components of a capstone project

CAPSTONE PROJECT: Parts of a Capstone Project

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

What a Table of Contents Could Contain

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

What Goes Into Each Section

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What are Capstone Projects? The Complete Guide to Capstone Projects in High School & Middle School

In athletics, there are competitive matches; in the performing arts, there are stage performances. If you imagine school as a series of practices, capstones are the “big game”.

They provide an opportunity for learners to get their ideas out into the world by working on a project they are passionate about while making an impact on their community.

Already know about Capstones? Skip to Capstone Project Ideas

Looking for advice skip to capstone project tips, what are capstone projects, capstone project definition.

A middle school or high school capstone is a culminating experience where students design and execute a significant and impactful project, often in their final academic year. This project requires students to apply knowledge and skills from various subjects while addressing real-world issues.

A typical capstone project includes the following stages: research, planning, execution, iteration, and presentation. It aims to showcase a student’s critical thinking, problem-solving, and communication skills while fostering a deep understanding of the subject matter and its practical applications.

Projects can take various forms, such as a product or service prototype, a community service initiative, an action research paper, a multimedia presentation, or a performance, depending on the educational context and the student's interests.

Why Capstones?

The value of capstone projects extends beyond academic requirements. They provide a platform for students to delve into their passions and take ownership of their educational experience. As students immerse themselves in these projects, they not only contribute to their personal growth as well-rounded students, but they also make valuable contributions to their communities.

Capstones provide an opportunity for students to learn for the sake of learning, where research is rooted in what they are actually interested in, and where all of the foundational skills built in prior years suddenly have relevance. They serve as a bridge between classroom learning and real-world application, empowering students to demonstrate their readiness to embark on their next chapter, whether that be in higher education or the workforce.

How Capstones Improve Learning

Capstones create meaning in a learner’s life that can be transformational. Our philosophy at Unrulr is: when learners see the relevancy of learning a technical skill— and it's documented, shared, and celebrated—they're going to learn it at a much faster rate than had they not seen the relevancy. Also, the data shows that capstones or senior projects can help 12th graders avoid "senioritis" by providing students with a reason to remain engaged.

The main goal of capstone projects is to promote comprehensive learning. They aim to nurture a wide range of 21st century skills that go beyond subject-specific knowledge:

Application of Learning: Capstone projects bridge the gap between theory and practice. They encourage high school students to apply what they've learned in various subjects to real-world situations, enhancing their understanding and retention of knowledge.

Deepened Understanding: By immersing themselves in a specific topic of interest, students gain a deeper understanding of complex issues and nuances that traditional classroom settings may not fully capture.

Interdisciplinary Learning: Capstone projects often require high school students to draw from multiple disciplines to address multifaceted challenges. This interdisciplinary approach nurtures a holistic view of problems and solutions.

Research Skills: Students develop research skills, from conducting literature reviews to collecting and analyzing data to interviewing key stakeholders, fostering a foundation for academic and professional pursuits.

Critical Thinking: The complexities of capstone projects demand critical thinking. Students learn to evaluate information, assess perspectives, and make well-reasoned decisions.

Problem-Solving: Engaging in capstone projects hones problem-solving abilities. Students encounter obstacles, experiment with solutions, and adapt strategies as needed.

Creativity: Students have the opportunity to explore creative solutions and innovative approaches, encouraging imaginative thinking and originality. Additionally, students have the opportunity to work on creative projects, such as art installations or performances.

Communication: Capstone projects teach students to effectively convey ideas, findings, and progress. Students refine skills in expressing complex concepts, adapting messages, collaborating in teams, and delivering confident presentations. Additionally, regular reflection moments foster self-awareness and a deeper understanding of their journey.

How Capstones Help Students Get Into College

In an increasingly competitive landscape, college admissions seek students who exhibit not only academic prowess but also a commitment to growth and a willingness to embrace challenges. High school capstone projects provide a perfect platform for students to stand out.

Learners are able to showcase evidence of who they are and what they've worked on. Regardless of GPA or SAT score, when a college can see who a learner is and what they're capable of— what they care about— it’s so much more valuable than just a narrative essay.

When detailed in college applications, capstone projects showcase a student's dedication, initiative, and ability to see a long-term project through to completion. Admissions officers recognize that these projects demand a level of commitment and resilience that goes beyond standardized testing, and indicate a student's potential for success in college and beyond.

How Capstones Prepare Students for Life After Graduation

High school capstone projects have a significant advantage: they mirror the demands of the real world. From project planning and research to time management and effective communication, students gain practical skills that extend far beyond their classrooms. The collaborative nature of many capstone projects also cultivates teamwork and interpersonal skills, essential in today's interconnected world.

Also, capstone projects often require students to engage with their communities. This engagement nurtures civic responsibility and a deep understanding of the societal impact of their work. As they identify and address real issues, students learn the value of empathy, cultural awareness, and ethical decision-making—these are critical SEL skills.

We’ve seen capstones and the work that's come out of them be used for jobs and internships. A learner is able to showcase what they've built and how they worked on it. When projects are documented, this kind of evidence is appealing to potential employers, and can be more impactful than a generic resume that blends in with the rest.

Capstones can build confidence for learners by providing an opportunity to test out ideas in the safe environment of a school. Learners can launch entrepreneurial ventures, lead impactful campaigns, or champion social justice initiatives, and then they can carry that forward after graduation and into their future careers.

Real-World Capstone Example: Student Farmers Market

High School Capstone Project Example: Student-Run Farmers Market

“Don’t let your age stop you." - Chris Blake (Trinity's teacher)

Trinity embarked on an environmental science capstone project during her senior year. Her challenge was to enhance the school's sustainability. She identified a major issue faced by her school and the larger community: the heavy reliance on imported food in Hawaiʻi.

Empowered by the agency to choose her own direction, Trinity initiated an on-campus, student-led farmer's market. Through this endeavor, she honed various skills, even delving into web design to create a website for the market. This experience ignited her passion for sustainability and farmers markets. It also boosted her self-confidence and taught her to leverage her age to her own benefit.

After graduating and attending a youth entrepreneurship summer camp, Trinity co-founded Mauka Market , the world’s first regenerative e-commerce and pop-up marketplace. Trinity's journey has culminated in her sole ownership of Mauka Market.

To learn more about Trinity's inspiring journey, listen to our podcast episode .

Capstone Project Ideas

Here are a few more examples of middle school or high school capstone project ideas that highlight some of the possibilities:

1. Design a Sustainable Energy Solution for the School | STEM

Students in this project might investigate renewable energy sources, conduct energy audits, and propose innovative ways to reduce the school's carbon footprint and stem environmental degradation. They could then design and build wind turbines or set up solar panels and analyze the cost-effectiveness of their solutions.

2. Create a Social Impact Documentary | Humanities

Students interested in social issues might create a documentary that sheds light on a particular challenge in their community, such as mental health challenges or food insecurity. They would conduct interviews, gather data, and present their findings through a compelling film that raises awareness and encourages change.

3. Curate an Art Exhibition | Arts

Artistic students could curate an art exhibition that explores a specific theme, technique, or art movement. They would select artworks, write artist statements, and design the exhibition space to convey a narrative to visitors. Student could be encouraged to collaborate with their peers to coordinate a larger art show, providing the opportunity to develop their communication and cooperative planning skills.

4. Establish a Community or School Garden | Community Service

Students interested in a community service project might initiate a project to establish a local community or school garden. They would plan the garden layout, engage the community (or school), and document the garden's development, from seed planting to harvest. For an added STEM component, students could try different methods of gardening across multiple plots and collect and analyze data on growth rates.

5. Launch a Student-Run Business | Business & Entrepreneurship

Entrepreneurial students might start a business within their school, such as a student-run café or an online store. They would handle all aspects, from market research and product development to marketing and financial management.

Personalizing Student Projects

Keep in mind, projects should be personalized to the interests and skillset of each student, while also taking into account your learning community's unique learning objects or portrait of a graduate. A well-planned capstone experience will help prepare students for college and their professional careers. Devoting class time to guide students through introspection and identity reflection will significantly aid in preparing them to generate project ideas that hold personal meaning and captivate their interest.

How to implement capstone projects

Successfully integrating capstone projects with your learners involves several crucial stages:

1. Ideation Encourage learners to explore their interests, identifying topics that resonate with them. In addition, have students consider what impact they want to create in their community. This phase is about sparking curiosity and allowing them to select projects that will hold their attention over the course of a semester or year. For a helpful exercise you can run with your students, check out our Heart, Head, and Purpose lesson plan .

2. Research: Guide students in conducting thorough research related to their chosen topics. This phase is essential for building a strong foundation of knowledge and understanding, which will inform the entire capstone journey.

3. Project Management & Planning: Teach project management skills that enable students to break their projects into manageable steps. Encourage students to create a quarter, semester, or year-long plan, depending on the duration of the capstone project. This stage emphasizes effective organization and time management, ensuring that progress remains steady.

4. Project Implementation & Documentation: This is the heart of the capstone journey. Students actively work on their projects, translating ideas into tangible outcomes. Simultaneously, they document and reflect on their progress, challenges, and successes to create a comprehensive record to draw from during their final presentations.

5. Final Presentation/Showcase: Offer students the opportunity to present their finished projects to an audience of key stakeholders at a culminating showcase event. This stage hones communication and public speaking skills, allowing learners to articulate their findings, insights, and the learning journey itself.

6. Reflection & Assessment: After completing their projects, encourage students to reflect on the entire experience. This process aids in recognizing personal growth, skill development, and the challenges overcome. Use these reflections to assess the overall effectiveness of the capstone process.

By carefully guiding learners through these stages, you create a structured and meaningful capstone experience that fosters skill development, critical thinking, and self-confidence.

Tips for running capstone projects

Sold on capstones? Here are our tips for running successful capstone projects:

Tip #1: Cultivate skills ahead of senior year (or 8th grade)

Begin laying the groundwork for capstone success by nurturing essential skills well before students reach their final year.

By initiating skill development at an earlier stage, educators can effectively equip learners with the capabilities and confidence needed to excel in their culminating project.

Tip #2: Implement weekly check-ins for clear progress tracking

Consider incorporating a weekly check-in system to keep tabs on your learners' progress. It will be the first time that many students will be embarking on a long-term project or being tasked with transforming their ideas into tangible realities. This transition can be overwhelming. To smooth this process, offer supportive scaffolding and introduce project management concepts.

By establishing weekly check-ins, you create a valuable framework for following your learners' progress and providing timely guidance.

Tip #3: Embrace your learners' identities, skills, and passions

A crucial aspect of capstone success is aligning it with your learners' unique identities, backgrounds, and life experiences. To do this, foster a culture of openness and trust through thorough ideation and an emphasis on vulnerability. Give ample space for learners to explore their interests, skills, and capacities, as well as the problems they aspire to solve in the world.

By dedicating time to these aspects, you enhance the overall value of the capstone experience.

Tip #4: Foster a capstone community

It’s important to engage essential players within the school ecosystem as you shape your program. This includes collaborating with college counseling, admissions teams, and the advancement office to facilitate mentorship opportunities for students. Equally vital is the participation of department heads (e.g. English and Social Studies) to co-create rubrics and align essential components of the capstone experience. By seamlessly weaving these elements into the fabric of existing courses, you create a continuous connection from ninth grade to twelfth grade.

Consider organizing several exhibition days throughout the capstone journey, rather than just at the end, to ensure that key stakeholders in a learner's academic journey remain informed and involved in the capstone experience. Capstones possess the remarkable potential to transform learning into a truly community-driven endeavor.

Unrulr: The ultimate capstone tool

Unrulr addresses a common challenge for capstone educators: how to monitor students' progress without overwhelming them with assignments and rigid milestones.

Unrulr empowers students to shape their capstone narratives and share their ongoing progress by documenting the evolution of their projects and capturing their reflections throughout their learning journey.

Learners can delve into each other's posts and reflections and add comments, transforming their capstone experience into an active and collaborative community.

Book a demo or create an Unrulr account today.

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Capstone Resources
Literature Searches

Parts of a Scientific & Scholarly Paper

Introduction.

Tracking and Citing References
Books on Effective Writing
Where to Publish?
Examples of Projects
Resources by Topic Area

Different sections are needed in different types of scientific papers (lab reports, literature reviews, systematic reviews, methods papers, research papers, etc.). Projects that overlap with the social sciences or humanities may have different requirements. Generally, however, you'll need to include:

INTRODUCTION (Background)

METHODS SECTION (Materials and Methods)

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Capstone Project: Definition, Types, Structure, and Examples

by Antony W

January 2, 2024

If you're reading this, chances are that you're in your final year of school and the words "capstone project" have come up somewhere in your first or second semester.

You're probably looking for a quick score on the topic - what it's about, a project template, or even a sample. If so, you're in the right place.

Before we get into it, you' need to know that you're in the hands of consummate capstone project experts.

Help for Assessment is composed of scholars at all levels of academic achievement including Masters and Ph.D., all inspired and motivated to help students like you achieve their academic goals. The expertise and experience we have spans years. Even better, this combined academic expertise is placed at your disposal. If your capstone research project is already giving you goosebumps, we will do it for you from scratch including the project proposal, research, write up, and final review before submission.

Remember, you can trust Help for Assessment to complete your capstone project successfully and earn you top grades. All you have to do is order the service here on our service page.

In the meantime, let us explore the definition of the capstone project, types of projects for students, and a sample capstone project.

What Is a Capstone Project?

A capstone project in college is a final independent project undertaken in a program of study designed to assess the skills, knowledge, and expertise acquired by the student.

As the name suggests, it is the capstone or crowning achievement of academic life and the last class taken before graduation. It gives you the final credits required to pass the course, which is why every student must take the project.

Since it is designed to assess knowledge and skills gained in a particular discipline, capstone projects vary from school to school and discipline to discipline.

Such a project might involve something as simple as research on a topic, an evaluation of a new technique or method, development of a health program, research into a historical figure or event, or even composing a skit or theatre presentation.

No matter what kind of project you choose to undertake, the result is the same. You get to showcase your understanding of the coursework material learned and display your readiness to enter the professional world to start your career. It is a rewarding experience if done right, but can mess up your final year and possibly your graduation if you manage to mess it up.

Do you know that a successful capstone project also helps to land you lucrative jobs? That’s right, capstone projects are one of the ways potential employers find out just how learned, resourceful, and talented you are. Think of it as a kind of thesis.

Capstone projects are also called culminating projects, experience, senior exhibition, or other similar names. The project is usually self-directed, and most students find it a challenge to even come up with the right capstone project topic.

Capstone Project Vs. Thesis

A capstone project and a thesis are both very similar in that they represent a final effort from the student just before graduation.

They are done in partial fulfillment of the requirements of the course being undertaken. The comprehensive approach and assessment involved are very similar, and sometimes the structure and methodology might overlap.

Both also have to be reviewed and approved by the institution and will remain in the public domain after publishing.

However, there are some important differences.

A thesis is purely academic while a capstone project focuses more on the practical preparation of the student for the real world/job market.
A thesis is guided by a research question resulting in the addition of new knowledge to the field, while a capstone project is guided by the practical importance of the project to the field.
A thesis involves academic research and analysis, while a capstone project can be anything including a dance or film.
A thesis is expected to be original and authentic, while a capstone project will have more loose requirements. You can borrow another person’s capstone project ideas , so long as you demonstrate your own advancement in the field.
A capstone project will usually only have a brief write-up or report, while a thesis generates a detailed, extensive writeup.
The final presentation of a thesis, called a defense, is meant to prove and show that you have mastered the subject. You are supposed to be a mini-expert in the field. A capstone project presentation comes off as a kind of exhibition where you showcase your project without having to defend it.

Types of Capstone Projects

Capstone projects vary not just in the type of project, also in the level at which they are done.

There are projects for juniors and seniors in college as well as for postgraduate students.

Here are some examples of the forms of projects depending on the academic level.

In-depth research projects.
Developing the concept of a product, tool, or service.
Expositions.
Experiments.

Capstone projects can be conducted either individually or in a group.

However, the key thing is to make sure that the project proposal has been reviewed and approved by the instructor/panel/institution in charge before proceeding.

Senior Capstone Project

Senior projects are so called because they are done by high school students in their senior year.

Just like other projects, they represent a culmination of the coursework with an interdisciplinary application of knowledge and skills gained so far.

The project usually takes the better part of the final academic year and will have different parts to it, depending on the type of project chosen.

It will also require a presentation where the student(s) explain and describe the project to an audience, including their classmates.

Sample Capstone Project Outline

The write up for a project consists of several parts. However, even before starting the write-up, you need to do a few things:

Come up with an idea for your project. What will be your subject matter, topic, or premise?
Find sources for the project and review them beforehand to ensure that they will be of help to you.
Come up with a step-by-step methodology for your project.

Using this information, you will then write a capstone project proposal for your project. It informs your instructor or review panel exactly what you intend to present so that they can approve or reject it.

Once approved, you can go on to the next stage. The final write-up has the following parts.

A title page.
Project outline.
A description/abstract.
Introduction
Rationale/relevance/reason for doing the project.
Objectives of the project.
Procedures/methodology.
Research and analysis.
Evaluation of results and findings.
Conclusion and future work/suggestions.
Bibliography/works cited/reference list.

Note that the project is carried out in stages. Once approved, you will need to be submitting weekly or monthly status reports to your supervisor. After the project report is submitted, you will also have to make a presentation about the whole project.

This brief outline is only meant to be a rough guide. We have a much more detailed article detailing how you can do your capstone project, including a project template.

Capstone Project Examples

Help for Assessment has extensive experience when it comes to capstone projects of all kinds.

Whether it’s a high school project, a college capstone, or a senior capstone project, you can trust us to carry it out successfully for you.

You can check out various project samples here .

Get Help With Your Capstone Project

Capstone projects in every level of school are a make or break it deal. Given that they complete the graduation credits required, it makes sense to leave this important part of your coursework to experts.

We are proud to offer you a guide on how to write a capstone project here . If you need help, you can take advantage of our capstone project writing service at affordable, student-friendly rates with amazing discounts.

Check it out here and make your order to experience excellence, peace of mind, and success thanks to our stellar services.

About the author

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

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

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

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

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

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

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

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

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

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

Overall Students Development

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

Hones Skills that are Highly in Demand by Employers

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

Provides Valuable Practical Experience

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

Prepare Yourself For the Outside World

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

Stand Competitive in the Job Market and Build an Attractive CV

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

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

Applied Research Capstone Project

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

Creative Capstone Research Project

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

Action Research Capstone Project

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

Traditional Capstone Project

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

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

The main components of a capstone paper are as follows:

Introduction
Literature review
Methodology
Recommendations

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

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

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

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1. What are the objectives of a Capstone Project?

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

2. Who typically completes a Capstone Project?

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

3. What disciplines require Capstone Projects?

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

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

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

5. How are Capstone Projects assessed?

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

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Capstone Project

Also called a capstone experience , culminating project , or senior exhibition , among many other terms, a capstone project is a multifaceted assignment that serves as a culminating academic and intellectual experience for students, typically during their final year of high school or middle school, or at the end of an academic program or learning-pathway experience . While similar in some ways to a college thesis, capstone projects may take a wide variety of forms, but most are long-term investigative projects that culminate in a final product, presentation, or performance. For example, students may be asked to select a topic, profession, or social problem that interests them, conduct research on the subject, maintain a portfolio of findings or results, create a final product demonstrating their learning acquisition or conclusions (a paper, short film, or multimedia presentation, for example), and give an oral presentation on the project to a panel of teachers, experts, and community members who collectively evaluate its quality.

Capstone projects are generally designed to encourage students to think critically, solve challenging problems, and develop skills such as oral communication, public speaking, research skills, media literacy, teamwork, planning, self-sufficiency, or goal setting—i.e., skills that will help prepare them for college, modern careers, and adult life. In most cases, the projects are also interdisciplinary, in the sense that they require students to apply skills or investigate issues across many different subject areas or domains of knowledge. Capstone projects also tend to encourage students to connect their projects to community issues or problems, and to integrate outside-of-school learning experiences, including activities such as interviews, scientific observations, or internships.

While capstone projects can take a wide variety of forms from school to school, a few examples will help to illustrate both the concept and the general educational intentions:

Writing, directing, and filming a public-service announcement that will be aired on public-access television
Designing and building a product, computer program, app, or robot to address a specific need, such as assisting the disabled
Interning at a nonprofit organization or a legislator’s office to learn more about strategies and policies intended to address social problems, such as poverty, hunger, or homelessness
Conducting a scientific study over several months or a year to determine the ecological or environmental impact of changes to a local habitat
Researching an industry or market, and creating a viable business plan for a proposed company that is then “pitched” to a panel of local business leaders

For related discussions, see authentic learning , portfolio , relevance , and 21st century skills .

As a school-reform strategy, capstone projects are often an extension of more systemic school-improvement models or certain teaching philosophies or strategies, such as 21st century skills, community-based learning , proficiency-based learning , project-based learning , or student-centered learning , to name just a few.

The following are a few representative educational goals of capstone projects:

Increasing the academic rigor of the senior year. Historically, high school students have taken a lighter course load or left school early during their twelfth-grade year, which can contribute to learning loss or insufficient preparation for first-year college work. A more academically and intellectually challenging senior year, filled with demanding but stimulating learning experiences such as a capstone project, the reasoning goes, can reduce senior-year learning loss , keep students in school longer (or otherwise engaged in learning), and increase preparation for college and work.
Increasing student motivation and engagement. The creative nature of capstone projects, which are typically self-selected by students and based on personal interests, can strengthen student motivation to learn, particularly during a time (twelfth grade) when academic motivation and engagement tend to wane.
Increasing educational and career aspirations. By involving students in long-term projects that intersect with personal interests and professional aspirations, capstone projects can help students with future planning, goal setting, postsecondary decisions, and career exploration—particularly for those students who may be unfocused, uncertain, or indecisive about their post-graduation plans and aspirations.
Improving student confidence and self-perceptions. Capstone projects typically require students to take on new responsibilities, be more self-directed, set goals, and follow through on commitments. Completing such projects can boost self-esteem, build confidence, and teach students about the value of accomplishment. Students may also become role models for younger students, which can cultivate leadership abilities and have positive cultural effects within a school.
Demonstrating learning and proficiency. As one of many educational strategies broadly known as demonstrations of learning , capstone projects can be used to determine student proficiency (in the acquisition of knowledge and skills) or readiness (for college and work) by requiring them to demonstrate what they have learned over the course of their project

In recent years, the capstone-project concept has also entered the domain of state policy. In Rhode Island, for example, the state’s high school graduation requirements stipulate that seniors must complete two out of three assessment options, one of which can be a capstone project. Several other states require students to complete some form of senior project, while in other states such projects may be optional, and students who complete a capstone project may receive special honors or diploma recognition.

Most criticism of or debate about capstone projects is not focused on the strategy itself, or its intrinsic or potential educational value, but rather on the quality of its execution—i.e., capstone projects tend to be criticized when they are poorly designed or reflect low academic standards, or when students are allowed to complete relatively superficial projects of low educational value. In addition, if teachers and students consider capstone projects to be a formality, lower-quality products typically result. And if the projects reflect consistently low standards, quality, and educational value year after year, educators, students, parents, and community members may come to view capstone projects as a waste of time or resources.

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Private: Research Forms, Functions, and Skills

5 Capstone Products

The capstone is a distinctive type of research project. The capstone project uses the findings of a needs assessment and literature review to build a product that can be applied to the local educational context where the research was conducted. The product is designed to address the problem being researched in the project.

Product examples include:

professional development presentation
a teacher’s toolkit
a faculty handbook
training videos
a leadership manual
new institutional policies
new employee training
mentorship programs

Capstone Projects in Education: Learning the Research Story Copyright © 2023 by Kimberly Chappell and Greg I. Voykhansky is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

How to Write a Winning Capstone Proposal

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If you're a graduate student, chances are you'll be required to write a capstone proposal as part of your program. This can be a daunting task for many students. The proposal can make the difference between a successful and unsuccessful capstone project, and it should be approached with care and attention to detail. In this article, we'll guide you through the process of writing a winning capstone proposal.

Understanding the Capstone Proposal Process

Before we delve into the specifics of writing a capstone proposal, it's essential to understand what a capstone proposal is and the importance of crafting a strong one. A capstone proposal is a document that outlines a research project or paper that demonstrates mastery of a specific field or subject area. It is usually written towards the end of a graduate program and provides students with the opportunity to showcase their research and writing skills.

What is a Capstone Proposal?

A capstone proposal is a comprehensive document that outlines a research project or paper that demonstrates mastery of a specific field or subject area. It is usually written towards the end of a graduate program and provides students with the opportunity to showcase their research and writing skills. A capstone proposal is an important step towards completing your capstone project, and it provides a roadmap for your research.

When writing a capstone proposal, it's important to keep in mind that it should be a well-structured and organized document. You should clearly state the research problem, objectives, and methodology. A good capstone proposal should also demonstrate that you have a clear understanding of your research problem and the research process.

Importance of a Strong Capstone Proposal

A strong capstone proposal is essential because it sets the stage for your capstone project. It outlines the research problem, objectives, and methodology. A well-written proposal helps you to demonstrate that you have a clear understanding of your research problem and the research process. It helps you gain the approval of your advisor and committee members, and it prepares you to undertake the project.

Moreover, a strong capstone proposal can help you to identify any potential problems or challenges that you may face during your research. It can also help you to identify the resources that you will need to complete your project successfully.

Key Components of a Capstone Proposal

A strong capstone proposal should have the following key components:

An Introduction: The introduction should provide an overview of your research problem and the significance of your research. It should also provide a brief summary of the key components of your proposal.
The Research Problem and Objectives: This section should clearly state the research problem and objectives. It should also explain why the research problem is important and how it relates to the field of study.
Theoretical Framework: The theoretical framework should provide a conceptual framework for your research. It should explain the theoretical concepts and models that you will use to analyze your data.
The Methodology: The methodology should describe the research design, data collection methods, and data analysis techniques that you will use to answer your research questions.
Expected Outcomes and Significance: This section should describe the expected outcomes of your research and the significance of your findings. It should also explain how your research will contribute to the field of study.

Overall, a strong capstone proposal is an essential component of your capstone project. It provides a roadmap for your research and helps you to demonstrate that you have a clear understanding of your research problem and the research process. By following the key components outlined in this article, you will be well on your way to crafting a successful capstone proposal.

Choosing the Right Topic

Choosing the right topic is crucial in writing a winning capstone proposal. Your topic should align with your academic goals, research interests, and program requirements. Here are some tips for choosing the right topic:

Brainstorming Ideas

Brainstorming is an effective way of generating capstone proposal ideas. To brainstorm, consider the research topics you've studied, your interests, and what you want to achieve with your capstone project. Write down as many ideas as possible, and select the one that is interesting, aligns with your goals, and is feasible.

Evaluating the Scope and Feasibility

After generating ideas, it's essential to evaluate their scope and feasibility. Make sure that your topic is not too broad or too narrow. A broad topic will lead to a lack of focus, while a narrow topic will limit your research scope. Ensure that there's enough literature available on your research topic and that you have the resources and time to conduct the research.

Aligning with Your Academic Goals

Your capstone proposal should align with your academic goals. Ensure that it complements your program requirements and strengthens your knowledge in your field of study. Consider the research skills you want to acquire or the research gaps you want to fill in your field of study.

Conducting Preliminary Research

Once you've chosen your topic, the next step is to conduct preliminary research. The preliminary research helps to identify gaps in the literature that your research project aims to fill. Here are some tips for conducting preliminary research:

Identifying Relevant Literature

Identify relevant literature that relates to your research topic. Start with academic journals, books, and government publications in your field of study. The literature review helps to establish a research gap and identify the research problem.

Analyzing Existing Research

Analyze existing research to determine areas that require further research. Look for gaps in the literature, inconsistencies, and contradictions in research findings. This will help you refine your research problem and objectives.

Establishing a Research Gap

Establishing a research gap is crucial in writing a strong capstone proposal. The gap refers to the lack of research in a particular area of study. Identify a research gap in your field of study and the significance of filling this gap.

Crafting a Compelling Proposal

Crafting a compelling proposal is the last stage before you commence your research project. It should be well-written, clear, and concise. Here are some tips for crafting a compelling proposal:

Writing a Clear and Concise Introduction

The introduction should capture the reader's attention and provide background information on the research problem. State the research objectives and the significance of your research project.

Developing a Strong Literature Review

The literature review should outline the gaps in the literature that your research aims to fill. It should be written in a logical sequence and include studies from reputable sources.

Presenting a Well-Defined Research Methodology

The research methodology outlines how you intend to conduct your research. It should include details on data collection, data analysis, and the research design. Ensure that your research design aligns with your research objectives and problem.

Outlining Expected Outcomes and Significance

Lastly, outline the expected outcomes of your research project and its significance. State the contribution that your research project makes to your field of study and its implications for practice and policy.

ChatGPT Prompt for Writing a Capstone Proposal

Use the following prompt in an AI chatbot . Below each prompt, be sure to provide additional details about your situation. These could be scratch notes, what you'd like to say or anything else that guides the AI model to write a certain way.

Please compose a detailed and comprehensive proposal for your capstone project, outlining your intended research topic, methodology, and objectives. Your proposal should clearly articulate the significance and relevance of your chosen topic, as well as the potential impact of your research on the field of study. Additionally, please provide a timeline for your project, including key milestones and deliverables. Your proposal should be well-organized, concise, and written in a professional tone.

[ADD ADDITIONAL CONTEXT. CAN USE BULLET POINTS.]

In conclusion, writing a winning capstone proposal requires careful planning, research, and attention to detail. It's essential to choose the right topic, conduct preliminary research, and craft a compelling proposal. A strong proposal sets the stage for your research project and helps you gain the approval of your advisor and committee members. Follow the tips outlined in this article to write a winning capstone proposal and set the foundation for a successful research project.

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

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

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

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

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

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

Key ACOTE Standards Related to Capstone

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

Doctoral Program Overview

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

Capstone Curriculum

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

Doctoral Capstone Planning

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

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

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

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

Doctoral Capstone

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

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

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

Practice-Scholar Culmination

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

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

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

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

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

Roles of Faculty, Capstone Coordinators, Students, and Mentors

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

Academic Fieldwork Coordinator (AFWC)

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

Capstone Coordinator (CC)

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

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

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

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

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

Capstone Mentor

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

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

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Flow Chart of Mentor Selection Process

The Capstone Component

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

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4-year Mentor Demographics

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4-year Capstone Locations Summary

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

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Selected Capstone Focus Area Outcomes

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

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Capstone Selection Pathways

Lessons Learned

Communication.

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

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

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

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

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

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

Mentor Preparation

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

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

Acknowledgements:

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

Conflicts of Interest: None

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This project facilitated a community-driven effort to provide alternative and online activities – that are both easily accessible and educationally robust – to the instructors who required these materials for field-based capstone experiences in the Geosciences during the Covid-19 pandemic and beyond. Through a workshop for field capstone instructors and other geoscience educators, a series of nine universal learning outcomes were developed that can be applied to field-based or online capstone experiences. Based on these learning outcomes, a collection of 79 online teaching activities were developed for the “Teaching with Online Field Experiences” website, many of which are included in their “Exemplary Collection” based on their peer reviews. The “Teaching With Online Field Experiences” website was created as a single portal on the Teach the Earth website to host all the activities, materials, and webinars produced through the project. In addition, an participant pre- and post- and an instructor post- online camp survey were developed and disseminated throughout the capstone community to assess student learning gains and professional development aligned with the universal learning outcomes. Survey data were collected community wide in summer 2020 and in two case study field camps through 2023. Results illuminate challenges to community-wide data collection during Covid-19 and offer insight into solutions and approaches for developing and maintaining a community of practice in times of duress and beyond. In addition to resources and permanent collections on the Teach the Earth website, results from this project were disseminated across multiple platforms to maximize impact. These dissemination outlets include: 1) seventeen National Association of Geoscience Teacher and Geological Society of America hosted webinars led by project personnel to support the community through the transition to online capstone teaching and to share resources and best practices broadly; 2) a technical session, “ Community-based development of virtual alternative capstone experiences for field camps in response to COVID-19 pandemic” , was held at the Annual meeting of the Geological Society of America in 2020 and received 47 abstract submissions; 3) an invited presentation was given at the Geological Society of America Conference entitled “ The lasting impacts of the Covid-19 pandemic on teaching and learning without the field ”; and 4) an article highlighting the process and results was published in 2021 for In the Trenches, entitled “Teaching with Online Field Experiences: New resources by the community .

The activities and instructional materials and strategies developed and shared through this project will have a lasting impact on field instruction in the geosciences and beyond. Most instructors who participated in the project, either through the development of resources or through the implementation of these resources in their courses, report they will continue to use some of the online materials to provide additional opportunities to students. These opportunities will 1) help minimize the novelty space students need to navigate as they embark on these capstone field experiences by providing online and virtual opportunities to learn some of the skills in advance, and 2) broaden the inclusivity of field-based capstone experiences by providing more rigorous online and virtual alternatives. In addition to the field camp listserv and online collection, students are now better able to connect with field camps accepting students from other schools, which reduces the need for field camp directors to do as much advertising, freeing up their time for other vital tasks. Data emerging from this project improve our understanding of student perceptions of learning and personal/professional growth from field camp. These data can be used to support future field camp assessment and improvement efforts.

Last Modified: 01/19/2024 Modified by: Laura K Rademacher

Please report errors in award information by writing to: [email protected] .

UVA’s School of Data Science Honors the Class of 2024

After completing a rigorous curriculum focused on a wide range of cutting-edge data science subjects and following the presentation of capstone projects or dissertation defenses, there was only one thing left for the class of 2024 to do: receive their diplomas and celebrate their new status as graduates of the University of Virginia’s School of Data Science.

Sunday’s diploma ceremony was held at Old Cabell Hall and followed UVA’s Academic Procession and Final Exercises, which took place on the Lawn.

This year’s graduation marked 10 years since the data science master's program launched in 2014, with degrees then offered by the Data Science Institute , the precursor to the School of Data Science.

In the decade that followed, data science graduation ceremonies featured only the conferral of master’s degrees. But this year, for the first time since the doctoral program in data science was launched in fall 2022, three students were hooded for a Ph.D.: Kevin Lin , Saurav Sengupta , and Jiahao Tian .

"At its core, the degree is all about innovation and creativity," said Thomas Stewart, an associate professor of data science and director of the doctoral program. "It's about changing how we practice and think about data science. Because of the research and writing of Jiahao, of Saurav, of Kevin, someone, somewhere, sometime in the future will collect and analyze data, and they will do it differently because of the work of these students."

Lin also received the Z Society's Edgar F. Shannon Award, given to the exemplary graduating student from each school at UVA.

Ahead of the hooding ceremony and diploma presentations, Jeffrey Blume , the Quantitative Foundation Associate Dean for Academic and Faculty Affairs in Data Science, who served as master of ceremonies, kicked off the festivities with a tribute to the graduates, in the style of Dr. Seuss: “Oh, the places you’ll go! You'll be ready. You're able to bring to the table the best kind of fable. As the chapters of variance and bias unfold, you weave a story of accuracy, calibration untold.”

Don Brown , senior associate dean for research and Quantitative Foundation Distinguished Professor in Data Science, led efforts to launch the master's program 10 years earlier as founding director of the Data Science Institute. In welcome remarks, he praised the commitment and hard work that were required of graduates to successfully complete their programs.

"Remember back to this perseverance and grit that you've shown and demonstrated throughout your career, and, in fact, use it for life-long learning," he said.

The graduation ceremony honored nearly 100 master’s degree recipients who completed their courses of study either through the residential or online programs.

As their names were called by Prince Afriyie , an associate professor of data science and director of the residential program, and Jonathan Kropko , a Quantitative Foundation Associate Professor of Data Science and online program director, each student savored the moment they had worked so hard to achieve, taking the stage and accepting their diploma scrolls from Dean Phil Bourne .

A day rich in pageantry also featured powerful messages to the new graduates aimed at empowering them to make the most of the data science education and skill set they acquired.

Commencement speaker Heidi Lanford urged the class of 2024 to remember the importance of effectively communicating their data and findings, particularly how they can be used by policymakers, clients, and other audiences to make better decisions — the “now what?” question, as she called it.

“In my career, I often see struggles in the acceptance of data or analytics — not by the data scientists, the statisticians, or the engineers but those who should be applying data to change the way they do their jobs, think about a problem, or a decision, or an action they should take. For us, the conclusions we’d like people to draw from our data and analysis are so crystal clear. However, this truth may not be so obvious to your audience — or they don’t want to hear it,” she said.

Lanford emphasized that data scientists who can also tell compelling stories about their work will be better positioned to make an impact on society.

“I realize that some of you may be starting a new job next week, and some of you are still looking. But let me reassure you, your skill sets are more valuable than ever today, especially if you can master the ‘now what?’ — which is communicating the truth in a way that inspires others to take action,” she said.

Speaking on behalf of fellow students, Alexa Owen, vice president of the Graduate Data Science Council , commended the collaborative spirit that the School fostered and the friendships that were formed.

“I think where the School of Data Science succeeded most was showing its students that we don’t have to accomplish anything alone,” Owen said, describing the many group activities that helped forge lasting bonds among the graduating class.

Owen also emphasized the responsibility she and her classmates now had as they leave UVA.

"It is our job to take what we have learned during our time in the School of Data Science and do good, be good, and set a good example not only for ourselves but the generations that follow us," she said.

Three master’s students received School awards. Elisabeth Waldron , of the residential program, and Abigail Snyder , an online student, were each selected as recipients of the Wood Family Award, given to outstanding master’s students who demonstrate superior performance in the program. The award is named for the family of Oscar Wood , a longtime School of Data Science advisory board member, and was announced by Arlyn Burgess , associate dean of administration.

Ryan Lipps received the Wanda Sanford Award from Dahlia Hylton , associate dean of student affairs. The award is given to one residential master’s student who exemplifies team spirit, a quality Sanford was known for during her tenure with the Data Science Institute and the School of Data Science before her retirement in 2021.

As the afternoon ceremony wound down, and the class of 2024 prepared to leave Grounds and begin the next chapter of their data science careers, Bourne, dean of the School of Data Science since its founding in 2019, offered parting words. He invoked the classic rock anthem "Hotel California" by The Eagles in his farewell to students, saying: "You can check out any time you like, but you can never leave."

"You are one of us," Bourne told the new graduates. "Come back and visit, share with us your successes, and influence the future generations of data scientists yet to come. But above all else, take care of yourselves and everyone around you. Onwards."

‘A Big Moment’: Online Data Science Master’s Students Present Capstone Projects

David Diaz addresses the audience during his group's capstone project presentation. (Photo by Alyssa Brown)

Data Science Master’s Students Tackle Diverse, Real-World Challenges in Capstone Projects

Dean's Blog: Toward a Maturity Model for Education

Speakers at the grand opening of the new data science building.

News Roundup: School of Data Science Celebrates Grand Opening of New Home

Five women sit at an office table, working together.

Heidi Lanford’s MAC Model: A Blueprint for Women to Bridge the Wage Gap

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COMMENTS

LibGuides: CAPSTONE PROJECT: Parts of a Capstone Project
What a Table of Contents Could Contain. I Introduction. A Statement Of Problem/Opportunity (Research Question) B Background, Context, And Significance Of Study. C Project Researcher Identification. II Literature Review. A Subheadings (Themes Discovered In Review) B Notice Of Gaps In Knowledge. III Methods.
How to Write a Capstone Project Outline: Step-by-Step Guide
The capstone project outline serves as your project's roadmap, guiding you through the research, analysis, and presentation of your findings. ... Throughout this blog post, we will delve into the key components of a capstone project outline, offering insights into each section's purpose and the content they should contain. We will also discuss ...
What Is a Capstone Project?
A capstone project is a multifaceted academic experience typically required for students during the final year of an academic program. It is a comprehensive and interdisciplinary project that often requires students to apply the knowledge and skills acquired throughout their academic careers to solve real-world problems or issues.
What are Capstone Projects? The Complete Guide to Capstone Projects in
The complete guide to High School Capstone Projects! This comprehensive guide explores the purpose, benefits, and implementation of capstone projects, from ideation to presentation. ... (e.g. English and Social Studies) to co-create rubrics and align essential components of the capstone experience. By seamlessly weaving these elements into the ...
Resource Guides: Capstone Resources: Parts of the paper
The hypothesized results of the project. A good introduction is not the same as an abstract. Where the abstract summarizes your paper, the introduction justifies your project and lets readers know what to expect. • Keep it brief. You conducted an extensive literature review, so that you can give readers just the relevant information.
Capstone Project: Definition, Types, Structure, and Examples
A capstone project in college is a final independent project undertaken in a program of study designed to assess the skills, knowledge, and expertise acquired by the student. As the name suggests, it is the capstone or crowning achievement of academic life and the last class taken before graduation. It gives you the final credits required to ...
Capstone Projects Explained: Start Your Journey!
Capstone projects serve as a culmination of a student's academic journey. It requires them to draw upon knowledge and skills acquired throughout their studies. This integration of various disciplines provides a deeper understanding and appreciation of the interconnectedness of different subjects. A capstone project also increases students ...
PDF Capstone Handbook
The Capstone Project is an academic study that offers an opportunity to explore a particular issue in much greater depth than is feasible in a class paper, and to argue your own perspective on that issue. LIS 4901 Capstone (4 credit hours) is an alternative to the Practicum. Either the Capstone OR the
What is a Capstone Project?
No matter what you call it, a capstone project: Is something you complete as an undergrad, usually in your senior year. Will allow you to deeply engage with a topic and showcase your subject knowledge. Is in partnership with instructors. Is a blend of in-depth research, reflection, and will evolve over many drafts.
The Project Framework
This means that the other components of the research story are told from this point of view. The perspective of the Project Frame keeps your research story structured and on track. The Project Frame component appears in Chapter 1 of the capstone project. The framework used to develop a capstone project can be a theory, or it can be related to ...
What is a capstone project? And why is it important?
The capstone project is a unique opportunity to carry out independent group research in order to devise an innovative solution for a real-world problem. While a project of this scope and scale can be challenging, it can also be very rewarding. The capstone project is usually the final assignment and plays a vital role in preparing students for ...
Research Design
Capstone Components. 6. Problems and Problems of Practice. 7. Background to the Problem. 8. The Project Framework. 9. The Purpose. 10. Product Significance ... The Research Design heading appears in Chapter 2 of a capstone project. In the capstone project, the Research Design explains the type of design used for conducting the needs assessment ...
Systems Engineering Capstone Project
The purpose of this document is to describe the nature of the capstone project experience at NPS and to describe the characteristics of a successful capstone project. 1 Capstone Project Components This section describes the major components of a capstone project including the problem statement, milestones, team structure, work plan and schedule.
(PDF) Undertaking Capstone Projects in Education: A ...
Capstone projects, however, are also very useful for those already employed who aim to . ... One of the components of a thesis and dissertation is a section about the implication of .
1. Pre-Planning for Your Capstone Project
Capstone projects have long been a hallmark of professional education. Capstone projects aim to help you recognize your own growth and development during your scholarly pursuits. Capstone projects are also an effective method of showcasing attained and refined skills and competencies (Moore, 2021).
Capstone Components
The capstone project has many components that are the same as the thesis and dissertation. However, several components are unique to the capstone. These unique components support the development of the capstone product. The product is designed to address the problem being researched. Product examples include professional development ...
DNP Capstone Project Guide
An example of how one DNP student followed this 5-step evidence-based process to develop a change project with the goal of increasing vaccination among healthcare personnel working in a college: Step 1. A change project was initiated to increase influenza vaccination among healthcare personnel at a college. Step 2.
7. Mapping Out your Capstone Project
Explain how visual mapping can be used to organize knowledge and structure for your capstone project. ... and the anticipated changes or results from project/program implementation. Components of a Logic Model. Logic models can focus on any level of a program: the entire organization, one of its component departments or programs, or just ...
Capstone Project Definition
Capstone projects are generally designed to encourage students to think critically, solve challenging problems, and develop skills such as oral communication, public speaking, research skills, media literacy, teamwork, planning, self-sufficiency, or goal setting—i.e., skills that will help prepare them for college, modern careers, and adult life.
PDF Description Objectives Components of the Capstone Project
Course Requirements. Students are required to earn a grade of "B" or better to successfully fulfill the capstone requirement, which is necessary to graduate from both the MA and MPA programs. Students with a grade lower than B or an incomplete will be required to take a second capstone course. A student has only two chances to achieve a ...
Capstone Products
Capstone Products. The capstone is a distinctive type of research project. The capstone project uses the findings of a needs assessment and literature review to build a product that can be applied to the local educational context where the research was conducted. The product is designed to address the problem being researched in the project.
How to Write a Winning Capstone Proposal
Moreover, a strong capstone proposal can help you to identify any potential problems or challenges that you may face during your research. It can also help you to identify the resources that you will need to complete your project successfully. Key Components of a Capstone Proposal. A strong capstone proposal should have the following key ...
Designing effective capstone experiences and projects for entry-level
Capstone components in entry-level OTD curricula support previous literature, both inside and outside of the profession, ... Several programs elect to embed the capstone project throughout their curriculum; often, faculty serve as the mentors for the project, and students identify a mentor to implement projects during the experience portion. ...
NSF Award Search: Award # 2029920
The project team is: (1) building avenues for sharing expertise within the community to enhance capacity for designing and implementing virtual field experiences; (2) collectively outlining the desired learning outcomes and skills that are developed during capstone field experiences; (3) constructing and populating a new online collection of ...
UVA's School of Data Science Honors the Class of 2024
After completing a rigorous curriculum focused on a wide range of cutting-edge data science subjects and following the presentation of capstone projects or dissertation defenses, there was only one thing left for the class of 2024 to do: receive their diplomas and celebrate their new status as graduates of the University of Virginia's School of Data Science.