whether it is case studies or hypothetical situations from their current place of employment or other organizations. Students are constantly thinking about how they put the concepts they learn into practice,” she said, “When it comes to the Capstone we take it to another level. We work with real organizations that have a communication challenge they’re tackling. And students work in small teams to address this problem through guided independent study over the course of a semester. This includes conducting their own primary and secondary research. They conduct focus groups, quantitative and fully representative surveys, and other assessments and deep dives into data. They’re constantly working with the sponsor in an almost consulting relationship (though sponsors do not pay for students’ work). At the end of the semester, students present their findings and recommendations to the sponsor.”

Just as some master’s in communication programs require students to take a capstone course for their individual capstone project, some programs that have a group capstone project requirement also incorporate the capstone as part of a larger guided capstone course. As noted above, this is quite common for online master’s in communication programs.

Michael Weigold, Ph.D., who is the Director of Distance Education at the University of Florida’s College of Journalism and Communications, explained how the University’s Online Master of Arts in Mass Communication culminates in a capstone class where students are assigned groups and tackle a team project in largely the same way they would do so in an industry setting. “All of the Capstone projects are completed through group work, and this is by design, because all the members of our advisory council have reiterated the importance of people who know how to work optimally in teams,” he said, “During their work on their project, students have the mentorship of the Capstone course instructor.”

Some industry-focused master’s in communication programs require students to complete a portfolio that represents the depth and breadth of their professional skills, experience, and interests. This capstone requirement typically involves students reviewing their work over the course of their enrollment in the program, and selecting assignments from past classes that are representative of the strengths they would like to showcase to potential employers. As a highly industry-focused and functional capstone project, portfolios are typically required to be in online or e-portfolio form (such as a website) for maximum visibility. In addition, most programs with a portfolio capstone also require students to write a reflective essay that synthesizes the concepts, skills, and issues explored during their classes.

Programs tend to vary in terms of their precise parameters for the portfolio. While some programs may be flexible as to what students decide to include, others may have more established requirements to ensure adequate diversity within each student’s portfolio. Sunny Stalter-Pace, Ph.D., the Director of Graduate Studies for Auburn University’s English Department, explained the capstone portfolio requirement for Auburn University’s Master of Technical and Professional Communication. “The portfolio requirements are as follows: a portfolio website of the student’s own design, and which follows best practices for coding, writing, editing, and professional communication ethics; a 2000-word memo that elaborates on the major technical and professional communication issues that the student has discerned based off of his or her coursework, and which makes suggestions as to how to address these issues; five exemplary pieces of print or online content that the student has completed during his or her tenure in the program, accompanied by a 500-word analysis for each of these pieces of content; and an edited resume or curriculum vitae,” she said.

Texas Tech University’s Master of Arts in Technical Communication, on the other hand, has slightly different portfolio requirements. Craig Baehr, Ph.D., Director of this graduate program, outlined the portfolio’s parameters. “The Master of Arts in Technical Communication portfolio is comprised of two key components: learning artifacts and a reflective essay,” he explained, “Students must include three to six artifacts in their portfolio, one of which must be an academic or research paper, while another must be a practical project in technical communication. […] Examples of artifacts students might include in their portfolio include an analytical report or a feasibility study they wrote for a technical reports class, a web-based training module that they developed for the instructional design course, or a visual infographic they developed for the document design or information visualization course.”

The portfolio is an opportunity for students to not only showcase their skills, but to also benefit from mentorship and feedback from their instructors. Frederica Fornaciari, Ph.D., who is the Academic Program Director for the Master of Arts in Strategic Communications at National University, explained how this program’s capstone option is, in many ways, a career workshop course. “During the Capstone Project students reflect upon their chosen career path, analyze the market in their field of choice, and draw the connections between their own learning experience at National University and the skills necessary to successfully enter their career of choice,” she said, “[Students] develop a market analysis for their field of choice, looking at possible job openings, exploring job descriptions, and collecting valuable information about their desired job’s outlook from sources such as the Bureau of Labor Statistics. Then, students complete a reflective journal to reflect upon their learning experience at National University, and start drawing connections between their acquired toolkits and current market needs.”

Internship capstone options are somewhat less common than other types of capstone experiences, due to the fact that many industry-oriented master’s in communication programs have students who are already working either full-time or part-time while completing their degree. However, for students who have the weekly availability to complete an internship, this capstone experience option can be very helpful by immersing students in the work settings that interest them and connecting them with potential employers well before they graduate. Examples of graduate internships in communication include working for a local newspaper outlet, interning in the public relations department of a corporation, or working at a marketing agency.

Nadia Kaneva, Ph.D., who is the Director of the Master of Arts in Media and Public Communication Program at the University of Denver, described this program’s internship option as particularly advantageous for students interested in entering industry. “We believe that research and practice must go hand in hand as they work to address real-world problems,” she said, “[Based] on their own goals and interests, students can choose between completing a professional internship, a master’s thesis, or a substantial research paper as a capstone experience. […] Typically, students who wish to pursue a professional career opt for an internship. Our internship program is highly regarded by employers and we have seen many cases where an internship turns into a job offer upon graduation.”

Master’s in communication programs that offer an internship option for the culminating experience may connect students with potential internship sites and supervisors, or require students to identify an internship site on their own. The internship capstone option is often accompanied by an additional requirement that prompts students to reflect on the relevance of their internship work to their master’s program and future career. “At the end of their internships, students submit a paper or a professional portfolio, and complete an exit interview with the department’s Internship Director,” noted Dr. Kaneva.

Due to the intensive work it requires and its inherent depth and breadth, the master’s in communication capstone project may seem intimidating to many students. However, it is in fact a unique opportunity for students to build a robust bridge between where they are and where they want to be professionally, all within a safe and mentorship-centric environment. The capstone project is designed to give students the resources to build a professional-quality product that is tailored to their interests and goals.

For advice on successfully completing the capstone project, please refer to our Advice for Completing a Master’s in Communication Applied Capstone Project , which features key insights from alumni of master’s in communication programs.

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Home > Centers and Institutes > CIE > Master's Capstone Projects

Master's Capstone Projects

The Master's Degree program in International Education requires a capstone project or research study. The program encourages and supports a wide variety of projects. They include small-scale field research projects, library studies of a topic, designing and implementing a training program, analysis of social media, doing a participatory action project, or analyzing nonformal education programs.

Projects are rooted in the professional experience of the students and reflect the wide range of educational contexts that CIE has been involved in.

Nearly 300 Master's projects have been completed in the history of the program. Many of them can be found here.

Submissions from 2008 2008

Transitioning to Diversity – a Qualitative Evaluation of the Process and Outcome of a Program Aimed at Increasing the Ethnic and Cultural Diversity of Nurses in Western Massachusetts , Noor Farida Fleming

Coordination by Default or by Design Implementing Education Programs in Post-Conflict: the South Sudan Experience , Sarah Kahando

Palé Fransé pa Di Lespri pou sa! A Postcolonial Analysis of Language, Identity and Power in the Haitian Context , Vanessa Mériné

Integrated Development: Best Practices for Girls’ Education , Rebecca Paulson

Submissions from 2007 2007

Permanently Temporary: Roma Refugee Youth Seeking Schooling , Karen N. Binger

Multicultural Training for Korean Teachers , Bokeong Cheong

We’re Coming Out! – “Home” and “Away” Identities in the Field of International Education: An Emotional Construction and Negotiation of the Self , Paul St. John Frisoli

Undocumented and Undefined: College Admission Policies for America's Hidden Class , Jenise Holloway

Voices of Islam: A Photovoice Project , Erin Michelle Myers

Submissions from 2006 2006

"I Can See Now" Understanding Literacy Practices in the Context of Afghanistan , Anita Anastacio

U.S. Adult Education for Democratic Social Change , Jennifer Cannon

Education as a Political Act: Drawing from critical and feminist pedagogies to build and implement an adult education curriculum , Wendi Carman

The War on AIDS: The ABC's of Fighting this War, A Historical Perspective , Laura A. Ivey

Socio-Academic Interaction as Predictors of Academic-Performance for Vietnamese Government Scholarship Recipients in US Graduate Programs , Duc-Le Nguyen

Peace Education as a Coexistence and Reconciliation Tool: The Context of the Conflict between Armenia and Azerbaijan , Rovshan Sadigbayli

Submissions from 2005 2005

Exploring Gender, Reducing HIV/AIDS: A Training Design for Peer Facilitators of UNICEF Nambia's "My Future is My Choice" Program , Jennifer H. Chin

Is There a Slate Here for Me?- A Look at the Inclusion of Children With Disabilities in BRAC Schools , David P. Donaldson

The Epidemic of the Young: An Overview of the HIV/AIDS Situation and Current Preventive Activities in Uzbekistan , Firuza Gafurova

Prospects and Challenges: Teaching an Introductory Course on International Education in U.S. Classroom , Manaslu Gurung

An Analysis of Information Management at the School Level in Malawi: A Case of Lilongwe Primary Schools , Hatsue Kimura

Contextual Challenges for Application of the Minimum Standards in Education for Emergencies , Aiah A. S. Mbayo

Internationalization as a New Paradigm for Higher Education in the Post-Soviet Area: The Cases of Western CIS Countries of Belarus, Moldova, Russia and Ukraine , Olga Narbutovich

Preparing the Field for Implementing "Monitoring Learning Achievement" project in Tajikistan, Central Asia , Larissa Savitskaya

Expanding Access to Learning , Hui Zhao

Submissions from 2004 2004

A Critical Assessment of Quality Education in Community Day Schools in Malawi: A Case Study of Mulanje District , Henry English Benstone Gwede

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Master's Projects

Master's Projects are interdisciplinary capstone experiences that enable SEAS master's students to develop solutions to pressing problems faced by real-world clients. Students work on research teams with client organizations and faculty advisors to address complex environmental issues and design innovative, impactful products. This hands-on experience enables students to develop transferable skills that will help them secure future jobs and internships.  Project ideas are developed by faculty, students, and organizations.

SEAS students are required to enroll in the  Master's Project Course (EAS 701.888)  and must submit a project report at the end of the experience. The  Master's Project Handbook  provides detailed information about project structure, planning, and completion requirements.

Understanding the Thesis and Capstone Process recording

Projects provide students the opportunity to analyze and propose solutions to real-world environmental problems. Teams of 5+ students develop the project scope based on a proposed idea from the sponsoring organization, referred to as the client. The team works with the client until project completion.

• Overview  (**Please use the deadline date information at bottom of this page as most up to date)
• Guidance for new clients  (academic objectives, financial obligations, IRB)
• See Past Project Examples

Submitting a Master's Project Proposal

For master’s project questions and inquiries on how to submit or develop your idea, contact:  [email protected] .  Download the 2024 Proposal Submission Form . This proposal is due: Sunday, September 29, 2024

Proposals are submitted by email to [email protected] .  Before submitting the final proposal you must complete a short Intent to Submit form. Contact the email above to receive the link to this form. No more than two proposals are eligible per submitter.

Please note: A SEAS faculty advisor should be secured for a proposal to advance . You may reach out to SEAS faculty with the proposal topic you are drafting to gauge their availability to eventually advise students on the project. Please check back for updates or email additional questions after reviewing materials and FAQ/Handbook links above.

SEAS Student Center / 1520 Dana / (734) 764-1402 /  [email protected]

• Campus Directory
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Capstone Project Examples

The Capstone project is designed to be the BIS program's culminating experience where students meld three disciplines into a coherent, integrated whole to demonstrate academic understanding and application.

Community Engagement

"Service-learning helps students master important curriculum content by supporting their making meaningful connections between what they are studying and its many applications” (National Service Learning Partnership, 2009).

A record of academic experiences, achievements and professional development related to educational activities, culminating with completion of the Capstone/Senior Project. It should include documents and other media that demonstrate variety, depth, breadth, and quality of work.

Primary Research

An inquiry or investigation conducted by an undergraduate student and faculty mentor that results in an original intellectual or creative contribution to a field of study (Council on Undergraduate Research, 2009).

Secondary Research

Reading, examining, studying, summarizing, and integrating research completed by others with the intent of answering an original thesis question or supporting other scholarly or service related work.

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What Is A Capstone Project?

Graduate school is a challenging process which students choose to undertake. It takes time and effort to complete and on top of it, many students who are full time, miss out on employment opportunities during the years they are in grad school.

Besides the courses which are required to be taken during graduate school semesters, universities might also require students to complete a final project . This project encompasses all skills and knowledge which the student has gained during their years of studying. Universities have different names for this project, but they usually call it a capstone project.

The reason it is called a capstone is because it is the crowning project that marks the completion of all requirements to graduate with a Masters Degree.

This article will cover everything you need to know about this final project such as:

• What is a capstone project?
• Types of capstone projects
• How to complete a capstone project?
• Benefits of a capstone project

Capstone Project Examples

A capstone project is the final project before graduation from grad school . It is an in depth study of a topic selected by the student which showcases the students’ skills and knowledge. It indicates how much the student has gained during the years spent in grad school and how prepared they are to begin employment and apply those skills.

The capstone project is most often a one semester course which is called a capstone course. This course is focused on the development of the final project and all students who will graduate are required to enroll in it. Students usually take the capstone course in the final semester of their studies, but there are cases when they are allowed to take it earlier with permission from faculty members and administrators.

Capstone projects are required to be on a topic which relates to your field of study . For example, if you are studying economics, your capstone will be to research an economic phenomena or development which interests you; if you are studying business, you might be required to develop a new product or service idea; and if you are a fine arts major, you could research a concept or even have an exposition as a final project.

These final projects are mostly required for graduating with a Masters Degree. There are, however fields of study where students are given a choice of completing a capstone project, or enrolling in an additional course. Whichever they choose, they will still get the degree. There are also some universities which do not award degrees to those students who have not completed a thesis or capstone project, but only a postgraduate diploma.

Students are required to get passing grades on their capstone projects in order to graduate. What a passing grade is for capstone projects depends on the institution, but most often the grade has to be a B or above . In case students get a lower grade than that, they might be allowed to stay for another semester and redo their projects.

Redoing the capstone means that students will have to postpone graduation by one more semester and they will incur more financial debt since they will have to pay for the capstone course again.

Types Of Capstone Projects

Just like there are different fields of study, there are also a variety of types of capstone projects.

Based on the field of study, capstone projects can take on different forms such as:

• In depth research projects
• Product or service concepts
• Performances or expositions
• Designed experiments

Students are sometimes limited in the type of capstone project they can choose because their field of study might not allow them to, for example, do a performance, but in general they are free to approach it through their interests.

Another factor which can yield different types of capstone projects is how the project is completed. Typically, students can do a capstone project through two modes:

• Individual capstone projects – where each student is responsible for their own project and has freedom to choose whichever topic they are mostly interested in. The students complete their projects individually from start to finish.
• Group capstone projects – where students are required to form groups of 3 to 6 people and carry out a capstone project together. They might even have assigned group members and will have to work with others well. This type of capstone emphasizes teamwork and interaction as students have to develop ideas and complete the entire project together. They are also evaluated together at the end.

Finally, capstone projects could also take different forms based on how they are evaluated.

• Projects and presentations – the most likely form of a capstone is where students complete a project individually or in a group and then present it for evaluation. The presentation is formal in front of a panel of professors, peers and industry experts. The professors evaluate the project based on the presentation and the final paper that students submit and then give the appropriate grade.
• Exam to test skills – this is not a highly popular method of a capstone project. Students are given an exam to evaluate the knowledge and skills they have gained during their studies. It might be an interdisciplinary exam, which tests all important subjects of that particular field of study such as quantitative reasoning (math or statistics), research methodology, and others. Exams are not used much because they lack the practical application of skills which projects entail.

Which type of capstone project you do depends on the institution you are enrolled in and your field of study, but ultimately, its goal is for students to demonstrate that they have increased their knowledge and skills.

How To Complete A Capstone Project?

Projects such as the capstone could be completed using various methods and approaches. It is mostly up to the students and how they develop their ideas and plans to execute the project. However, we will give you a step by step guide on how you can go about completing your capstone project.

The capstone project could be divided into two phases and we will go over them in detail:

• Planning Phase – where students plan their project and get an idea about how they will approach it
• Execution Phase – where students develop detailed methods and complete the steps to submit their final project

Planning Phase

The planning phase entails several steps such as:

Enrolling the course

You cannot complete your project if you haven’t enrolled in the capstone course. The course is most likely mandatory, but you should consult your academic adviser for more details.

Sometimes the course has a different name and is not explicitly called a Capstone Course so you should inquire about the name too.

Brainstorm ideas

During class you will be given tips and examples on how and on what to do the project. But immediately after finding out that you will be required to do a capstone project, you should start brainstorming ideas about the specific topic.

Look for subjects in your field of study, which interest you, or questions you would like to answer through research.

Analyze feasibility of ideas

Through brainstorming you might get a ton of ideas, but you will notice that only a few of them are actually doable. So go through your ideas and evaluate their feasibility . Try to forecast how much effort, time, and resources each one takes, as well as how likely you are to get approval for them.

You might have great ideas, but maybe the university or your department will not approve it or they don’t have enough resources to devote to it. So after looking at how feasible each idea is you will start to narrow down the topics and it will be easier to select the final one.

Identify a mentor

For capstone projects, students are allowed to work with a faculty member who will be their mentor . Capstone mentors are there to guide you through the work, give you advice, go through your research plans, read and evaluate your preliminary process, and answer any questions you might have.

Because the mentor has such an important role in the capstone project, you should think carefully about who you ask. Look at your ideas and field of study and then at the biographies and expertise of faculty members in your department. Try to choose the person who best matches your research interests and send an email or arrange a meeting.

Most faculty members will accept to be capstone mentors as it is part of their job description, but if your first choice rejects your request with a valid reason, you can repeat the same process to identify your second best option.

Select final topic

Together with your mentor go through your ideas again and this time try to choose the final one. Your mentor will also help you by giving advice, but the final decision will be up to you. After you select the topic, you might be required to send it for approval to your department or capstone course professor.

Most topics are approved, but if your idea gets rejected, submit the second one that you would be interested in exploring more.

Develop a research plan

After you have explored what others have done and discussed with your mentor, you can try to develop a research plan.

The plan has to include these details:

• Quantitative or qualitative models
• Data collection methods
• Tools to analyze data
• Data validation methods
• How you will interpret your findings

This plan can take different forms depending on your topic and field of study, but for a more data focused topic, these are the steps you will have to consider.

Submit your plan of research to your mentor , and if there are comments, you can go ahead and revise it. The research plan is immensely helpful as it provides you with a step by step guide on how you will complete the most important part of your project.

Make an outline

To make further progress on your project, you will have to make an outline. The outline will change depending on your mentor’s advice and what you find during research, but it is beneficial to have an initial idea of what your final project will look like.

The outline and in general the project, needs to have these parts:

• Executive Summary
• Introduction
• Literature review
• Data collection plan
• Sampling methodology
• Data collection methodology
• Data interpretation
• Data validity
• Main findings
• Conclusion and recommendations

Execution Phase

After the initial planning phase and selecting your topic, you can go through these steps to complete your project.

Do a literature review

Based on your topic you can go through different resources and see what others have done in that particular subject. You will get a clearer idea about what is missing from their research and what approach others have taken.

In addition, your capstone project might require you to have a literature review section, so by exploring other’s research, you can also complete that section.

Collect, analyze, and interpret data

This will be the bulk of your project. Following your research plan, you can go through and collect your data . This can be in the form of surveys, interviews, focus groups and other methods. You will have to find a representative sample to conduct your research. Your mentor will play an important part in assisting and advising you in the sample selection.

After you collect the data, find the best tools to analyze it . If it is quantitative, your university will most likely provide you with different statistical and analytical software which you can use to numerically and visually analyze the data. If it is qualitative, you will have other methods through which you can complete this part.

Your analysis will yield different results which you have to interpret . Interpretation is highly important since you will need to give recommendations and next steps for that topic based on your findings.

Write a first draft

After completing the research part of the project, you can focus on compiling a first draft. Your first draft will be based on the outline you have made. Try to put as much effort on the draft as possible, since the better it is, the less changes you will have to make later on.

Revise and finalize the project

Send your first draft to multiple people for revision . Your mentor, the writing center, and even your friends can give you helpful tips on how to further improve your capstone project. They might not necessarily comment on your data collection methods, since you will have already approved and completed it, but in how you can improve your writing and organization.

It is up to you what comments on the revision you choose to take into account. Try to incorporate your mentor’s advice the most, since they are more experienced and have an idea on what you will be evaluated on. After you revise your project, give it a final look and you are ready for submission.

Prepare a presentation

If a presentation is required for your capstone project then you will have to prepare it. Take your final paper and try to include the most important information from each part in the presentation. Try to include keywords and short sentences, which will only prompt you to talk about a specific aspect of your research.

Do not overload your presentation with information which is irrelevant or which will confuse your audience and require them to read your presentation instead of listen to you. In addition, add nice visuals as this is important in how your presentation is perceived.

Complete the project

After you finalize the paper and presentation, you will have to submit it and present. Follow all the guidelines that you have gotten through your capstone course and you will not have any problems.

Practice your presentation and try to not be too nervous, it will only impact your presentation skills negatively. Dress and speak professionally, all the while concentrating on communicating the most important aspects of your research to the audience.

Benefits Of A Capstone Project

Capstone projects require in depth research of the chosen topic. They can be frustrating and seem like an unnecessary requirement, but they are beneficial for the student to develop skills. Students learn to become more inquisitive, develop research plans and carry out an entire project on their own.

Some of the benefits of capstone projects and courses include:

• The opportunity to explore a topic of your interest
• The chance to practically apply your skills and knowledge
• You will get research experience in case you want to pursue more advanced degrees
• You will increase your employability through the research experience
• If you are required to work in a group, you will also improve your teamwork skills and will be better at managing people and deadlines

If you are struggling with completing your capstone project, you can find inspiration online, where universities publish their students’ capstones. Published capstones are most likely the ones who got the highest evaluations so you cannot go wrong by analyzing their methods and why not, even follow some of the steps and tips.

There are a ton of websites you can look for capstone projects, but some of them are:

• Georgetown University Global Human Development Program
• Utah State University Natural Resources College
• University of Oregon Business Capstone Examples
• Michigan State University Capstone Guideline

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• Master of Science in Threat and Response Management

Capstone Projects

Masters in emergency management capstone process.

As a culminating experience, Master of Science in Threat and Response Management students put into practice the knowledge and skills they have learned during their coursework by completing a capstone project. The project is a degree requirement and is completed during the last three quarters of their program. Program staff support these efforts by curating a portfolio of projects with capstone sponsors which include industry partners, governmental agencies, and program graduates. The program also facilitates matching students to projects based on skills and interest and helps assign scientific advisors to provide guidance and mentorship. 

The capstone process is an opportunity for students to develop and implement an emergency management solution and explore potential networking and employment partnerships. Students work together in small teams and begin the experience in the autumn quarter.

• First Quarter
• Second Quarter
• Third Quarter

Students review their project and develop a plan for implementation, meet with project sponsors to document scope, goals, requirements, and timeline. Students write a project proposal and confirm with the sponsor and advisors.

Students implement the project and are expected to spend approximately 80-100 hours on implementation. Depending on the proposal, students work onsite or remotely with the sponsor and check in weekly regarding progress. Sponsors are expected to give regular feedback to ensure project is moving in the right direction.

Students write their final paper and develop a presentation. At the end of the final quarter, sponsors, faculty, and students are invited to a showcase of all the capstone projects.

Sample Capstone Project

Interested in uncovering a use for unmanned aerial vehicle technologies, or drones, that might de-stigmatize the popular image they’ve acquired through their military use abroad? MScTRM capstone students sought to outfit a drone with a signal-detecting device capable of locating cellphone signals to improve the detection of humans following a major earthquake. 

See Full Article

Capstone Advisors

Our capstone advisors comprise current  and former instructors, including:

Edward G. Buikema, BA

Senior Consultant, Argonne National Laboratory

Edward G. Buikema is an instructor for the University of Chicago’s Graham School of Continuing Liberal and Professional Studies and previously taught in the Master of Science in Threat and Response Management Program. He is an Associate Employee of the Argonne National Laboratory in Chicago and is...

L. Paul Lewis, MS, JD

Technical Programs Attorney, Risk and Infrastructure Sciences Center...

Mr. Lewis graduated from the Master of Science in Threat and Response Management program in 2011. He is a technical programs attorney in the Risk and Infrastructure Sciences Center, Global Security Sciences Division at Argonne National Laboratory. In this position, he leads multidisciplinary...

Ignacio J. Martinez-Moyano, PhD

Computational Social Scientist and Socio-Technical Systems Section...

Ignacio J Martinez-Moyano is a computational social scientist and socio-technical systems section leader in the Systems Science Center of the Global Security Sciences Division at Argonne National Laboratory. He is also a senior fellow at the Computation Institute of the University of Chicago and at...

Roland Varriale, MS

Cyber Security Analyst for Cyber Operations, Analysis, and Research...

Roland Varriale is a cyber security analyst for Cyber Operations, Analysis, and Research in Argonne National Laboratory’s Strategic Security Sciences Division. Roland has worked in various capacities from a business analyst to an intelligent transportation systems researcher and developer. He is...

Donald R. Zoufal, JD, MA

Safety and Security Executive, System Development Integration, LLC.

Donald Zoufal is currently a safety and security industry executive with System Development Integration, LLC. He has held a series of high-level public sector safety and security posts, including First Deputy for the City of Chicago’s Office of Emergency Management and Communications and Deputy...

Empower Tomorrow’s Crisis Leaders: Be a Capstone Advisor or Sponsor

Are you an industry expert passionate about disaster resilience and emergency response? We invite leaders like you to shape the future of emergency management as Capstone Advisors or Sponsors for our esteemed Masters in Emergency Management program.

• Developing Skills while Building Industry Connections
• Advances in Earthquake Response

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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 Projects for Nursing Programs

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Are you ready to earn your online nursing degree?

Capstone courses function as a bridge between the end of school and the beginning of a career, allowing nursing students to put what they’ve learned into practice. As the name suggests, students complete capstones toward the end of their nursing training. Not every nursing program requires a capstone, but those that do generally culminate in a bachelor of science in nursing (BSN) or doctor of nursing practice (DNP) degree.

Each nursing program sets their own requirements. While capstone formats differ between programs, they typically consist of an evidence-based practice formal paper or presentation. Students might complete their capstone projects as team leaders, and BSN candidates may present their papers to a faculty panel. Projects could include case studies, program evaluations, and policy analyses.

The focus on evidence-based practice allows students to apply research and experiential evidence toward solving a healthcare problem. For example, candidates may develop intervention strategies that promote health, improve outcomes, enhance quality of life, and foster safe practices for patients.

Capstone goals center on the application of knowledge gained during nursing training programs, including topics related to leadership , management, research, theories, and evidence-based practice, along with the strategies needed to transition from students to baccalaureate-level nurses.

Choosing Your Nursing Capstone Topic

When selecting a capstone topic, students should evaluate their interests, strengths, and weaknesses, along with their chosen nursing specialty area. Luther College recommends that students with lower GPAs and weaker nursing skills consider a basic medical-surgical topic. Those with strong clinical skills and high GPAs might choose emergency or intensive care medicine, although some students might prefer outpatient topics, such as clinical services, long-term care, or public health. However, this is simply an example of one school’s approach, and readers should keep in mind that each school sets its own policies and recommendations.

Asking for guidance from faculty, supervisors, preceptors, and fellow students also helps narrow down capstone topics. Advisors can also provide assistance in choosing an appropriate capstone site, helping with questions of geographical location, facility size, patient population, and care delivery model.

Students develop and learn the skills needed to complete their capstones throughout their training. These include organization and time management, knowledge of evidence-based practice, writing, and critical thinking. They also learn to conduct literature searches, identify research designs, and evaluate evidence.

Completing Your Nursing Capstone

Capstone formats and completion times widely vary between programs. Students at Luther College and Purdue University Northwest complete their capstones in 4-5 weeks, while Ferris State University specifies a timeframe of 30 hours of online classes and 90 hours of applied project work. Case Western Reserve University’s capstone spans 10 weeks.

Regardless of the program, most students follow a PICO format for project proposal questions of inquiry: population, intervention, comparison or condition, and outcome.

Some universities allow capstone projects to be completed in teams, in which students develop and implement the project. Capstone components may include defining the project and the team leader’s role, selecting team members, and formulating the project plan.

In addition to the skills previously referenced, such as knowledge of evidence-based care, critical thinking, and effective writing, capstone courses hone leadership and management abilities These include mastering therapeutic communication, applying leadership and management concepts, and developing collaborative relationships and working on multidisciplinary teams.

Presenting Your Nursing Capstone

The capstone process culminates in a paper or presentation that measures students’ skills in communication, information dissemination, and application of evidence-based practice skills. Members of the public may attend.

Utilizing the poster format, students commonly use three panels to illustrate: (1) the background, problem, and purpose; (2) methodology; and (3) 2-3 key findings and implications. Students who present using PowerPoint on a laptop or other device should pay attention to time limits, planning for one slide per minute, and verify that equipment and internet connectivity are available.

Visuals like graphs, figures, and bullet points are more effective than large blocks of text . Students should practice presenting in front of others to ensure that they thoroughly know their content and can answer questions. Backing up a copy of a PowerPoint presentation and printing out copies or transparencies guards against last-minute glitches.

How is a Nursing Capstone Graded?

Capstone grading methods differ between programs, with some issuing letter grades and others using a pass/no pass system. Grades typically hinge on a percentage basis of the project’s written sections, the final proposal, and the presentation. Faculty evaluate how students execute the capstone course objectives, which may include the following:

Students’ presentation skill evaluation criteria include exhibiting thorough preparation and knowledge of the subject matter, clear and concise communication, adherence to any time limits, ability to answer questions and cite references, and persuasiveness.

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

Students complete capstones individually or in groups, while thesis projects must be done alone. Capstone project time lengths span between four and 12 weeks, while graduate students work on their thesis projects throughout their 2- to 3-year programs. Graduate thesis courses generally take place over 1-2 semesters to keep students on track.

Finally, capstone topics evaluate current issues and theories; thesis students incorporate existing case studies and literature while exploring and arguing for their own original research. Some schools require students to publish their thesis papers in a healthcare journal.

Reviewed By:

Theresa Granger

Theresa Granger, Ph.D., MN, NP-C With over two decades of teaching and clinical practice as a family nurse practitioner, Dr. Granger is an expert in nursing education and clinical practice at all levels of education (associate, baccalaureate, and graduate). She has published and lectured extensively on nursing education and clinical practice-related content. Her expertise ranges from student advising and mentoring to curricular and content design (both on ground and online) to teaching and formal course delivery. Dr. Granger is one of the founding faculty members of the University of Southern California’s first ever fully online graduate family nurse practitioner program .

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OPRE 6367 Capstone Projects in Supply Chain Management (3 semester credit hours) Capstone projects are sponsored by local industries and provide the students an opportunity to apply the skills and knowledge gained to solve real world challenging problems in the area of supply chain management. Students work in a team environment, interact with industry leaders, and gain some industry specific knowledge. Prerequisites: OPRE 6366 and OPRE 6370 and ( MAS 6102 or MBA major) and instructor consent required. (3-0) Y