capstone courses education

Online Students

For All Online Programs

International Students

On Campus, need or have Visa

Campus Students

For All Campus Programs

What is a Capstone Project in College?

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

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

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

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

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

What is Involved in a Capstone Project?

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

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

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

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

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

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

Find Your Program

Types of capstones.

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

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

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

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

Are Capstone Projects Difficult?

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

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

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

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

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

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

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

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

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

Capstone Projects are About Your Success

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

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

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

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

A degree can change your life. Choose your program  from 200+ SNHU degrees that can take you where you want to go.

Laurie Smith '14 is a writer, editor and communications specialist. Connect with her on LinkedIn .

Explore more content like this article

What is the Difference Between Bachelor’s and Master’s Degrees?

What is an MS Degree?

What is a BA Degree and What Can You Do With It?

About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

FREE TRAINING: How I Secured 6-Figures in Scholarships & Graduated Debt-Free

The Scholarship System

Paying for college begins here

What Is a Capstone Course?

Student Success

Updated on April 10th, 2023

As your student gets ready to wrap up their college experience, there’s often one requirement they’ll have to handle during their final semester of higher education: the capstone course. While the idea of tackling it may be intimidating, it can be an exceptional experience for soon-to-be graduates.

However, many students aren’t entirely sure what a capstone course is, leaving them anxious about taking one on. If you want to learn more about the program and what’s involved, here’s an overview.

If you and your student want to learn more about finding college scholarships, sign up for our free college scholarship webinar ! Take a moment and head over to  http://thescholarshipsystem.com/freewebinar  to reserve your spot today .

[toc content=”.your-container”

• 1 What Is a Capstone Course?
• 2 WHAT IS A CAPSTONE PROJECT? IS IT DIFFERENT FROM A CAPSTONE COURSE?
• 3 ARE CAPSTONE ASSIGNMENTS INDIVIDUAL OR GROUP PROJECTS?
• 4 Is a Capstone Course an Actual Class?
• 5 Where Does the Term Capstone Come From?
• 6 WHAT ARE THE BENEFITS OF CAPSTONE COURSES?
• 7 Do I Have to Do a Capstone Class?
• 8 IS A CAPSTONE COURSE REQUIRED AT ALL COLLEGES?

So, what is a capstone course in college? Well, in a general sense, a capstone course is a degree requirement that allows students to demonstrate their cumulative knowledge in their major. The concept can go by different names, including senior thesis, final exhibition, culmination project, full thesis, capstone experience, and more. However, what it involves is generally similar.

The definition of a capstone course can vary depending on the school your student attends and their major. Some focus on students completing a final paper that showcases their understanding. Others may require the creation of a portfolio or a presentation that your student will have to give in order to graduate. In some instances, capstone courses involve internships, volunteer hours, or other kinds of work experience.

However, every method concentrates on a central idea: giving students a chance to demonstrate their expertise and skills in a subject. Since knowledge and skills used in different majors and courses may have to be expressed in different ways, that leads to the variation in the definition.

For example, photography majors might have to curate a personal exhibit, while history majors might need to write a report. For scientific or healthcare-related disciplines, volunteering or internships may be more common, as the approach allows them to showcase their skills in a practical way.

WHAT IS A CAPSTONE PROJECT? IS IT DIFFERENT FROM A CAPSTONE COURSE?

Generally, the terms capstone project and capstone course are interchangeable. They both involve students completing an in-depth assignment of some kind to demonstrate their knowledge in their major. However, some professors may view a capstone project as the final assignment itself, and the capstone course as the further education requirement, in general, or as the classroom time involved.

ARE CAPSTONE ASSIGNMENTS INDIVIDUAL OR GROUP PROJECTS?

Some schools require students to complete their capstone courses, projects and assignments on their own. They focus on students highlighting their personal knowledge without a significant amount of input from their professors or others.

Others go the group route, requiring a specific number of students to work together on a single paper, exhibit, or research project. This option may be more common in disciplines where teamwork is critical or when the assignment type makes working with others necessary.

The road your student has to take is usually outlined in the capstone course description or any instructions given by the overseeing university professor for most capstone courses.

Is a Capstone Course an Actual Class?

Some colleges use a formal class-based learning approach for their capstone requirements. Students may need to report to a classroom at the university at a particular time, just as they would with learning in other courses. Additionally, it may be worth a certain number of credit hours toward their degree.

It’s important to note that, even when heading to a classroom at a set time is required, the purpose isn’t necessarily direct instruction. Instead, it may simply serve as an opportunity for students to get feedback from the overseeing professor or get together with group members on a regular basis.

However, other schools use the independent learning model for the capstone project requirement. Students simply have to complete the project before a cutoff date. They end up working on the assignment on their own time and have to coordinate with others – if it’s a group project – to ensure everyone stays on target.

Typically, when this is the case, if students need guidance from the overseeing professor, they have to schedule an appointment or stop by during the professor’s office hours. Precisely how this is handled may be outlined in a syllabus or course description.

Where Does the Term Capstone Come From?

A capstone is an architectural feature. It’s the final stone that’s usually placed atop a wall or building, usually at the highest point. In a way, it’s the culmination of a building project, like a crowning jewel.

Since the project is usually the last step a student needs to take to graduate, it became known as a capstone experience. It marks the end of the student’s educational journey, at least as it pertains to that particular degree program.

WHAT ARE THE BENEFITS OF CAPSTONE COURSES?

Many students wonder if they have much to gain from the capstone experience. This is especially true as it can take a lot of time and effort to handle the project, and is often a source of stress for students.

However, there are benefits to participating in a capstone course. They aren’t only chances for students to showcase how much they’ve learned during their time in school, but also an opportunity to prove it to themselves. This can be a major confidence booster.

Often, a capstone experience can also elevate a student’s resume. Your student may end up with a portfolio of capstone projects or courses that they can submit with their applications, or an internship, volunteer, or work experience they can list, for example.

Finally, a capstone course might allow your student to put their skills to work in a practical way. As a result, they hone and develop their skills and capabilities, making them stronger in areas that may help them professionally.

Do I Have to Do a Capstone Class?

Whether your student has to take a capstone course depends on the school they attend and their degree requirements. If completing a capstone project is a mandatory part of the plan, then students have to participate if they want to leave with a degree. Failing to do so means they don’t meet all of the graduation requirements.

IS A CAPSTONE COURSE REQUIRED AT ALL COLLEGES?

No, not all colleges require capstone research projects. Additionally, some schools and programs may only make them mandatory in certain instances, such as specific degree levels or majors.

Generally, a thesis or similar research experience is more common for graduate degrees than undergraduate degrees. However, some universities and colleges make it mandatory for Bachelor’s programs, too.

If your student is trying to  choose a school , whether or not a capstone course is part of the degree plan may be something to examine. It may cause one college to stand out from another, in their eyes.

Typically, if a capstone project is a must-do, it’ll be listed somewhere in the degree program requirements. It may be listed as an actual capstone requirement for class or an independent project that has to be finished and reviewed. As a result, your student should review the plan carefully, ensuring they know what they’ll need to do to complete and earn their degree.

If you and your student want to learn more about finding scholarships,  sign up for our free college scholarship webinar ! Take a moment and head over to  http://thescholarshipsystem.com/freewebinar  to reserve your spot today .

• Pinterest 11

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Subscribe via email

Popular posts, how to write winning scholarship essays, how to write an amazing scholarship resume, 75 easy ways to save money in college.

Design a Capstone Experience

Designing IDEAL capstone experiences is important for promoting the learning and development of all students and for setting them up for success beyond college.

A capstone experience is the culmination of a student's study in a particular major. A capstone experience at Stanford  encourages students to “integrate knowledge and skills developed in the major and to learn and think independently with the tools of the discipline.” Examples include an honors thesis, senior paper or project, and capstone seminar with individual student projects.

Capstones are considered a high-impact educational practice and have been widely shown to be of integral importance to students’ learning and mastery of course material in a major. They require students to assume agency over their learning, synthesize diverse perspectives, respond to targeted feedback, and approximate the methods and outcomes of experts in authentic, real-world contexts. At the same time, students might come to a capstone experience with varying prior experiences, as well as varying future interests and pathways.

More Team Project Ideas

Steps to consider

In pre-capstone courses: 

• Integrate skills that will be highlighted in the capstone course, such as literature review and synthesis, data collection, recommendations of finding to real world settings (you can use VALUE rubric s as a guide) 
• Use the learning goals established for the capstone course to help individual courses integrate goals earlier in the coursework (Stanford Teaching Commons Learning Outcomes Guide )

Stanford examples and resources

• Designing Capstone Experiences , from CTL.
• Bioengineering capstone
• Human Biology capstone
• Religious Studies capstone
• Urban Studies capstone

The VPUE website on Designing Capstones

Evidence-based Capstone Principles and the Capstone Curriculum website  Guidelines for teachers  published by the Australian Government Office for Teaching and Learning

Reynolds, Julie, Smith, Robin, Moskovitz, Cary, Sayle, Amy (2009). “ BioTAP: A systematic Approach to Teaching Scientific Writing and Evaluating Undergraduate Theses ”, Bioscience , 59(10), 896-903. 

Howe, Susannah, Goldberg, Jay (2019). “ Engineering Capstone Design Education: Current Practices, Emerging Trends, and Successful Strategies ”, In Design Education Today . 

Morreale, Joseph C., Shostya, Anna (2020). “ Creating Transformative Learning Experience Through a Capstone Course in Economics ”, International Review of Economics Education , 35, 100198.

• Search All Scholarships
• Exclusive Scholarships
• Easy Scholarships to Apply For
• No Essay Scholarships
• Scholarships for HS Juniors
• Scholarships for HS Seniors
• Scholarships for College Students
• Scholarships for Grad Students
• Scholarships for Women
• Scholarships for Black Students
• Scholarships
• Student Loans
• College Admissions
• Financial Aid
• Scholarship Winners
• Scholarship Providers

Student-centric advice and objective recommendations

Higher education has never been more confusing or expensive. Our goal is to help you navigate the very big decisions related to higher ed with objective information and expert advice. Each piece of content on the site is original, based on extensive research, and reviewed by multiple editors, including a subject matter expert. This ensures that all of our content is up-to-date, useful, accurate, and thorough.

Our reviews and recommendations are based on extensive research, testing, and feedback. We may receive commission from links on our website, but that doesn’t affect our editors’ opinions. Our marketing partners don’t review, approve or endorse our editorial content. It’s accurate to the best of our knowledge when posted. You can find a complete list of our partners here .

What is a Capstone Project? All You Need to Know

Gabriel Jimenez-Ekman is a content editor and writer at Scholarships360. He has managed communications and written content for a diverse array of organizations, including a farmer’s market, a concert venue, a student farm, an environmental NGO, and a PR agency. Gabriel graduated from Kenyon College with a degree in sociology.

Learn about our editorial policies

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

The capstone project can go by different names at many schools, but ultimately, it is a culminating project that helps showcase and tie together all that you have learned through your college experience. Some colleges refer to it as a capstone experience, a senior project, or senior exhibition. But regardless of the name, it is a highly involved project that results in a lot of challenge and growth.

This project may take place in the form of a final paper, a long test, a presentation, or a research project. It could even be an art project or a musical composition. Depending on what you study, your capstone project will vary greatly in form. But each capstone typically involves a synthesis of the information you have gathered throughout your college years.

How to approach the capstone project

You should approach your capstone project as your “last hurrah” in college. It’s a great way to show yourself, your peers, your teachers, and your family what you’ve learned. For music majors, this may be a composition where they employ all of the techniques they’ve learned. For anthropologists, it could be an exercise in combining their new research skills with their theoretical knowledge. Mathematics majors might take an extensive exam or present their own research project.

For papers and presentations

As you approach the project, you might feel overwhelmed; after all, it should be the most ambitious project you undertake. If you begin to feel overwhelmed, it can be a good idea to portion out your tasks. Impose limits on yourself and set approachable goals. Work with your adviser to create a comprehensive calendar of tasks. Set a date to determine your preliminary thesis. Then decide when you’d like to have your first round of research done. Choose a date to start writing, and when to finish a first draft.

Make sure to check back in with your adviser often to discuss your progress. Remember that your thesis does not need to remain consistent throughout the entire process. In fact, it can actually be a good sign that your thesis changes! It shows that you are reacting to the new information that you are learning. If your thesis changes throughout the process, it’s a sign that you are creating a dynamic project.

If you’re studying for a long exam, you should learn what’s going to be on the exam, and set dates to review each topic. You can form a study group with your peers to help get the wheels turning. It can be a good idea to start by going over your notes and converting them into a study guide. Work with your classmates to sift through the immense body of material that you’ve covered. This will help you determine what to prioritize.

Throughout the entire process, you should be in communication with your professors and advisers. They are there to help. Though they probably won’t be able to give you all the details on the exam, they can give advice. If you don’t know whether to prioritize a certain subject matter, they can probably offer some counseling.

Related : How to email your professor (with examples)

Talk to recent grads

Regardless of the nature of your capstone project, it’s always a great idea to talk to recent grads. Talking to someone who recently completed a similar project or test is invaluable. They can tell you what was valued most by your department. They can also share what worked and what didn’t work for them as they prepared. Speaking to someone who just went through the task you are approaching can never hurt.

Leveraging your capstone project for grad school

Your capstone project is not only a great opportunity to grow and reflect on what you’ve learned. It’s also an opportunity to appeal to graduate schools. Capstone projects can be an impressive achievement to include in grad school applications. Especially for students who write papers, it is a concrete example of what you are capable of.

You can also use your capstone project as an opportunity to zero in on a specific area of study that interests you. If you manage to write a 30-page paper about the Mongolian empire for your capstone, perhaps you’d be interested in going on to study more about Genghis Khan in grad school. Grad school is all about going in-depth on specific topics. So, they’ll love to see that you succeeded when completing your capstone project.

See also: The GRE: Everything you need to know

Balancing your capstone project with your other courses

Because capstone projects are so immersive, it may be difficult to balance the workload with your other courses. You should be cautious about neglecting your other schoolwork for your capstone, and vice versa. For this reason, it can be a good idea to try to sign up for an easier courseload for the semester that you complete your capstone. Try to get your other harder courses out of the way during junior year. If it’s too late for that, try to spend one semester of your senior year with easier courses. You can use this semester to focus on your capstone.

Start your scholarship search

• Vetted scholarships custom-matched to your profile
• Access exclusive scholarships only available to Scholarships360 members

What is a capstone course?

At some colleges, capstone projects are synonymous with a capstone course. Students enroll in a course that walks them through their project or prepares them for an exam. These courses are highly useful, as they help bring structure to this difficult project. If you have multiple options for a capstone course, try to enroll in one with a professor you like. You’ll be working very closely together. So, if you have similar interests or good communication skills, you will see great results.

Deciding on a subject for your capstone project

When it comes time to decide on a subject for your capstone project, you’ll be faced with many choices. You can start by thinking back to other major papers you’ve written in college. If you have a desire to continue with any of the topics, you can do that. But in some cases, the subject will be determined by the capstone course you enroll in.

You should think of the subject of your capstone project as a fluid idea. Once you have an idea, talk it over with your friends over lunch. Try to figure out what you are interested in, but don’t latch on to an idea too quickly. Once you have an idea you are into, keep thinking about it and allow it to change as you do more research.

See also: Top scholarships for graduate students

Earning distinction on your capstone project

Some colleges offer an opportunity for select students to receive distinction on their capstone project. This can be a great honor, and it can look good to grad schools. You may be shooting for distinction as you start your project. But don’t allow the prospect of distinction to paralyze you as you work on your project. To complete an effective capstone project, you’ll have to make mistakes and change it as you go. 

Your best shot to earn distinction would be to start early and not be off-put by errors or changes you have to make. If you finish your project early, you’ll have more time to show it to professors and advisers. This gives you more time to refine it and iron out the kinks. If you finish a messy first draft early, you’ll have plenty of time to perfect your project.

• If your capstone will be in the form of an exam, start taking notes in class with your exam in mind
• At the end of each semester, write out the most important concepts that you learned and put them into a master study guide
• If you’ll be completing a capstone project, remember the papers you write that are most interesting
• Remember to save your sources, and you’ll be saving yourself time later on as you delve back into the subject

Scholarships360 Recommended

10 Tips for Successful College Applications

Coalition vs. Common App: What is the difference?

College Application Deadlines 2023-2024: What You Need to Know

Trending now.

How to Convert Your GPA to a 4.0 Scale

PSAT to SAT Score Conversion: Predict Your Score

What Are Public Ivy League Schools?

3 reasons to join scholarships360.

• Automatic entry to our $10,000 No-Essay Scholarship
• Personalized matching to thousands of vetted scholarships
• Quick apply for scholarships exclusive to our platform

By the way...Scholarships360 is 100% free!

• Support TESU
• Request Info

What’s a Capstone Project? And Why Do I Have to Take It?

• Taking Courses
• Degree Planning

Over the years, I’ve frequently heard students grumble about taking a capstone course or project, that one last step before graduation as outlined by their degree requirements.

“Why do I have to take it?” “Do I really have to take this?” “What is the point of all this!”

This final course may seem daunting or frustrating, but once it’s completed, the Capstone often becomes one of the most rewarding and valuable experiences in a student’s college career.

The capstone course is the last class in a program of study. It’s called a capstone because it represents a crowning achievement as a capstone does in architecture. For some degree programs, a capstone course may require a project and subsequent presentation; for others, it may include an assessment exam to test interdisciplinary skills (like math, writing, critical thinking, etc.). A capstone may also involve a final research paper exploring a topic of interest, emerging from a student’s individualized program of study. Ultimately, a capstone project represents new work and ideas, and gives you the opportunity to demonstrate the knowledge and skills you have gained during your college career.

Not only does a capstone course allow us to substantiate if students are learning the necessary skills needed to continue onto success after graduation (and we’ve made changes to courses and degree requirements to better assist students in this manner), but the completion of a capstone project can be used for an employment portfolio. By integrating theory and practical experience, your project can set you apart from graduates of other institutions. Imagine walking into a potential employer’s office with an applied research project exploring solutions to an issue or problem the organization, or industry as a whole, has been grappling with?

A Capstone’s Purpose: Career Advancement

In the field of technology for example, one of the challenges is how rapidly it changes. Jordan Goldberg, mentor and developer of our APS-295 Associate Capstone  course, said it helps ensure students are prepared to handle these changes as they start their careers. “Today, it’s important to understand the trends early on in the process, and the tools available to develop and deploy new technology,” he says. “The Capstone course uniquely brings together students from all majors within the school [of Applied Science and Technology] in an interactive and collaborative fashion to discuss and examine opportunities, challenges and issues related to technology.”

Here, students are able to look at real world examples and situations, exchange their points of view based on experiences and discuss potential solutions to problems. “The concept of the capstone course is to provide the essential information to be able to ask the right questions and critically look at nontechnical issues that have the potential to negatively impact the deployment of a new emerging technology or application,” says Goldberg. “Ultimately, this will prepare the student for a technical leadership role in their area of study as they complete their degree.”

Thomas Edison State University offers Capstone courses in several of our degrees:  LIB-495 Liberal Arts Capstone is required for a Bachelor of Arts degree, and APS-401 Current Trends and Applications  is required for our Bachelor of Science in Applied Science and Technology degree. Our newest course is the APS-295 Associate Capstone, required for the Associate in Applied Science and our Associate in Science in Applied Science and Technology degree programs. These courses have engaged students to pursue intriguing projects, indicative of their career pursuits, including:

• Classroom accommodations for elementary age students with attention deficit disorder
• The theoretical impact of a present-day conflict between North and South Korea on the U.S.
• Evaluating public awareness of privacy issues surrounding modern technology 

On Your Own Terms

In any college degree, there are courses you have to take to fulfill the general education requirements for your degree or area of study. And a capstone project, while relative to your major, allows you to choose your own subject in that discipline. When I was a graduate student studying American History, my capstone project afforded me the opportunity to research a topic that I never solely focused on in any of my courses, but was fascinated by all my life, Abraham Lincoln. 

I delved into an intense study of how the narrative of President Lincoln’s life had changed throughout the course of history, depending on when and who was writing the biography. This was the most fun I’d ever had taking a college course because I was able to read and write about a topic I was passionate about. Meanwhile, I was able to show off the skills I’d gained during my years in college.

So if you are required to take a capstone course, I understand if you want to grumble about it a little while. But when it’s all done, get ready for the most exhilarating feeling ever. I promise.  

Are you currently working on a capstone project? Share your experience and advice in the comments below!

Written by Donald Cucuzzella

Subscribe to the Thomas Edison State University Blog and get the latest updates delivered straight to your inbox.

Capstone Course Meaning

If you're a student or have been involved in academic programs, you may have heard the term "capstone." So, what does it really mean? Great question and Scholarships.com is here to help you understand what an academic capstone project is and share some examples. Let's dive in!

In academic programs, a capstone is a culminating project or hands-on experience that demonstrates a student's mastery of their knowledge, overall skills, and student motivation gained throughout their program of study. It is usually completed in the final year of academic studies and is designed to showcase a student's ability to integrate and apply what they have learned during their graduate studies in a practical way.

In the final semester of college, students typically complete a capstone course, which may initially appear challenging but can ultimately provide a valuable experience for upcoming graduates.

However, many school students find themselves uncertain about what a traditional capstone project entails, leading to anxiety about taking it on. If you and your informed student want to gain a better understanding of this program and what it involves, here's an overview that will shed some light.

What is a Capstone Project?

A traditional capstone project is a required aspect of a university degree and graduate degree program where students can showcase their skills in their chosen field of study. It may be referred to as a senior thesis, final exhibition, culmination project, full thesis, or capstone experience.

Capstone courses exhibit differences depending on the college and major being pursued. For certain courses, a final paper is necessary to exhibit a student's comprehension of the material. Graduation requirements may entail the completion of a portfolio or presentation, while capstone courses may encompass internships, volunteer hours, or work experience.

Regardless of the specific format, the central idea remains consistent: providing students with an opportunity to showcase their expertise and skills in their chosen field of study. Since different majors and courses require the application of knowledge and skills in diverse ways, the definition of a capstone course can vary accordingly.

For example, photography majors might curate a personal exhibit, while history majors may be tasked with writing a comprehensive report. In scientific or healthcare-related disciplines, practical demonstrations such as volunteering or internships may be more common, allowing students to showcase their skills in real-world contexts.

As your college experience nears its end, you may find yourself facing a capstone course. If you're unsure about its nature or how it works, allow us to provide you with an overview.

Is a Capstone Project different from a Capstone Course?

The terms "capstone project" and "capstone course" are often used interchangeably and involve students completing a comprehensive assignment to showcase their understanding in their field of study.

Is the format of Capstone Assignments individual or group-based?

The approach to capstone assignments can vary among schools. Some institutions require students to complete their capstone projects and assignments individually, allowing them to showcase their personal knowledge without significant input from professors or others.

Some colleges emphasize group work, which involves a specified number of students collaborating on a project, such as a research paper or exhibit. This method is often employed in subject areas that require teamwork or when the task requires collective efforts.

The instructions for capstone courses, projects, and assignments are typically outlined in the course description or provided by the overseeing professor.

Is a Capstone Course considered a formal academic course?

Some colleges have a structured class-based learning model for capstone requirements, where students are expected to attend scheduled classroom sessions, similar to other courses they have taken.

The classroom sessions serve as opportunities for students to receive feedback from the professor or engage with group members on a regular basis, rather than direct instruction being the main purpose.

Some colleges use an independent learning approach for capstone projects, where students are accountable for finishing the project by a set deadline. They work at their own speed and collaborate with others, if necessary, to ensure everyone stays on schedule.

In independent learning models, students can seek guidance from the overseeing professor through scheduling appointments or visiting during the professor's office hours, with the specifics of this interaction potentially detailed in the syllabus or course description.

What is the origin of the term "Capstone"?

The origin of the term "capstone" comes from architecture, specifically the placement of the final stone at the highest point of a building. Symbolically, it signifies the completion of a building project, similar to a crowning jewel.

In the context of education, the capstone experience serves as the last step in a student's academic journey within a particular degree program, marking the end of their educational pursuit in that field.

What Are the Benefits of Capstone Courses?

Many students wonder about the benefits of participating in a capstone course. While it can be time-consuming and stressful, there are several advantages to this experience. Capstone courses not only provide students with a platform to demonstrate the knowledge they have acquired throughout their college years but also offer an opportunity to prove their capabilities to themselves, boosting their confidence.

Additionally, engaging in a capstone course can enhance a student's resume. They may have a portfolio of capstone projects or courses that they can showcase when applying for jobs or graduate programs. Capstone experiences involving internships, volunteering, or work experience can be valuable additions to their credentials, demonstrating their practical skills and making them more competitive in their chosen field.

Moreover, capstone courses allow students to apply their skills in a practical manner, further refining and developing their abilities. This hands-on approach can contribute to their professional growth and preparedness.

Do I Have to Take a Capstone Course?

The inclusion of a capstone course varies depending on the college and the degree program in question. It is probably a good idea to ask someone at your school whether a capstone course or project will be required of you.

Is a Capstone Course Required at All Colleges?

Not all colleges require capstone research projects as part of their curriculum. Additionally, even among institutions that do require capstone experiences, there may be variations in terms of when and how they are mandatory. Some colleges may make them obligatory only for specific degree levels or majors.

Typically, capstone courses or projects are more common at the graduate level. However, certain undergraduate programs and institutions also incorporate capstone requirements into their Bachelor's degree programs.

If your student is in the process of selecting a college, it may be worthwhile to consider whether a capstone course is part of the degree plan. This factor could distinguish one college from another in their eyes. To determine whether a capstone course is mandatory, students should carefully review the degree program requirements, which will outline the specific capstone requirements as either a dedicated course or an independent project that needs to be completed and evaluated.

What is an example layout of a Capstone Project?

Here is an example of a Business Administration degree capstone project layout:

Advancing Operational Excellence in Community Enterprises

Our primary goal in this endeavor is to bring the theoretical world of business management into the practical realm. This involves assessing the operations of a community business, pinpointing areas that could benefit from enhancements, and devising innovative strategies that could bolster efficiency and economic performance.

While small enterprises form the lifeblood of the economy, they often don't have the luxury of comprehensive operational inspections. This venture delves deep into the internal workings of a local business, scrutinizing everything from the supply chain and stock management, through to customer relations and promotional activities. The investigative findings will then serve as the foundation for a robust set of actionable recommendations aimed at boosting operational effectiveness and driving business growth.

• Business Selection: The initial phase is to scout for a small business in the local area that is open to collaboration. The choice of business could range from a quaint family-run eatery to a neighborhood bookstore or any other community-oriented venture.
• Data Accumulation: The subsequent stage, post business selection, involves the systematic gathering of pertinent data. This might encompass sales metrics, inventory logs, financial reports, client feedback, and any other information of relevance.
• Data Dissection: The amassed data will be meticulously examined to uncover any potential problem areas or opportunities for enhancement. This scrutiny could encompass the financial health of the business, operational effectiveness, customer contentment levels, and its competitive standing in the market.
• Solution Proposition: Drawing from the insights gained from the data analysis, this stage will involve the proposition of remedies to optimize business operations. This could mean tweaks to the supply chain, the adoption of advanced technologies, staff development initiatives, marketing strategy modifications, and more.
• Solution Deployment and Review: Given the business owner's approval, some of the suggested improvements could be put into practice and their effects tracked over time.
• Project Documentation: The project's concluding phase will be the creation of a comprehensive document capturing the investigative insights, proposed enhancements, and the outcomes of any implemented changes, where relevant. This report will serve as a testament to the student's grasp of business management theory and their ability to adapt it to real-world scenarios.

We hope this information has provided clarity and guidance as you navigate this important aspect of your college journey. Good luck with your academic endeavors and the pursuit of your future goals!

Frequently Asked Questions

How long does a capstone course typically last.

The duration of a capstone course can vary depending on the institution and program. In some cases, it may span a single semester, while in others, it could extend across multiple semesters or be integrated throughout the entire senior year. It's essential to review your college's curriculum and consult with academic advisors to determine the specific timeline for your capstone course.

Can I choose my own capstone project topic?

In many cases, students have the opportunity to select their capstone project topic within the parameters set by the program and faculty. This allows you to explore an area of interest or align the project with your career goals. However, the availability of choice may vary among institutions and programs, so it's important to clarify the guidelines and requirements with your professors or academic advisors.

Are there any prerequisites for taking a capstone course?

Prerequisites for capstone courses can vary depending on the college and program. Some institutions may require students to complete specific coursework or reach a certain academic standing before enrolling in a capstone course. It's crucial to review the prerequisites outlined in your program's curriculum or consult with your academic advisors to ensure you meet the necessary requirements.

How can I make the most of my capstone course experience?

To make the most of your capstone course experience, consider the following tips:

• Choose a project topic that genuinely interests you and aligns with your academic and career goals.
• Establish clear communication and maintain regular contact with your capstone advisor or instructor.
• Plan and manage your time effectively to ensure timely completion of milestones and deliverables.
• Seek feedback from peers, faculty, and professionals in your field to enhance the quality of your project.
• Embrace the opportunity to learn and grow, approaching the capstone course as a chance to showcase your knowledge and skills.

Calculate for all schools

Your chance of acceptance, your chancing factors, extracurriculars, what exactly is a capstone project in college.

Hello! I've recently come across the term 'capstone project' quite a few times during my college search, but I'm still a little unclear about it. Can someone explain what a capstone project is and how it plays a role in college?

A capstone project is a culminating academic experience typically completed during the final year of college. It serves as an opportunity for students to showcase the knowledge and skills they have acquired throughout their undergraduate education. Capstone projects can take various forms, such as a research paper, a case study, a performance, or even an art exhibition. The nature of the capstone project often depends on your major and the specific requirements of your program or department.

Capstone projects are designed to encourage critical thinking, problem-solving, and effective communication, as well as to demonstrate proficiency in a particular subject area. Through this project, students are often expected to apply the theories and concepts they have learned to real-world situations or specific issues within their field of study. Depending on the project requirements, students might work individually or in groups.

Some colleges and universities offer capstone courses, which provide guidance and structure for students as they work on their projects. These courses may include deadlines and checkpoints, faculty mentorship, and opportunities for peer review or feedback from professionals in the field.

The capstone project's role in college is multifaceted:

1. Skill development: This type of project allows students to hone their research, writing, and presentation skills and develop other competencies relevant to their field. It also encourages students to engage in self-directed learning, as they are often responsible for selecting their topics, setting up meetings with advisors, and managing their own time to complete the project.

2. Academic achievement: A capstone project serves as a testament to a student's academic growth, demonstrating their deep understanding of their major and their ability to apply learned concepts. A well-executed project represents high achievement in a student's college career.

3. Portfolio building: For students pursuing certain career paths or graduate programs, a strong capstone project can be added to their portfolios, demonstrating their skills and expertise in their area of study.

4. Career preparation: Through the capstone project, students can explore potential career paths, connect with professionals in their field, and learn about real-world applications of their major. This experience can be valuable as they transition into the workforce or higher education.

Ultimately, a capstone project serves as a significant milestone in a student's college journey, providing a comprehensive learning experience that synthesizes their academic accomplishments and prepares them for future endeavors.

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

Capstone Courses and Projects: Demonstrate Everything You’ve Learned in College

Capstone projects are completed at the end of a course of study, usually during a student’s senior year. Capstones require students to integrate their coursework and studies into a final research project, performance, portfolio, or paper.  

Through the creation of an original work that encapsulates their entire academic experience and uses skills learned throughout their college education, students demonstrate their mastery of a subject. They also leave school with a product that reflects their best work and is appropriate to show potential employers or graduate programs.

“…the culminating capstone experience unites faculty and students in an important shared venture that has the best opportunity to support intellectual challenge, dedication to undergraduate research, and an appreciation for scholarly activity. We do not think the capstone experience can be duplicated or achieved by any other single format currently recognized.” Hauhart & Grahe, 2015

Examples of Capstone Projects

• Senior Thesis: Typically, a thesis is a lengthy academic research paper that incorporates many of the discipline’s themes and methodologies.
• Colloquium: Some capstone programs, including those in business programs, culminate with a public colloquium in which students give professional-level presentations of their research or project findings, often in their final college semester.
• Performance: In performing arts, a capstone experience might be a choreographed dance, performance in a play, or a musical recital.
• Portfolio: For creative disciplines such as writing or visual arts, the capstone project might be the collection of a student’s best work, often with written explanations of the process or media used.
• Website: Many capstone projects can include the creation of a website to document or display the student’s work . In the case of a technical major, the website can also demonstrate programming techniques , graphic design, or other skills.

What Can Students Expect?

Many capstones are designed to incorporate all of the work a student has done throughout their college career since their freshman year, and coursework builds naturally towards this outcome, with some of a student’s assignments geared to creating parts of the project. Other capstones may focus on the senior year, with the goal being the creation of a semester- or year-long project such as a thesis. In all cases, students should expect to find a topic or concept upon which they can build this capstone. These projects are generally challenging and should represent the students’ best work, as they reflect their knowledge, skill, and experience.

Over the course of their capstone program, students may need to present their work visually, orally, and in written form to various audiences beyond just their academic mentor or professor.

When asking the question: what is a capstone project? The answer may vary, but capstones provide an opportunity to showcase everything they’ve learned in higher education, and provides a launching point for what comes after their college careers. 

How do Capstone Courses and Projects Improve Student Outcomes?

As part of the process of creating a project and placing their work within a broader academic context, students gain a deeper understanding of their academic discipline , including the history, controversies, and advancements in the field. They bring all of their previous education to bear as they solve a problem or create a new work. This requires students to analyze, interpret, and synthesize a sizable amount of knowledge and present it in a coherent and intelligent manner.

Even in the case of performances or portfolios, students must display a degree of mastery in their subject. To this end, they may need to conduct research in their field. This process allows them to understand how their own work expands upon or challenges what has come before, and explain how their own work contributes to a broader understanding of the field.

How Schools Implement Capstone Projects

Kalamazoo College, Kalamazoo TWP, MI

At Kalamazoo College , every senior must complete a Senior Individualized Project (SIP), typically within their major field of study, and then students must present their work to their peers and professors during one of a number of events throughout the spring semester.

How to Start Your College Search

The 30 Hardest Colleges to Get Into by Acceptance Rate

Your Guide to Required Documents for College Applications

Preparing For Post-College Life: Capstone and Keystone Courses

These days more colleges and universities are requiring students to participate in capstone courses prior to graduation. These classes allow students to achieve key learning objectives and demonstrate their mastery of particular material.

Different Times, Same Goals

Many schools now require courses known as keystone or capstone courses. However, not all colleges use capstone or keystone courses in the same way. Some universities use keystone courses to lay a foundation for the coursework and materials that are to come, while other colleges utilize capstone courses exclusively for those in their final few semesters of college. These “putting it all together” classes give students an opportunity to use their knowledge and skills, while giving faculty the chance to evaluate what a student has learned. In other words, capstone courses give those nearing graduation an opportunity to integrate all of the materials they have learned in a one- or two-semester course, assuring that the learning objectives set by the faculty, department or university have been met.

Types of Keystone Courses

Some colleges require all graduates to complete a school-wide capstone course that takes students from various majors and places them together to work on a single project. Other schools require capstone courses only for those in a particular major. Some universities require students to participate in both. And regardless of whether the courses are required for everyone or in a single department, there are essentially four different kinds of keystone courses: a major-project course, a portfolio-building course, a multiple-project course, or a field or internship program.

Field or Internship Programs In an internship-style capstone course, the student participates in an internship, or works in the field, supervised by a faculty member, as well as a supervisor in the field. A good example of this is a student-teaching practicum, where a teaching student goes into a classroom and teaches under the supervision of a mentor teacher, who evaluates the student’s performance and provides regular feedback to both the student teacher and the student teacher’s professor.

The Portfolio-Building Capstone Course Typically used to evaluate students in the creative arts, students in this kind of keystone course develop a large portfolio of projects or pieces. Either a single piece is selected for evaluation or the entire portfolio of work is reviewed.

The Multiple-Project Course This kind of keystone course is likely to feature multiple small-group projects. Students in these keystone courses are generally required to demonstrate their knowledge of given material in every format, from oral reports to multimedia presentations to research papers and exams.

Major Project Course As the name implies, in this style of keystone course, a student generally works on a single large project–such as a thesis paper or large research project–for the entire semester. This is generally the most-widely used capstone course format.

Putting it All Together

While capstone courses can be challenging, they provide a truly unique learning experience. These important courses give students the opportunity to collaborate with their peers; practice their presentation and organizational skills; use their knowledge; and, ultimately, showcase what they have learned and achieved during their college experience. They are, in fact, an ideal way to ensure that graduates are prepared for life after college.

Sources: Assessment Handbook

• Privacy Policy
• Terms of Use
• Disclosure: “What Determines Top/Best?”
• Do Not Sell My Personal Information (CA and NV)

Copyright © 2024 Worldwidelearn.com. All Rights Reserved.

The sources for school statistics and data is the U.S. Department of Education's National Center for Education Statistics and the Integrated Postsecondary Education Data System unless otherwise noted.

Disclosure: EducationDynamics receives compensation for many of the featured schools on our websites (see “Sponsored School(s)” or “Sponsored Listings” or “Sponsored Results” or “Featured Graduate School(s)”. So what does this mean for you? Compensation may impact where the Sponsored Schools appear on our websites, including whether they appear as a match through our education matching services tool, the order in which they appear in a listing, and/or their ranking. Our websites do not provide, nor are they intended to provide, a comprehensive list of all schools (a) in the United States (b) located in a specific geographic area or (c) that offer a particular program of study. By providing information or agreeing to be contacted by a Sponsored School, you are in no way obligated to apply to or enroll with the school.

This site does not provide a comprehensive list of all schools that offer a particular program of study.

This is an offer for educational opportunities that may lead to employment and not an offer for nor a guarantee of employment. Students should consult with a representative from the school they select to learn more about career opportunities in that field. Program outcomes vary according to each institution’s specific program curriculum. Financial aid may be available to those who qualify. The information on this page is for informational and research purposes only and is not an assurance of financial aid.

What Is The AP Capstone Program? Everything You Should Know

Published: May 13, 2024, 10:19am

For many high school students, taking AP courses is a great way to prepare for—and test out of —the coursework they will encounter in college. The AP Capstone™ offers diploma and certificate credentials that signals AP students have developed the essential abilities they need for college.

Rather than focusing on specific academic subjects, AP Capstone courses take an interdisciplinary approach, allowing students to develop their research, critical thinking, presentation, collaboration and time management skills. These tools help students succeed in their college coursework and future careers.

This article explores the AP Capstone program to give you an overview of what you should know if you’re considering choosing this educational path. Keep reading to learn more about this unique program and determine if it fits your needs.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

• 6,290 accredited, nonprofit colleges and universities analyzed nationwide
• 52 reputable tech bootcamp providers evaluated for our rankings
• All content is fact-checked and updated on an annual basis
• Rankings undergo five rounds of fact-checking
• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

How Does the AP Capstone Program Work?

The AP Capstone Program helps students prepare for college while still in high school. College is a rigorous experience that requires excellent research, time management, collaboration, presentation and critical thinking skills. Students who earn the capstone program’s diploma or certificate may thrive in college because they have spent time developing crucial skills they need for higher education coursework.

The AP Capstone program combines subject-based coursework and skills-based classes to provide a well-rounded learning experience for students. Below, we examine the program’s structure and required courses.

Degree Finder

Program structure.

Alongside subject-specific AP courses, students in the AP Capstone program take two year-long classes: an AP Seminar course and an AP Research class. These courses teach students how to analyze and understand complex subjects, investigate issues, communicate effectively and collaborate with peers to solve problems.

The AP Capstone program uses the QUEST framework to help students develop these essential skills. The components of this framework are:

• Question – Explore and investigate various subjects.
• Understand – Contextualize arguments to better understand authors’ claims.
• Evaluate – Collaborate with peers to evaluate multiple perspectives on an issue.
• Synthesize – Study and synthesize others’ perspectives and ideas to learn how to develop an effective argument.
• Team – Work in teams to pool everyone’s talents and strengths together to adapt and transmit messages to an audience.

If you score 3 or higher in your seminar and research courses—and on at least four other AP courses—you earn the AP Capstone Diploma™. If you score 3 or higher in your seminar and research courses but not on at least four other AP courses, you earn the AP Seminar and Research Certificate™.

You can take your AP Seminar in 10th or 11th grade. AP Seminar is a prerequisite to the AP Research course. The seminar class focuses on building critical thinking, collaboration and research skills through interdisciplinary approaches. You learn how to read and analyze articles and other written materials, gather information, understand multiple perspectives and develop evidence-based arguments.

AP Research

You take your AP Research course after completing your AP Seminar class. This course builds on the skills you develop in the AP Seminar. It allows you to demonstrate your research and critical thinking skills through a subject of your choice. You learn how to conduct an in-depth investigation, analyze evidence and sources, apply multiple perspectives, write an academic paper and present your research findings.

AP Capstone vs. AP Courses

AP courses explore specific subjects, including English, the arts, sciences, history, social sciences, math, computer science and world languages and cultures. The exams for these classes test the depth and breadth of your knowledge in these fields.

In contrast, AP Capstone is a program consisting of a two-course sequence. To receive the AP Capstone Diploma, you must earn a score of 3 or higher on your AP Seminar class, your AP Research course and four other AP classes. If you earn a 3 in the AP Capstone courses but not four other AP classes, you receive the AP Seminar and Research Certificate.

Unlike other AP classes, the seminar and research courses do not focus on particular subjects.

Is AP Capstone Worth It?

Whether completing the AP Capstone program is worth it depends on your educational goals and how dedicated you are to achieving them. If you want to get a jump start on understanding how to engage in college-level research and coursework, then it may be worth it for you to participate in the AP Capstone program.

AP Capstone Benefits

The benefits of an AP Capstone program include:

• Developing essential academic skills students can use in college and their future careers
• Providing cross-curricular learning opportunities that examine on real-world issues
• Encouraging students to become critical thinkers, independent researchers and problem-solvers
• Building collaboration and communication skills
• Setting students apart from their peers during the college application and acceptance process
• Allowing students to earn college credit if they pass the capstone course exams

AP Capstone Potential Drawbacks

While AP Capstone programs can improve many important academic and communication skills, they are also quite demanding. Taking on the additional time commitments required for the AP Capstone classes may not appeal to you.

Do Colleges Care About the AP Capstone Program?

Earning an AP Capstone Diploma demonstrates your college readiness, which may be helpful during the admissions process at some colleges and universities. The College Board, who developed the AP Capstone Diploma program, created these courses in response to academic leaders’ desire for classes that prepare students for the rigorous demands of academic research, collaboration and writing.

According to College Board research, students who earn an AP Capstone Diploma in high school are more likely to have higher grades and retention rates in their first year of college than students who did not take AP exams during high school.

Featured Online Schools

Learn about start dates, transferring credits, availability of financial credit and much more by clicking 'Visit Site'

Frequently Asked Questions (FAQs) About the AP Capstone Program

What is the point of ap capstone.

The point of the AP Capstone program is building college-level research and academic skills for high school students. The two-course sequence also helps develop interdisciplinary thinking and collaboration skills.

What is the difference between AP classes and AP Capstone?

AP classes are subject-specific courses that focus on topics like English, history and the sciences. The AP Capstone program is a two-class sequence—AP Seminar and AP Research—that helps prepare you for college while in high school.

Do colleges recognize AP Capstone?

Yes, some colleges offer course credit for passing scores on AP Capstone classes. Earning an AP Capstone Diploma or Certificate also appears on your AP score report, and schools may value applicants with these credentials.

What grade can you take AP Capstone?

Schools typically offer the AP Seminar course in either 10th or 11th grade, with the AP Research class the following year. The seminar course is a prerequisite for the research course.

• Best Online Colleges With A 100% Acceptance Rate
• Best HBCUs With Online Degrees
• Best Online Colleges
• Best Online Master's Programs
• What Are The Best Online Public Universities
• Best Test-Optional Colleges Online
• Best Affordable Online Colleges
• Best Online Colleges In Arizona
• Best California Colleges Online
• Best Online Florida Colleges
• Best Online Colleges In Georgia
• Best Online Colleges In Indiana
• Best Online Colleges In Massachusetts
• Best New Hampshire Online Colleges
• Best Online Colleges In New York
• Best North Carolina Online Colleges
• Best Online Colleges In Pennsylvania
• Best Online Colleges In South Carolina
• Best Texas Online Colleges
• Best Virginia Online Colleges
• How To Become A Lawyer
• How To Become An Accountant
• Careers In Economics
• What Can You Do With A Journalism Degree
• 9 Nutrition Careers To Consider
• Careers In Psychology
• Careers In Social Work

2024 Back-To-School Stats And Facts

Best Online Master’s Programs For Military Service Members Of 2024

Best Online Colleges For Military Service Members Of 2024

Most Diverse Colleges In The U.S.: Best Online Schools Of 2024

Best Online Certificate Programs Of 2024

What Are Some Benefits Of Having A Job In High School?

Sheryl Grey is a freelance writer who specializes in creating content related to education, aging and senior living, and real estate. She is also a copywriter who helps businesses grow through expert website copywriting, branding and content creation. Sheryl holds a Bachelor of Arts in Mass Communications from Indiana University South Bend, and she received her teacher certification training through Bethel University’s Transition to Teaching program.

Capstone Courses

In Reinventing Undergraduate Education: A Blueprint for America’s Research Universities (April 1998), the Boyer Commission recommends that academic majors “culminate with a capstone.” Capstone experiences are useful for three reasons:

• They allow students to bring together the learning in the major and demonstrate that they have met the departmental learning goals. This gives students a chance to know what they know and to understand their own growth over time in their chosen fields.
• They serve as a bridge to the next step for students, often asking students to extend their knowledge, working either independently or collaboratively with peers, under minimal faculty supervision.
• They provide a “destination” for faculty planning, so that faculty designing courses at the 100-, 200-, and 300-levels know where students will need to “end up”.
• They provide information to departments about strengths and gaps in their curricula. When faculty involved in capstone experiences discuss those experiences together, they can provide information about student performance in the aggregate; in this way, capstones serve as assessment sites for the department.

Most capstones in the major require students individually or in groups to complete a serious intellectual project, incorporating the discipline’s primary mode(s) of inquiry into a final product that is consistent with practices in the discipline. Such projects also allow students to demonstrate that they have met the learning goals in the major. However, there is no single good “design” for capstone courses or experiences. The best design for a capstone is that which is informed by the content, practices, and values of the major that it is “capping”. Some of the one-quarter “shapes” capstones can take include:

• Course Model. Similar to the task force model (below), students enroll in a class that focuses on an issue in the field. The course is designed to ask students to demonstrate the learning goals for the major and is pitched high to stretch students to the next level. In this version, all students study the same area or work on the same problem, and they usually produce papers or create projects around the issue under study. The faculty’s role is to teach the course and evaluate students’ work.
• Experiential Model. Students sign up for internships or other kinds of experiential learning. They can be required to produce something for a linked course, or, if the department feels confident that the level of demand imposed by the internship is consistent with its goals, the student can be required simply to complete the internship. The role of the faculty is to help students make connections between learning in the major and learning on the ground and to make sure that evaluation includes departmental learning goals. Internship/research/service supervisors are active parts of the assessment of the student’s performance.
• Independent Study Model. Students work on individual topics of their choice, meeting with a faculty member at the beginning to propose a project, in the middle to review a draft, and at the end to present the paper and sometimes, also, to give an oral presentation. The role of the faculty member is to be available to individual students and to give the capstone project either a grade or a “pass”.
• Portfolio Collection Model. Majors enroll in a course that serves as a site for portfolio collection and reflection. In this capstone, students are required to place specific documents from their previous work in the major into a portfolio that illustrates their achievement of the major’s learning goals. Sometimes students revise some of that work for the portfolio. Sometimes they have to add a final piece – a research paper, for example. Students are usually asked to include a reflective essay in the portfolio, explaining what the portfolio shows about their experience as undergraduates in the department. The role of the faculty member in this type of capstone is to help students revise and self-assess and to help students gather information from each other. Such portfolios (or samples of them) can be used by groups of faculty to evaluate the curriculum. The UW’s Catalyst programs have an electronic portfolio possibility in place for use by students and courses.
• Task Force Model. The UW’s International Studies major in the Jackson School of International Studies offers an excellent example of this model. Majors enroll in a capstone class focused on a topic that the department has identified, based on instructors’ interests and expertise. The 15-20 students – all majors in International Studies – in each task force decide what they will argue about that issue and what aspect of that argument each individual will write about. Each student in the class produces her own argument. The group puts all the arguments together in a “book” about the topic, crafts an intro and conclusion, and submits it to the faculty member leading the task force. In the case of the Jackson School, the book is then sent to an expert in that area, often a policy-maker in Washington, D.C., for critique. After two weeks, the expert is flown to the UW to question the students about their arguments, and students are evaluated, in part, on how well they respond to the questions. The role of the faculty member in this model is to guide students, help them identify resources, assist in the collaborative process, make sure they are drafting, reviewing each other’s work, and revising, and help them prepare for questioning.
• 400-level Spread. Faculty agree that all senior-level courses will ask students to complete 1-3 tasks that are similar in their level of cognitive demands. For example, faculty might agree that in these courses, students must lead a discussion, participate actively in threaded discussions online, and write an advanced research paper in the field. All courses at the senior level thus function as a kind of capstone experience. The role of the faculty is to guide and evaluate students, assess learning against the goals of the major, and coordinate with other senior-level faculty.

Each of these models has strengths and drawbacks. A department may choose one of these models for its capstones or offer students a choice among them if they feel confident that several models offer similar opportunities for students to demonstrate learning in the major.

When planning a capstone experience, take care to:

• Invite and use broad faculty participation in the design of the capstone.
• Be clear to faculty and to students about the learning goals that students will be expected to demonstrate; these goals should be identical, or nearly so, to departmental goals for majors.
• Require the capstone as part of the degree program.
• Ensure that students get meaningful feedback on capstone projects.
• Take the time to engage faculty leading capstones in a conversation with or without course documents/products on what they noticed were particular strengths and gaps in the students’ performance. Record what faculty identify as strengths and weaknesses in students’ performances. Then use that information to revise the curriculum. This step is essential for assessment of student learning in the major to be used to help faculty assess the major, itself.

Be boundless

Connect with us:.

© 2024 University of Washington | Seattle, WA

• Faculty and Staff

Assessment and Curriculum Support Center

Develop a capstone.

The first half of this document defines and discusses the capstone experience. The latter half covers  using capstones for program assessment .

The Capstone Experience

The capstone experience is a culminating set of experiences that “captivate, encapsulate, synthesize, and demonstrate learning.”  [1]

Keys to the Capstone

• In a capstone course, students synthesize, integrate, and/or apply their previous knowledge, rather than acquire new knowledge or skills. Students demonstrate mastery, not learn new knowledge/skills.
• A capstone should occur near the end of the program. [Tip: schedule the capstone course before the student’s last semester in case remediation is needed.]
• Student ownership, responsibility, and engagement should be central to the capstone.
• Rationale for the framework (see below) should be based on the specific needs of the program/discipline.
• The products (e.g., written assignments) of the capstone should be designed to help assess the program’s desired student learning outcomes.
• Discussion, reflection, and/or demonstration of general education and/or institutional outcomes should be evident in the capstone. [Note: some general education outcomes may not be relevant, but a capstone experience can likely address these general education outcomes: effective written and oral communication, ethical decision making, information accessing and information processing, problem solving, inquiry and analysis methods.]
• Satisfactory completion of the capstone experience should be required for graduation.
• Full-time (tenured) faculty members should facilitate, mentor, and/or coordinate the capstone experience.

Frameworks for a Capstone Experience

There are four common frameworks for capstones (see  Rowles, et al .). Programs typically choose one as the primary framework based on their program’s needs. If/when appropriate, the other frameworks may also be incorporated or acknowledged.

• Mountaintop .  Students from two or more disciplines (or specializations) engage in interdisciplinary inquiry. For example: Geography majors and Biology majors enroll in their major’s capstone courses and are paired with a student from the other discipline. Each GEOG-BIOL pair of students completes an interdisciplinary project such as a project that uses geographic information systems (GIS) to monitor fish migration patterns or habitat changes.
• Magnet . Students pull together their learning from multiple courses and/or experiences. For example, students gather their best work samples from four courses (can also include internship, practicum, service learning, etc.), choosing samples that directly address the program’s learning outcomes.
• Mandate . Students document their learning in relation to external industry/professional standards or requirements. For example, civil engineering students gather evidence to demonstrate they have achieved the outcomes set forth by the American Society of Civil Engineers.
• Mirror . Students reflect on their experiences and metacognitive skills in relation to program goals and outcomes. For example, students write short reflective pieces that describe what they have learned and how their assignments and experiences have helped them achieve each program outcome.

Options for Courses/Activities within the Capstone Experience

A capstone experience can consist of one or a combination of these:

• A course in the major
• An interdisciplinary course with a minimum of two distinctly different disciplines represented
• An out-of-class/co-curricular experience
• A service- and/or community-based learning experience
• An application/demonstration of knowledge (e.g., thesis, design project, portfolio development)
• A college-to-work/career transition experiences (e.g., internship, informational interviewing)

Pedagogic Practices for Capstone Experiences

Professors typically use some of the following teaching strategies and methods in capstone experiences:

• Collaborative learning

“ Collaborative learning  is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. . . Most center on students’ exploration or application of course material, not simply the teacher’s presentation or explication of it. Collaborative learning represents a significant shift away from the typical teacher-centered or lecture-centered milieu in college classrooms.”  Collaborative Learning: A Sourcebook for Higher Education  (1992) by Anne S. Goodsell, et al., National Center on Postsecondary Teaching. Available thru interlibrary loan from UH Hilo, LB1032.C65.1992.

• Self-directed learning

Faculty members give students choices about their learning as well as responsibility for the consequences associated with those choices. The faculty member (or internship supervisor, co-op employer, etc.) establishes the necessary structures to guide and support students while still leaving the students to do such things as establish goals, create timelines, monitor progress, develop products for evaluation, etc.

• Problem-based learning

Faculty members give students an ill-defined task to complete or an open-ended problem to solve. The faculty member acts as a mentor, coach, and/or facilitator. Often the task/problem mirrors an actual, discipline-based task/problem but it has been simplified or structured to match the level of the students.

• Learner-centered  ( Learner-centered  = a focus on what the students are learning and doing, not on what the professor is delivering or doing)

Faculty members design assignments that promote critical thinking, integration, reflection, synthesis. They give students assignments and activities that encourage students to “suspend judgment, maintain a healthy skepticism, and exercise an open mind”; professors design activities that call for the “active, persistent, and careful consideration of any belief in light of the ground that supports it.” [Taken from John Dewey’s  How We Think: A Restatement of the Relation of Reflective Thinking in the Educative Process  (1933). Available at Hamilton Library BF455.D5.1933.]

Discussion Questions for Faculty Members as They Consider a Program Capstone Experience

• An interdisciplinary, synthesizing experience?
• A discipline-specific, synthesizing experience?
• A method to satisfy external industry/professional standard or requirements?
• A reflective, synthesizing experience?
• Is it necessary to satisfy discipline/profession accreditation requirements?
• In what ways will the capstone experience be beneficial to the students’ post-baccalaureate experience?
• In what ways will the capstone experience support the (relevant) general education requirements?
• What components of the capstone experience will address students’ personal growth? Academic growth? Professional growth?
• How will students be guided toward and prepared for the capstone experience? What program structures will be in place (e.g., course requirements, pre-requisites, advising)?

  Using a Capstone Experience for Program Assessment

When using a capstone experience for program assessment, the standard assessment loop is followed: establish outcomes, create learning opportunities, undertake an assessment process, interpret assessment results, and create and implement an action plan for improvement.

Establish Student Learning Outcomes & Determine Learning Opportunities

• The program creates desired Student Learning Outcomes (SLOs) [ How to develop outcomes ].
• The program deliberately incorporates learning opportunities—activities and assignments—into the curriculum and capstone experience so that students can achieve the desired SLOs. Typically, the program can assess all or nearly all program SLOs using the capstone experience. A well-designed curriculum plotted on a curriculum map illustrates how and where SLOs are introduced, reinforced, and then mastered and demonstrated in the capstone experience. [ How to create a curriculum map ].

Assessment Process: Collecting and Evaluating/Analyzing Evidence

The assessment process should lead to a discussion of the program as a whole—not only a discussion of the capstone experience.

The program typically builds evidence-generating, -collecting, and -evaluating mechanisms into the capstone experience.

Collection of Evidence: Student Learning

When designing the capstone experience, programs build in assignments/activities that can shed light on the SLOs and relevant general education outcomes. The assignments/activities serve as evidence of student achievement. Students can complete them over time [ How to develop portfolios ] or in a single, culminating course.

Examples of assignments/activities:

• Written documents: research report, thesis, proposal, case study, project report, reflective essay, review of the literature, resume, progress reports, informal writing (notes, lab notebook, observation log, informal analyses, academic journal, etc.)
• Oral presentation(s)
• Poster presentation(s)
• Documentation of group work: peer review/feedback, group progress reports, evaluation of group members/group effectiveness
• Internship supervisor’s evaluation/feedback on student performance
• Interview (e.g., mock job interview, oral defense)
• Meeting facilitation (e.g., students facilitate a community meeting)
• Exam(s) (locally-developed, state, or national)

Evaluation of Evidence of Student Learning

Most capstone experiences include a senior-level course. The course instructor can assist the students in preparing evidence for evaluation.

• Take a (random) sample of students and evaluate their work for the purposes of program assessment.
• Provide the rubric to the students.
• Have professors use the rubric in other courses that introduce or reinforce the SLO.
• Have each professor apply the rubric in the same way. Use examples of student performance at varying levels of mastery to calibrate professors/reviewers.
• Have at least two faculty members evaluate the evidence using criteria agreed upon by the faculty (e.g., use an agreed-upon rubric).
• Have external faculty members and/or business community members evaluate the student work.

Collection of Evidence: Student Perceptions

• End-of-course or end-of-program surveys
• Exit interviews
• Focus groups

Evaluation of Evidence of Student Perception

• Quantitative data (e.g., Likert scale data) can be summarized using descriptive statistics.
• Open-ended survey responses, interview data, focus group data, blogs, etc.,  can be analyzed using qualitative methods to identify themes and areas of consensus.

Assessment Results

The goal of assessment is to provide the program with information it can use to be self-reflective and self-improving. Presenting the results does not need to be complicated. A simple, straightforward presentation of who, what, where, when, and how often suffices. [ How to report results ] Discussion of the results should focus on the SLO(s) and the program, not on individuals.

Action Plan for Improvement

Programs use assessment results to guide program decision making and improve their effectiveness. By periodically discussing assessment results and procedures, faculty can plan and implement improvements to the capstone experience. The focus should be on the program and the learning opportunities (e.g., activities throughout the program, all required courses, etc.), not on individuals.

Assessment: Rubric & Checklist

The Western Association of Schools and Colleges (WASC) created a rubric to assess programs that use the capstone experience as the basis for program assessment. Programs can use the  WASC rubric  to self-assess their progress. Below is a checklist based on the WASC rubric.

Checklist . The program has:

• Digital Marketing
• Facebook Marketing
• Instagram Marketing
• Ecommerce Marketing
• Content Marketing
• Data Science Certification
• Machine Learning
• Artificial Intelligence
• Data Analytics
• Graphic Design
• Adobe Illustrator
• Web Designing
• UX UI Design
• Interior Design
• Front End Development
• Back End Development Courses
• Business Analytics
• Entrepreneurship
• Supply Chain
• Financial Modeling
• Corporate Finance
• Project Finance
• Harvard University
• Stanford University
• Yale University
• Princeton University
• Duke University
• UC Berkeley
• Harvard University Executive Programs
• MIT Executive Programs
• Stanford University Executive Programs
• Oxford University Executive Programs
• Cambridge University Executive Programs
• Yale University Executive Programs
• Kellog Executive Programs
• CMU Executive Programs
• 45000+ Free Courses
• Free Certification Courses
• Free DigitalDefynd Certificate
• Free Harvard University Courses
• Free MIT Courses
• Free Excel Courses
• Free Google Courses
• Free Finance Courses
• Free Coding Courses
• Free Digital Marketing Courses

What is a Capstone Course? Pros and Cons? [2024]

Different courses for different learning requirements are available in the academic world. Some programs end with a capstone course or project the students must complete. What is this course, and what are its advantages and disadvantages?

What Is a Capstone Course?

A capstone course or project is the final project students get at the end of their academic program. They use their skills and knowledge acquired over the term of the course to solve the issues and challenges given in this project. The idea is to assess the culminating skills of the students after completing the course. It demonstrates they have acquired the skills and knowledge the course promised. The project challenges students to use their learning from the course to solve practical problems.

Most capstone courses are a part of the higher education academic programs. However, the same concept is now used in short-term business education programs. The participants of these programs apply in their capstone project what they learned during the education program. They can select one challenge from a few given by the education provider.

The project allows the education provider to assess the competency of their students and check if they have understood the program’s concepts well. The students complete the project using their accumulated knowledge from the course. The capstone projects include case studies, research papers, prototypes, community services, designs, and creative projects. The program teacher, instructor, or director conducts the assessment and evaluates the project.

Related: How to Choose the Right Online Course?

Pros of a Capstone Course

Prove the knowledge and skills acquired.

Tests and exams are the most widely used methods to assess the students of academic programs. A capstone project may be part of the final assessment that also requires the students to undergo a test or exam. In other cases, this project itself may be the final evaluation method. It helps assess if the student has acquired the knowledge and skills after education and training.

Assess the Whole Course Learning with One Project

A degree or certification course may have multiple tests, each coming after completing a term or module of the program. The capstone project is the final assessment to test a student’s understanding of all concepts discussed throughout the course. A single project concludes the program and tests the student.

Check the Student’s Readiness to Handle Real-World Challenges

This short project helps check if the student can apply those concepts in real-world applications. It proves the program participants can analyze complex problems and use logical reasoning and critical thinking to solve the challenges they will encounter when they start working.

Make the Students Confident in Handling Practical Challenges

Some education programs are limited to theoretical concepts, making it difficult to know if a student can apply the concepts learned from the course to solve real-world challenges. The capstone project is a way to assess this competency of the students. It makes them confident of their accomplishments. This final test rewards their hard work and dedication toward learning.

A Guided Solution

Unlike the final test or exam that students must pass on their own, the capstone project is a guided plan with the instructor’s support, making it easy to solve its challenge. The guidance is limited to the basics while the students focus on the project’s core requirements.

Looks Good on the Resume and Portfolio

Employers look for candidates with some work experience. While a capstone project does not count as such, it indicates the student has some experience in researching, planning, and managing projects.

Collaboration Opportunity

Many capstone projects require students to form and work in a team. This collaborative approach improves their communication and teamwork skills. They learn to work with others, seek their help, and offer expertise to solve challenges.

Related: Free Online Courses vs. Paid Online Courses

Cons of a Capstone Course

The student can be failed in some cases.

Some universities can deny graduation to their students if they fail the major or program. Other schools will not disqualify and may give another chance to revise the capstone project.

Time-Consuming

Students have already spent time learning the course, but the capstone project extends it a little longer. It can be time-consuming because it requires planning and researching. Such a complex project can take longer to complete.

Pressure to Do Well

As in some education programs, there is a risk of failing and not graduating or passing, which puts mental pressure on the students.

Test Assessment Is Subjective

Instructors, teachers, and those conducting tests have their biases. A student may do well in the real world but not meet the instructor’s expectations and criteria. It can result in poor assessment reports even though the student has the competency to handle similar challenges in the real world.

Limited Topics

The students cannot select a project of their own choice. They receive a list of capstone projects and must select one from these options.

Related: Why do Learners Drop out of Online Courses?

A capstone course or project is the culminating part of an academic program to evaluate a student’s knowledge acquired from the course. It helps assess if the student has acquired the skills and knowledge imparted during the course. The project tests the competency of students in solving real-world challenges. A successful completion of this project looks good on the resume and portfolio.

However, it puts undue pressure and stress on the student, as some schools can refuse pass certification if the student fails. The project requires significant time and research to complete. Some students deliver poor results when working under pressure but perform well in real-world settings.

• Addressing 10 Big Fears of CTOs [2024]
• Is AR/ VR a Safe Career Choice? [2024]

Team DigitalDefynd

We help you find the best courses, certifications, and tutorials online. Hundreds of experts come together to handpick these recommendations based on decades of collective experience. So far we have served 4 Million+ satisfied learners and counting.

Online Education Market in Europe [Deep Analysis] [2024]

Executive Education Market in the United States [Deep Analysis] [2024]

20 Free Architecture Courses [2024]

10 Free Microsoft Azure Courses [2024]

Is the Future of Online Education Bleak? [2024]

30 Free SQL Courses [2024]

Get Certified Today

Wherever you are in your discovery of california wine, we have a class that’s right for you..

We offer four levels, from novice (no wine knowledge required) to expert. Each level builds upon the previous one and covers history, geography, climate, soils, grapes, viticulture, vinification, aging/maturation, wine law, official classifications, terminology, producers, vintages and the business of wine. Classes are a convenient mix of self-study and online classes, designed to complete according to your own schedule. Upon successful completion of an exam, you will receive a Capstone California wine certificate, providing the knowledge to move on to the next level (although exceptions are made for those with an existing wine background).

Our goal is to create an accessible course for as many interested trade professionals as possible around the globe! So if you are interested in the program and would like to enroll in our scholarship program, please apply  here .

Introductory Level 1 | 6 Hours | US$175

The Introductory Level 1 covers six hours of wine curriculum, beginning with major eras in the history of California wine, including the Mission era, post-Gold Rush, Prohibition, and modern times. Level 1 candidates will:

• Learn how California's geography, the Pacific Ocean and mountain ranges affect viticulture and wine styles.
• Acquire fundamental knowledge of grape-growing practices and the specifics of viticulture compared to other agriculture, including the ability to identify and describe the important grape varieties grown in California.
• Receive an introduction to the American Viticultural Area (AVA) system, including the world-famous AVAs of Napa Valley, Sonoma County and Santa Barbara County.
• Explore California's iconic wineries, such as Ridge Vineyards, Frog’s Leap Winery and Robert Mondavi Winery.
• Learn about the key statistics for California wine in global production, consumption and exports.

To check out the curriculum, visit our course website  here .

Intermediate Level 2 | 20 Hours | US$375

The Intermediate Level 2 course builds on Level 1 with 20 hours of curriculum and an additional tasting component. For theory, students will cover important events in California's wine history timeline and identify key figures who helped shaped the state’s wine industry, as well as:

• Learn about important geographical factors in major California regions such as rivers, dry creeks and important mountain ranges including the Coastal Range, Mayacamas Mountains, the Vaca Range and Santa Cruz Mountains.
• Take a deeper look at seven of California’s key grape varieties by exploring the growing regions where they are grown and their distinctive taste profiles.
• Build understanding about the annual life cycle of the vine and related terms including: flowering, bud break, véraison, trellising, pruning, green harvest, harvest timing and more.
• Learn winemaking fundamentals and explore cooperage variations (French vs. American vs. other European oak) and how wine style is affected by oak selection.
• Delve deeper into historic AVAs in Lodi and the Sacramento Delta, Mendocino County, Paso Robles, San Luis Obispo County, Monterey County and Santa Cruz Mountains.

Advanced Level 3 | 50 Hours | US$975

The Advanced Level 3 course builds on Levels 1 and 2 with 50 hours of curriculum, consisting of more rigorous tasting requirements and theory covering additional detail about the topics introduced in previous levels as well as introducing new concepts, including:

• California’s wine history: establishment of missions, introduction of vitis vinifera in California, the Gold Rush, late nineteenth-century expansion, Prohibition, post-WWII, the 1960s boom, the return of phylloxera and the age of the wine critic.
• The Winkler index: U.C. Davis degree day system and its pros and cons.
• Soil types commonly found in California; soil balance and health; sustainable and organic farming; organic certifications.
• Viticulture and clonal selection of Sauvignon Blanc, Chardonnay, Pinot Noir, Cabernet Sauvignon, Merlot, Syrah and Zinfandel.
• Sparkling and rosé wines.
• Advanced viticultural concepts of rootstocks (vigor and disease resistance), grafting, phylloxera and other vineyard pests, dry farming vs. irrigation.
• In-depth exploration of AVAs/wine regions, including: Lake County, Solano County, San Benito County, Santa Clara County, Amador County, El Dorado County, San Joaquin Valley, Sacramento Valley, Madera County and Temecula Valley.

More information about this level COMING SOON.

Expert Level 4 | 125 Hours | US$3,750

The Expert Level 4 course covers 125 hours of curriculum, designed for students with a serious commitment to the understanding of California wine. In this course, students must complete a demanding set of tasting requirements and:

• Follow a detailed chronology of California wine from the late eighteenth century to the present, that introduces influential wine figures that played crucial roles in key historic events and dates.
• Learn about secondary rivers and lakes in California wine regions including Clear Lake and the San Joaquin River.
• Learn how climate change is affecting viticulture in California and what vineyard/winery owners are doing to mitigate it.
• Conclude the discussion on Chardonnay, Sauvignon Blanc, Cabernet Sauvignon, Pinot Noir, Zinfandel, Merlot, Syrah with a review of winemaking techniques and wine and food pairings.
• Explore additional white wine grape varieties (Pinot Gris, Muscat, Chenin Blanc, Riesling and Viognier), as well as additional red wine grape varieties (Petite Sirah, Malbec, Barbera, Petit Verdot and Grenache).
• Continue the exploration of California's AVAs/wine regions, including Placer County, Nevada County, Calaveras County, Yuba County, Los Angeles County, Cucamonga Valley, San Diego County and others.
• Conduct a comprehensive study of the best vintages in the last 20 years for Napa Valley, Sonoma County, Lodi, Paso Robles and Santa Barbara County.

Those who achieve the Expert Level of the Capstone California Wine Certification program will be awarded the opportunity to participate in an immersive, educational wine tour of California and to pursue the Ambassador Level 4 certification. More information about this level COMING SOON.

Ambassador Level 4 | 125 Hours with an Immersion Trip to California | US$4,250

The Ambassador Level 4 course is designed for those seeking to build critical knowledge and to be a thought leader in California wine. To achieve this top certification, a student needs to complete an in-person educational program in California consisting of: “Train the Trainer” sessions, blind tastings, vineyard/winery visits and a written exam, all led by a team of prominent wine educators, Master Sommeliers and Masters of Wine. Certified California Wine Ambassadors are qualified to teach all levels of the Capstone California Wine Education course and lead seminars on California wines around the world.

Environmental Studies and Sciences

Department of environmental studies and sciences.

Professors: Leslie Gray (Department Chair), Lisa K. Kealhofer, Michelle A. Marvier

Associate Professors: Christopher Bacon, Virginia Matzek, Iris Stewart-Frey

Assistant Professors: Charles Gabbe, Hari Mix

Lecturer: Stephanie Hughes

The Department of Environmental Studies and Sciences (ESS) offers interdisciplinary programs of study leading to a bachelor of science in environmental science or environmental studies. A minor in environmental studies is also available. These programs provide students with the intellectual foundation they will need in addressing crucial environmental challenges of the 21st century such as human population growth, urban sprawl, deforestation, global climate change, waste disposal, air and water pollution, loss of biodiversity, and the need for renewable energy.

ESS programs are enriched by colloquia, including biweekly seminars, featuring presentations on environmental topics by journalists, politicians, business people, scientists, and other scholars. Majors in ESS are expected to apply their knowledge outside the classroom by completing an approved internship or research experience, culminating in ENVS 198 (Environmental Proseminar). During their senior year, ESS students conduct research or an interdisciplinary group project with community stakeholders in ENVS 101 (Capstone Seminar).

ESS students are encouraged to study abroad. Courses such as ENVS 144 (Natural History of Baja L&L) include one week of immersion travel during University breaks. In addition, many summer and academic year courses taken through approved study abroad programs will count toward the requirements of the environmental studies and sciences majors and minors.

Each student works with a faculty advisor, who helps integrate the classroom curriculum with the student's plans for future study and/or work in environmental fields.

Requirements for the Majors

Major in Environmental Science

In addition to fulfilling undergraduate Core Curriculum and College of Arts and Sciences requirements for the bachelor of science degree, students majoring in environmental science must complete the following departmental requirements:

ENVS 21, 22, 23, 101, 122, 198

BIOL 160/ENVS 110

CHEM 11, 12, 13

MATH 11 or MATH 35

ANTH 50/ENVS 50/POLI 50

ENVS 79 or PHIL 29

Select one of the following course series: BIOL 1A, 1B, 1C or CHEM 31, 32 or PHYS 11, 12, 13 (PHYS 31, 32, 33 can be substituted)

One course from ANTH 140/ENVS 136, ANTH 154, CENG 124/ENVS 124, COMM 120A, ECON 111, ENVS 120, ENVS 128, ENVS 146, ENVS 147, ENVS 149/POLI 146, ENVS 150, ENVS 155, ENVS 158/PSYC 158, ENVS 167, ETHN 156

Attend 10 approved Environmental Studies and Sciences environmental colloquia

Environmental science majors shall select a concentration in Applied Ecology or in Water, Energy, and Technology. Alternatively, students may work with their advisors to design an individualized plan of study.

Applied Ecology concentration

BIOL 1A, 1B, 1C recommended

Four courses, at least one of which must include a laboratory component, from ANTH 145/ENVS 137, BIOL 134, BIOL 151/ENVS 151, BIOL 153/ENVS 153, BIOL 156/ENVS 156, BIOL 158, ENVS 117, ENVS 132, ENVS 141, ENVS 144, ENVS 160

Water, Energy, and Technology concentration

CHEM 31, 32 or PHYS 11, 12, 13 or PHYS 31, 32, 33

Four courses, at least one of which must include a laboratory component, from CENG 119, CENG 139, CENG 140, CENG 143, CENG 160, CENG 161, CENG 163, ENVS 80, ENVS 117, ENVS 145, ENVS 148, ENVS 160, ENVS 165, ENVS 166, ENVS 185

Major in Environmental Studies

In addition to fulfilling undergraduate Core Curriculum and College of Arts and Sciences requirements for the bachelor of science degree, students majoring in environmental studies must complete the following departmental requirements:

ANTH 50/ENVS 50

One course from ANTH 112, BIOL 160/ENVS 110, COMM 110, ECON 41/42, OMIS 40, POLI 101, PSYC 40, SOCI 120

One course from BIOL 151/ENVS 151, BIOL 153/ENVS 153, ENGR 60, ENVS 80, ENVS 145, ENVS 148, ENVS 160, ENVS 165, ENVS 166, ENVS 185

Environmental studies majors shall select one of the following concentrations: Green Business; Environmental Policy, Law, and Politics; Sustainable Development; or Environmental Humanities. Alternatively, students may work with their advisors to design an individualized plan of study.

Green Business concentration

Three courses from ECON 101, ECON 111, ECON 120, ENVS 167, MGMT 172, MKTG 189, OMIS 108E

One course from any other environmental studies concentration

Environmental Policy, Law, and Politics concentration

Three courses from CENG 124/ENVS 124, COMM 120A, ENVS 120, ENVS 128, ENVS 150, ENVS 155, ENVS 158/PSYC 158, PHSC 142, POLI 123, POLI 167

Sustainable Development concentration

Three courses from ANTH 140/ENVS 136, ANTH 154, ENVS 128, ENVS 132, ENVS 141, ENVS 144, ENVS 146, ENVS 147, ENVS 149/POLI 146, ENVS 150, ENVS 155, ENVS 167

Environmental Humanities concentration

Three courses from ANTH 145/ENVS 137, COMM 120A, ENGL 154/ENVS 154, ENVS 131, ENVS 142, ENVS 143, ENVS 158/PSYC 158, RSOC 140

Requirements for the Minor

Minor in Environmental Studies

Students must fulfill the following requirements for a minor in environmental studies:

ENVS 21, 22, 23

One course from ANTH 112, ANTH 145/ENVS 137, BIOL 160/ENVS 110, CENG 160, COMM 110, ECON 41/42, ENVS 115, ENVS 116, HIST 100, OMIS 40, POLI 101, PSYC 40, SOCI 120

One course from CENG 124/ENVS 124, COMM 120A, ENVS 120, ENVS 122/POLI 157, ENVS 128, ENVS 147, ETHN 156, POLI 123

One course from ENVS 79, TESP 152, PHIL 29, RSOC 140, TESP 26, TESP 84, TESP 173, TESP 192

Three additional courses from the lists above or ANTH 50/ENVS 50, ANTH 140/ENVS 136, ANTH 154, BIOL 131, BIOL 150, BIOL 151/ENVS 151, BIOL 153/ENVS 153, BIOL 156/ENVS 156, BIOL 157, CENG 119, CENG 139, CENG 140, CENG 143, CENG 160, CENG 161, CENG 163, ECON 101, ECON 111, ENGL 154/ENVS 154, ENGR 60, ENVS 20, ENVS 50, ENVS 80, ENVS 95, ENVS 116, ENVS 128, ENVS 131, ENVS 132, ENVS 136, ENVS 141, ENVS 142, ENVS 143, ENVS 144, ENVS 145, ENVS 146, ENVS 148, ENVS 149/POLI 146, ENVS 151/BIOL 151, ENVS 153/BIOL 153, ENVS 154/ENGL 154, ENVS 155, ENVS 156, ENVS 158/PSYC 158, ENVS 160, ENVS 165, ENVS 166, ENVS 167, ENVS 185, ENVS 191, ENVS 195, ENVS 196, ENVS 197, ENVS 199, MGMT 172, MKTG 189, OMIS 108E, PHSC 142

Attend six approved Environmental Studies and Sciences environmental colloquia or complete ENVS 140

Lower-Division Courses: Environmental Studies and Sciences

1a. and 2a. critical thinking & writing i and ii.

A two-course themed sequence featuring study and practice of academic discourse, with emphasis on critical reading and writing, composing processes, and rhetorical situation. The second course will feature more advanced study and practice of academic discourse, with additional emphasis on information literacy and skills related to developing and organizing longer and more complex documents. Topics may include the rhetoric surrounding current environmental issues, and environmental criticism with a variety of media. Successful completion of CTW I (ENVS 1A) is a prerequisite for CTW II (ENVS 2A). (4 units each quarter)

11A. and 12A. Cultures & Ideas I and II

A two-course sequence focusing on a major theme in human experience and culture over a significant period of time. Courses emphasize either broad global interconnections or the construction of Western culture in its global context. Themes may include nature, imagination, and environment in myth, art, literature, music, drama, story, philosophy, and sacred text. Successful completion of C&I I (ENVS 11A) is a prerequisite for C&I II (ENVS 12A). (4 units each quarter)

20. The Water Wars of California L&L

This course will use the history of water resource use and abuse in the state of California as a backdrop for investigating the interplay of hydrology, climate, and human population growth. Students will examine factors that affect the supply, distribution, demand, and quality of fresh water in the state of California. The important roles of climatic processes, variability, and global climate change will be highlighted, and population pressures on water resources will be analyzed. Concepts will be reinforced by field projects and through comparative case studies from California and beyond. Laboratory 15 hours. (4 units)

21. Introduction to Applied Ecology L&L

This course presents an introduction to environmental issues, seen through the lens of the biological sciences. Basic scientific concepts at different scales of biological organization, from genes to ecosystems, are illustrated by their application to contemporary environmental questions. In lecture, students are expected to think critically, read widely, and participate in group discussions. In laboratory and field exercises, the emphasis is on applying the scientific method and analyzing data. Laboratory 15 hours. Saturday field trip required. (4 units)

22. Introduction to Environmental Studies

This course presents environmental studies as an interdisciplinary academic field focused on society-nature relations. In part one, we examine population, markets, institutions, ethics, hazards, political economy, and social construction as core social science perspectives. Part two uses these approaches to explain nature-society puzzles related to agriculture, food, energy, climate change, biodiversity, forests, oceans, and land use change. In each of these cases, we focus on specific objects and their context (e.g., tuna in the Pacific Ocean or redwood trees in Northern California), as we analyze human-environment interdependence, and assess the complex causes, consequences, and potential responses to change processes occurring at the local, national, and global scales. We will also consider the personal and collective dimensions of social change through environmental civic engagement. (4 units)

23. Introduction to Earth Systems L&L

This course will investigate the workings and complexities of the Earth system, including the interactions, synergies, and feedbacks that link the geologic, oceanic, hydrologic, and climate system. Building on basic physical and chemical principles, students will study how continents, soils, oceans, freshwater reservoirs, and the atmosphere formed, which processes are taking place to change them, and how they are affected by human action. Understanding of the concepts will be deepened by laboratory activities and a field trip. Laboratory 15 hours. (4 units)

50. World Geography

Provides an understanding of world geography through an appreciation of contemporary global problems in different world regions. Broad topics that will be covered include globalization, demographic trends, economic development and underdevelopment, human-environment interactions, changing cultures, and geopolitics. These topics will illustrate the distribution of political, cultural, socioeconomic, and physical processes and features around the world and will be covered at local, regional, and global scales. Also listed as ANTH 50. (4 units)

79. Environmental Thought

Using an ecocritical approach, this course examines primary and secondary sources related to the evolution of environmental thought in modern times. The work of seminal thinkers from within the conservation movement, environmental philosophy, and environmental sciences will be explored, as well as the social and economic influences in post-World War II America that created the modern environmental movement. (4 units)

80. Energy and the Environment

From oil spills to coal mine accidents, from foreign policy impacts to climate change, energy has been a top news story. This course explores the basics of traditional fossil fuel energy production and alternative energy sources including natural gas, nuclear, biomass, wind, solar, hydropower, and fuel cells. Students will explore the energy demands of the United States relative to other countries and seek to piece together the multifaceted puzzle of energy production, storage, and transmission, as well as conservation and efficiency. Students will gain an understanding of the vast array of societal and environmental impacts of our energy demands, while defining opportunities and challenges for the future. (4 units)

95. Sustainable Living Undergraduate Research Project (SLURP)

This course is designed to promote a culture of sustainability within the residential learning communities of the modern university. Students engage in intensive research over the course of the academic year and will compile and present their results during the spring quarter. Enrollment is limited to residents of the SLURP floor in the CyPhi Residential Learning Community. (2 units in each of two academic quarters)

Upper-Division Courses: Environmental Studies and Sciences

101. capstone seminar.

A guided group and individual research course that each year is aimed at tackling a wide range of environmental issues for a sustainable Silicon Valley. Most students work in groups as consultants for local stakeholders on a wide range of interdisciplinary projects, ranging from a proposal to expand bus rapid transit, determining wildlife mitigation corridors, and determining regulatory recommendations on greywater disposal, to assessing green space access and social equity. Individual capstone projects under faculty mentorship are also possible. Students develop project management skills, write individual and group papers, and present their research findings at a poster session for ESS faculty and community stakeholders at the end of the quarter. Some students pursue their research after the course, even to the point of publication. Prerequisites: Senior class standing; ENVS 21, 22, and 23; and ENVS 110, 115, or 116. (5 units)

110. Environmental Statistics L&L

A course in applied statistics for environmental researchers. Students gain training in sampling, experimental design, survey design, quantitative analysis, and hypothesis testing. Theory and concepts are covered in lectures and readings. Laboratory sessions provide practical experience using statistical software. Examples used in lectures and lab assignments are derived from the fields of biology, public health, and environmental studies and sciences. Laboratory 30 hours. Also listed as BIOL 160. Prerequisite: BIOL 1C or BIOL 25 or ENVS 21. (5 units)

116. Introduction to GIS

Spatial analysis helps to address critical questions in the environmental field, such as whether environmental burdens are disproportionately affecting disadvantaged communities or where habitat conservation measures might be most effective. Geographic Information Systems (GIS) can be used to overlay different kinds of spatial data for mapping and analysis. The class will use a project-based approach to generating, querying, analyzing, and displaying GIS data utilizing industry standard software. Prerequisite: ENVS 21 or 23 recommended. (5 units)

117. Intermediate GIS

This course will use a project-based approach to understanding and applying intermediate GIS tools with an emphasis on environmental problem solving, spatial statistics, networks, and workflow efficiency through model building and Python scripting. Class material will include practice for the ESRI ArcGIS desktop associate exam. Prerequisite: ENVS 116. (5 units)

120. Introduction to Environmental Law and Regulation in the United States

Introduction to the U.S. legal system's approach to environmental protection. Topics include the roles of legislatures and environmental agencies at the federal, state, and local levels; the independent role of the judiciary in establishing environmental law; and specific statutes such as the Clean Air Act. Students evaluate questions of federalism, uses of economic incentives, and relationships between environmental protection and economic growth. Prerequisite: ENVS 22 recommended. (5 units)

122. Environmental Politics and Policy

This course analyzes environmental governance in the last half century and focuses on the social dimensions and impacts of policy change. Part one introduces environmental politics and policymaking processes in the context of history, different justifications, and competing interests and values. Part two compares regulatory approaches and policy tools, as we examine key pieces of environmental legislation in the United States, including the Clean Air, Clean Water, National Environmental Policy, and Endangered Species Acts. This section focuses on air pollution; climate policy and waste; addressing issues of local, state, and national regulations; environmental justice; scientific uncertainty; representation; and the politics of policy change. Part three examines the rise of sustainability agendas, highlighting the roles of civil society and corporate firms. A concluding discussion explores how civic engagement and innovations could accelerate transitions towards a greener economy. Students compose policy memos, participate in debates, and collaborate with their peers in a team-based role-playing simulation game. Also listed as POLI 157. Prerequisite: ENVS 22 or ENVS 79 or POLI 1. (5 units)

124. Water Law and Policy

Introduction to the legal and regulatory concepts related to water. Examines rights, policies, and laws, including issues related to water supply and access (water transfers/water markets, riparian and appropriative doctrines), flood control, water pollution and quality (the Clean Water Act, EPA standards, instream flows for fish), and on-site stormwater management/flood control. A focus on California water law and policy is complemented with some national and international case studies. Also listed as CENG 124. Prerequisite: ENVS 22 recommended. (5 units)

128. Urban and Environmental Planning

This course uses the lens of sustainability to examine major issues in land use, transportation, housing, economic development, public health, environmental planning and restoration, environmental justice, and public participation. In an age of climate change and rising economic inequality, students in this course will critically evaluate the role of urban planning in solving or sometimes exacerbating these kinds of incredible challenges. In doing so, this course will also offer students the opportunity to engage with real-world planning issues in the Bay Area and beyond. Prerequisites: ENVS 22 and 23 or permission of instructor. (5 units)

131. Environmental Education

Environmental education plays a fundamental role in our attempts to make human systems more sustainable. An introduction to the study and practice of environmental education. Surveys philosophies, theories, and methods of environmental education with a special emphasis on techniques for engaging K--12 students in outdoor settings to maximize learning of environmental concepts and to improve the students' understanding of their personal connections to nature. Introduces creative ways that we as current or future teachers, parents, or mentors can use active study of and interactions with the outdoor environment to engage young people in the study of environmental systems and basic biological, chemical, and physical sciences. A portion of the course will be taught in field-based settings. Students will participate in service-learning projects that will give them practical experience planning and leading environmental education lessons. Especially valuable for future teachers. Prerequisite: ENVS 21, 22, 23, or BIOL 1C. (5 units)

132. Agroecology L&L

The goal of agroecology is to reduce the negative impact of farming while meeting the food needs of the world. Examines in a holistic framework the ecological principles and processes that govern agroecosystem productivity and stability. A wide variety of agricultural management practices and designs are assessed and discussed in terms of their capacity to sustain long-term production. Students will also learn research methods that explore the resilience and sustainability of agroecosystems. One required weekend field trip. Laboratory 30 hours. Prerequisite: BIOL 1C, or both ENVS 21 and 23. (5 units)

136. Food, Culture, and the Environment

Exploration of the history and impact that food choices have made on human societies. Several foods that have become staples in the world today, like sugar, pepper, and various grains, have significantly affected the environment, patterns of land use, economy (both local and global), cuisine, and the meaning of meals and food sharing. Class topics illustrate how food choices shape cultural groups and interaction, as well as how they shape environmental change. Also listed as ANTH 140. (5 units)

137. Historical Ecology

Historical ecology investigates the historical relationships between cultures and their environments. Students will use various types of data, including historical documents, maps, and land use information, to learn how to reconstruct the historical ecology of the Santa Clara Valley. Also listed as ANTH 145. (5 units)

141. Environmental Biology in the Tropics

This summer course examines tropical biology and ecology and their relationship to issues of sustainable development. The course includes 1.5 weeks of instruction at SCU and 3.5 weeks of field study in Costa Rica. Particular emphasis on tropical ecology, community ecology, reforestation and restoration ecology, sustainable agriculture and fair trade, and ecotourism. Taught in conjunction with ANTH 197. Enrollment by application via International Programs. Prerequisite: ANTH 1 or BIOL 1C or ENVS 21. (5 units)

143. Literatures of Environmental Apocalypse

In this course we look at the concept of "environmental apocalypse" through an exploration of various works of fiction, nonfiction and film. First, we will explore the idea of the "end" or "death" of "nature," then we turn to the more literal sort of apocalypse (caused by global nuclear war and/or global warming). (5 units)

144. Natural History of Baja L&L

Examines the natural history of Baja California Sur, with emphasis on the taxonomy of marine and terrestrial organisms, the ecology of desert and coastal ecosystems, and the biogeography of the peninsula. Meets twice a week in winter quarter and culminates in a 10-day spring break trip to the Sierra de la Laguna region and the Isla Espiritu Santo complex. Students will become familiar with desert, riparian, beach, mangrove, and rocky intertidal habitats, develop field observation and species identification skills, and explore local conservation challenges. Laboratory 30 hours. Prerequisites: BIOL 1C or ENVS 21 or permission of instructor. Enrollment by application only. Travel fees required. Also listed as BIOL 144. (5 units)

145. Environmental Technology

A survey course covering a variety of environmentally conscious technologies. Addresses "bleeding edge" as well as more traditional technologies that enhance both human welfare and environmental quality in both the developed and developing countries. Students will concentrate on environmentally conscious technologies used in the general areas of air quality, biotic systems, climate, energy, land, population, transportation, waste, and water. Prerequisite: ENVS 23 or by permission of instructor. (5 units)

146. Agriculture, Environment, and Development: Latin America

Offers a cross-disciplinary examination of the prospects for "sustainable development" in rural areas of Latin America. Students will use diverse points of view to look at interactions between poverty, development, and environmental degradation. While there is no single, universally accepted definition of sustainable development, a central goal of this course is that each student will come away with the ability to understand the key elements that distinguish different discourses on this subject. Prerequisite: ENVS 22 recommended. (5 units)

147. International Environment and Development

Examines the intersection of environment and development in the developing world. Students will explore meanings and measures of development as well as international institutions that influence development and environmental policy. Conceptual frameworks for addressing human-environmental relationships, including globalization, famine and hunger, sustainable development, population-poverty interactions, and gender will be explored. Specific topics to be covered include deforestation, water use, conservation and development, oil extraction, and urbanization. Prerequisite: ENVS 22 or by permission of instructor. (5 units)

148. Solar Revolution

Solar energy is more than just photovoltaic (PV) arrays on a roof. Learn about different types of PV technologies as well as passive solar design, and concentrated solar thermal (making power at the level of a conventional power plant!). Find out the key technological, environmental, and economic issues, and what it would take to employ solar energy to greatly decrease our reliability on fossil fuels. Students will use the United States as well as numerous examples in developed and developing countries as case studies. Prerequisite: ENVS 21, 22, 23, or 80. (5 units)

149. African Environment and Development

Students will gain an in-depth understanding of Africa's diversity and dynamism, considering how people and environments have interacted through space and time. We will examine Africa's social, cultural, economic, political, and environmental systems to understand Africa's trajectory of development. Also listed as POLI 146. (5 units)

150. Political Ecology

Explores political ecology as a field of study and as a critical tool to analyze environmental issues. Focuses on going beyond simplified explanations about environmental problems, tracing environmental change to broader political, economic, and cultural issues. Topics explored will include land degradation, conservation through parks and reserves, land use conflicts, science and power, social movements, urban pollution, and public health. Course readings include case studies from across the globe to examine how political ecology research engages issues and how it offers critical insights needed to address environmental problems. Challenges students to critically examine their own interpretations and understandings of today's most important environmental issues. Prerequisite: ENVS 22 or by permission of instructor. (5 units)

151. Restoration Ecology L&L

The science and practice of restoring degraded ecosystems, with an emphasis on plant ecology. Through fieldwork on restoration experiments, conversations with managers, and examination of literature case studies, students will grapple with basic questions: How do we decide what to restore? How do we restore it? And how do we know if we're finished? Emphasis on reading and writing scientific papers, understanding data analysis, writing a restoration plan, and judging the success of restoration projects in meeting goals of biodiversity and ecosystem function. Laboratory and field work 30 hours, including a weekend field trip. Also listed as BIOL 151. Prerequisite: BIOL 23, or both ENVS 21 and 23. (5 units)

152. Faith, Ethics, and Biodiversity

Critical investigation of the global collapse of biological diversity. Religious implications of the environmental crisis, and a survey of the relio-ethical analysis and response by major faith traditions in light of the greening of religion. Examines the role that ethics can play in articulating conversation initiatives. Also listed as TESP 152. (5 units)

153. Conservation Science

Conservation is a scientific enterprise and a social movement that seeks to protect nature, including Earth's animals, plants, and ecosystems. Conservation science applies principles from ecology, population genetics, economics, political science, and other natural and social sciences to manage and protect the natural world. Conservation is all too often seen as being at odds with human well-being and economic development. This course explores the scientific foundations of conservation while highlighting strategies to better connect conservation with the needs of a growing human population. We will examine whether conservation can protect nature, not from people, but for people. Also listed as BIOL 153. Prerequisite: BIOL 1C, or both ENVS 21 and 23. (5 units)

154. Literature & Environment

What assumptions in Western thought undergird ideas about the relationship between humans and the natural world? While literature and the environment have a long shared history, only in the last two decades has serious consideration and critique been given to the nature of this connection and what it means for both of these expansive and problematic terms. This course will explore ideas and facts about our environment from three different perspectives (nonfiction environmental writing, theory, and contemporary fiction) to help us understand how these powerful assumptions developed and how we might change our priorities to create a sustainable future. This course fulfills one of the requirements for the Literature and Cultural Studies track in the major and minor in English or can serve as an elective; it fulfills the pathway in sustainability; and it also fulfills one of the requirements for ENVS majors and minors in the Environmental Studies concentrations in Environmental Thought. (5 units)

155. Environmental and Food Justice

This course unites two vibrant fields for academic study and arenas for social, political, and ecological action. Environmental justice as a principle affirms the right of all people to healthy livable communities. Environmental injustice occurs when environmental benefits and burdens are unevenly distributed along the lines of identity, including race, class, and/or nationality. Food justice research addresses inequalities in food access and studies the patterns, causes, and solutions associated with increasing hunger and obesity among eaters and the accumulation of environmental costs in agricultural landscapes. After reviewing several seminal studies in environmental and food justice, this class delves into case studies in California and Central America. Learners will conduct a major research project, participate in team-based collaborations, and engage local communities as part of this course. Prerequisite: ENVS 22 or 79. (5 units)

156. General Ecology L&L

Quantitative study of the interrelationships of organisms with their biotic and abiotic environments. Emphasis on population dynamics, interspecific relationships, community structure, and ecosystem processes. Laboratory and field work 30 hours, including one weekend field trip. Also listed as BIOL 156. Prerequisites: BIOL 1C. (5 units)

157. Conservation Biology L & L

Explores the applications of ecological and genetic principles to the conservation of biological diversity. Emphasis on quantitative tools, including trend analysis, population viability analysis, and population genetics. Laboratory and fieldwork involve exercises with local plants and animals, as well as computer exercises using data for endangered species. Laboratory and field work 30 hours. Prerequisite: BIOL 1C. Also listed as BIOL 150. (5 units)

158. Conservation Psychology

Many environmental problems (e.g., global warming, pollution, biodiversity loss, and resource depletion) are caused by human behavior, and changing this behavior is necessary in order to solve them. Topics include psychological reasons (emotions, thoughts, values, motivations, social context) why people behave in environmentally sustainable or unsustainable ways, and how psychology can be used to develop policies and other interventions to help promote sustainable behavior. Also listed as PSYC 158. Prerequisites: PSYC 1, 2, 40, and 43, or permission of the instructor. (5 units)

160. Water Resources L&L

This course covers fundamental concepts in hydrology and water resources management such as precipitation, runoff, and infiltration, flow in streams and aquifers, floods and droughts, water budgets, water delivery systems and stream restoration, water cycling, use, treatment, pollution, and conservation. Interactions between water and human societies, ecosystems, agriculture, natural resources, and climate are explored through domestic and international case studies. Course concepts are reinforced through indoor and outdoor class and laboratory exercises and field trips. Laboratory 30 hours. Prerequisite: ENVS 21 or 23, or by permission of instructor. (5 units)

161. Water Security

UN millennium development goals include access to safe drinking water and basic sanitation for all people, yet in many places those have remained an elusive goal. Water security invokes the idea of risk, but also of action, and resonates with governments, managers, academics, donors, activists, and organizations. In this course we will analyze frameworks and approaches to water security. Through critical evaluation of the recent literature and principles from the fields of environmental science and studies, students will gain perspectives on barriers and solutions to safeguarding access to adequate quantities of acceptable quality water for sustaining livelihoods, ecosystems, and human well-being. This class satisfies the requirements for an upper division elective in the environmental sciences, a natural science elective for environmental studies majors, and an advanced writing course for the University Core. (5 units)

165. Climate Science and Solutions

Students will gain an in-depth understanding of the physical processes involved in climate change, as well as its socioeconomic consequences. The course also explores the strengths and weaknesses of policies and other tools used to mitigate or adapt to climate change. Prerequisite: ENVS 23 or by permission of instructor. (5 units)

166. Climate Change: Past to Future L&L

Human-caused changes to the climate system are now widely accepted and expected to have great effects on physical, biological, and human systems from sea level rise to human disease, ocean acidification and mass extinction. We will explore climate change in three broad units: (1) foundational aspects of the climate system such as Earth's energy balance, greenhouse effect, carbon cycle, and circulation of the oceans and atmosphere; (2) evolution of the climate system throughout Earth's history; and (3) impacts, vulnerabilities, and solutions for modern climate change. Students will model Earth's energy balance, examine Earth's carbon and water cycles in the field and lab, experimentally determine sea level rise with water isotopes, and use climate models to predict future changes. Lectures and discussions of current scientific literature and government documents will be motivated by student interest. Laboratory 30 hours. Prerequisite: ENVS 23 (5 units)

167. Innovation for Climate Justice

Confronting climate disruption threatens to roll back progress in economic and sustainable development, especially for less developed regions. This course introduces climate justice as an ethical framework for understanding the unequal distribution of climate-related harms on the poor. The geography of climate change impacts are explored and students will evaluate innovation and entrepreneurship as climate adaptation strategies, with a particular focus on sustainable solutions. (5 units)

185. Garbology

This class follows the path of our waste products as they are landfilled, burned, treated, recycled, reused, dumped on minority communities, or shipped abroad. Building on basic chemical and biological principles, we explore the ultimate fate of organic and inorganic waste. We look to the past and to other societies to better understand how we got to this throw-away society and what we can learn from past practices and other cultures. We explore sustainable solutions including new efforts to reduce our waste such as "extended producer responsibility," design-for-disassembly, green chemistry, and zero waste. Students will also learn how to utilize the "life cycle analysis" approach as a basis for those daily decisions such as paper versus plastic. Prerequisite: ENVS 23. (5 units)

195. Sustainable Living Undergraduate Research Project (SLURP)

This research-based course is designed to promote a culture of sustainability within the residential communities of Santa Clara University. Students will engage in intensive research over the course of winter and spring quarters and will compile and present their results during the spring quarter. (2 units in each of two academic quarters)

196. Special Topics in Environmental Studies

Course content and topics vary depending on the professor. (Variable units)

197. Special Topics in Environmental Science

198. environmental proseminar.

A seminar course for graduating seniors intended to permit reflection on an internship or research experience and foster the further development of professional skills. Prior to enrolling, students must complete 100 hours of work in one of the following two options: (1) an approved off-campus environmental internship (see your academic adviser for approval before initiating the internship), or (2) approved environmental research with SCU faculty (ENVS 199A or 199B) or as part of a study abroad program. Students pursuing option 1 enroll for 5 units; those pursuing option 2 enroll for 2 units. Students are graded P/NP only. Prerequisites: Completion of 100 hours of approved internship or research and senior class standing. (2 or 5 units)

199. Directed Reading or Research

Students who want to enroll in 199A or 199B should meet with the faculty supervisor no later than the fifth week of the term preceding the start of the project. Prerequisite: A written description of the proposed project must be presented to the department chair for approval. (1--5 units)

199A. Directed Reading in Environmental Science or Environmental Studies

Detailed investigation based on directed readings on advanced environmental topics, under the close supervision of a faculty member. Prerequisite: Permission of department chair and instructor before registration. (1--5 units)

199B. Directed Environmental Research

Supervised laboratory, field, or other research under the guidance of a faculty member. The goal should be a written report suitable for publication or a conference presentation. Prerequisite: Permission of department chair and instructor before registration. (1--5 units)

results matching " "

No results matching " ".

• New! Member Benefit New! Member Benefit
• Featured Analytics Hub
• Resources Resources
• Member Directory
• Networking Communities
• Advertise, Exhibit, Sponsor
• Find or Post Jobs

• Learn and Engage Learn and Engage

• Compare AACSB-Accredited Schools
• Explore Programs

• Advocacy Advocacy
• Featured AACSB Announces 2024 Class of Influential Leaders
• Diversity, Equity, Inclusion, and Belonging
• Influential Leaders
• Innovations That Inspire
• Connect With Us Connect With Us
• Accredited School Search
• Accreditation
• Learning and Events
• Advertise, Sponsor, Exhibit
• Tips and Advice
• Is Business School Right for Me?

Teaching AI Skills Through Capstone Simulations

• To be competitive in today’s workplace, graduates must know how to leverage AI in every business function, particularly strategic decision-making.
• When students use AI in team-based simulations, they can gain additional insights by analyzing how their peers employ technology to create financial benefits.
• During simulations, students also can improve their skills in areas such as decision-making, problem-solving, communication, and data visualization using AI.

  Recent studies show that college students generally feel positive about using generative artificial intelligence (GenAI) to support their learning, but they have some apprehensions as well. Those conclusions are explored in a 2023 survey of almost 400 undergraduates and postgraduates at Hong Kong universities.

For instance, some students are concerned about the accuracy, privacy, and potential ethical violations of GenAI. Others worry that GenAI could impact their career prospects by diminishing the value of their skills and expertise or displacing them from their jobs.

However, most professionals believe that workers won’t be replaced by AI —they’ll be replaced by workers who know how to leverage AI. To remain competitive in the new business landscape, students must master AI-related skills such as prompt management, and they must learn how to use AI in virtually every business function.

Business graduates who understand how to use AI in strategic decision-making could even have an edge over experienced professionals who are currently in the workplace. That’s because very few of today’s executives currently are relying on AI in strategy discussions, according to a 2023 report from McKinsey & Company that features an interview with senior partner Yuval Atsmon.

Atsmon notes that, among respondents to a survey about using AI at work, only 7 percent say they rely on it in strategy or financial planning situations. By contrast, he says, “in areas like marketing, supply chain, and service operations, it’s 25 or 30 percent.” By failing to incorporate AI into strategy decisions, he says, business leaders lose the ability to understand root drivers of performance or anticipate future scenarios. He adds, “Both diagnostics and prediction are areas that AI can greatly improve today.”

For all these reasons, it is our role and responsibility as business faculty to provide students with safe spaces where they can become adept at using AI conscientiously. Part of our job is to help students understand the ways that generative AI can supplement—not replace—human capital and creativity. We want them to view AI not as a threat, but as a tool that enhances their learning and helps them accomplish their career goals.

A Practical Application

At Mercer University’s Stetson-Hatcher School of Business in Georgia, we prioritize active hands-on learning over passive theoretical learning. We believe that if we encourage students to leverage AI to solve complex interdisciplinary problems in a controlled learning environment with defined end-state goals, we will accelerate the pace at which they learn the new technology.

Business simulations provide users with opportunities to combine interdisciplinary subject knowledge from fields such as management, marketing, operations, finance, and accounting. As students incorporate existing knowledge into their decision-making processes, they also create new connections between business functions.

If we encourage students to leverage AI to solve complex interdisciplinary problems in a controlled learning environment, we will accelerate the pace at which they learn the new technology.

Therefore, in Mercer’s MBA capstone course on strategic management, our faculty allow students to use GenAI as a supplemental tool during their semesterlong simulation projects. In the capstone simulation from Capsim Management Simulation Inc. , students are assigned to fictional companies that manufacture and sell a variety of sensors to five different market segments.

Throughout the semester, they compete in teams for profitable market share by making decisions about product offerings, marketing mix, distribution channels, production capabilities, human resource policies, and financial actions. Competitive positions are measured by a scorecard that includes metrics such as ending stock price, contribution margin, customer awareness, and employee turnover.

To further enhance the active learning experience, we encourage students to leverage AI for their simulation performance. They can consult any type of generative AI, but we suggest ChatGPT. Our intent is to enable them to practice using it to solve problems the way they would in the real world.

At the beginning of the simulated competition, students are prompted “to consider the potential benefits of integrating AI into your learning and decision-making processes during the course of the Capsim simulation.” Students pose specific questions to the AI tool, then evaluate and iterate upon the answers that result. This enhances the realism of the simulation.

We suggest different categories of questions but allow the students to consult the AI tool for any purpose/function they prefer. On a discussion thread, students share the questions they have asked and their analyses of the AI’s responses. Then they read the posts of other students in the class and respond to at least one of them. This provides an opportunity for peer learning in a constantly changing context.

Notable Benefits

Toward the end of the competition, we ask students to once again reflect on their AI experience. We have found that, when students use AI during simulation projects, they enhance their learning in six ways. Most notably, they improve their decision-making abilities as they analyze the potential outcomes and consequences of different scenarios, and they enhance their problem-solving capabilities as they brainstorm potential solutions to common problems such as customer dissatisfaction.

While students find AI to be a powerful resource in the decision-making process, they quickly realize that they cannot blindly follow the AI’s suggestions. Instead, they have to rely on their own decision-making and assessment skills to evaluate the tool’s feedback and choose which of its suggestions to take.

Many report that they use AI as the starting point for their team discussions and build on its feedback. As they develop their prompt management skills throughout the project, students discover that the more precise they are with their prompts, the better responses they will receive from AI. They also find that general questions lead to general answers; accordingly, they learn to deepen their critical thinking to better define the problems to be solved.

While students find AI to be a powerful resource in the decision-making process, they quickly realize that they cannot blindly follow the AI’s suggestions.

There are four other benefits that come from having students use AI during business simulations:

They strengthen their strategy development skills as they brainstorm ideas and evaluate courses of action.

They enhance their communication capabilities as they facilitate collaboration and workload distribution in team interactions.

They improve their learning and adaptability skills when they adjust strategies based on competition and customer feedback. They can analyze the performance metrics of the teams they’re competing against to see how the tool can be deployed to create financial benefits. This experience improves learning outcomes.

They develop their data analysis and visualization skills as they generate reports; improve business metrics; and analyze market trends, competitor behavior, and financial data with the goal of making more informed choices.

Some students are overwhelmed by the breadth of the possible uses for AI. Others are intimidated by what they perceive to be a complex tool. Still others don’t think it is useful and actively avoid using it entirely. But when they’re working in the fictitious realm of a simulation, all students have an opportunity to apply AI tools within a safe environment as they work toward a specific goal.

The Student Perspective

One MBA student who recently found great value in using AI in the semesterlong simulation is Gregory Williams. Williams, a co-author of this article, is also a consultant at Microsoft. He argues that deploying AI in the classroom is integral for real-world preparedness because it bridges the gap between classroom learning and corporate expectations.

He also believes that AI can significantly enrich the learning experience by providing real-time data analysis, predictive analytics, and decision-making support, allowing students to engage in deeper, more strategic thinking.

Deploying AI in the classroom is integral for real-world preparedness because it bridges the gap between classroom learning and corporate expectations.

Williams proposes that, in addition to using the technology in capstone courses, universities take these three steps:

1. Invest in AI infrastructure. Universities should provide access to AI technologies and databases that reflect current industry practices, so students have a chance to work with tools used in the corporate world.

2. Provide mandatory, comprehensive AI training. Topics should include data security, ethical use of AI, and practical applications of AI in business decision-making. Williams believes that this training will demystify AI for students, meaning they will see it as a standard tool rather than a potential avenue for academic dishonesty.

3. Revise honor codes. Schools should specify what is allowed in terms of AI use and what constitutes a violation. This clarity will empower students to use AI without fear of unintended consequences.

Where We Are Now

In the past, business school graduates worried that their technical skills weren’t as advanced as those of engineering graduates. Today, they worry that their AI-related skills might not be strong enough to make them competitive in the job market.

Because AI can play such a vital role in the corporate sector, it is critical for business educators to actively encourage the use of AI in their classrooms. When schools align academic standards with industry practices, they will dissolve the barriers that inhibit the use of AI. Furthermore, they will foster environments where academic and corporate competencies are seamlessly integrated.

If we can supply students with hands-on learning opportunities in the classroom, we can ensure that they will feel less anxiety and more confidence about using AI tools in the workplace. If we want to develop business leaders who use AI responsibly, we need to create a curriculum in which students learn to embrace technology, not fear it.

• artificial intelligence
• career prep
• lifelong learning

	University of Houston
	Jul 01, 2024   2024-2025 Graduate Catalog (Catalog goes into effect at the start of the Fall 2024 semester)     2024-2025 Graduate Catalog (Catalog goes into effect at the start of the Fall 2024 semester) | Master of Education: College of Education Degree requirements. The following represents minimal expectations for the completion of a master’s degree in the College of Education.  Each department establishes specific degree requirements for its major areas.  For more information, students should consult the department or program of their choice. A Master’s degree in the College of Education requires a minimum of 30 graduate credit hours; however, some program areas require additional credit hours. A degree plan is required; students must complete a degree plan in MyAdvisor . The master level courses numbered at the 6000- and 7000-levels. The College of Education requires approval by a faculty advisor for all courses outside the college bearing numbers lower than 6000 for a degree program.  College of Education courses numbered lower than 6000 cannot apply toward a graduate degree. Students must earn all term credit hours, including Capstone, within the five years prior to graduation. The College of Education accepts a maximum of nine term credit hours of transfer credit from an accredited university, with the approval of a faculty advisor and the college’s Associate Dean of Graduate Studies. Transfer students must complete at least 24 graduate credit hours at the University of Houston (after admission to the graduate program).  Of these hours, no less than 18 graduate credit hours must be in courses numbered 6000 or above. All transfer and subsequent work require a minimum 3.00 grade point average (A=4.00).  Grades lower than a C does not count for graduate credit. A graduate student receiving a grade of C+ or lower in 12 term hours of credit at the University of Houston, whether or not in repeated courses, is ineligible for any advanced degree and cannot re-enroll for graduate study. Students use MyAdvisor to reflect benchmark requirements for degree completion; a degree plan requires approval by a faculty advisor, the program coordinator, the department chair, and the Dean prior to completing 18 semester hours of credit. Department Requirements All students in the CUIN Masters of Education program must take nine (9) graduate credit hours of common core (Professional Seminars I and II and Capstone). – Students satisfactorily complete a Capstone project during their final term of course work. Graduation Requirements Complete all applicable graduate coursework and benchmarks prior to proposed graduation.  Students should file an application for graduation in MyUH early in the final term of their degree.  The university’s Academic Calendar lists the application filing deadlines per term.  For more information, visit the college’s Office of Graduate Studies , 256 Farish Hall. 381 COMMENTS What Is A Capstone Course? Everything You Need To Know A capstone course allows college students to demonstrate expertise in their major or area of study. This course is typically required for graduation. Details can vary depending on the major ... What is a Capstone Course? A capstone paper may be 25 pages, whereas a thesis could be 100 or more. If you choose to further your education beyond a bachelor's degree, the capstone project could be an invaluable tool in preparing for a graduate thesis. Capstone Projects are About Your Success. Capstones of all programs are leading you to the end game, Czarnec said. Capstone course A capstone course, also known as a synthesis and capstone project, senior synthesis, among other terms, is a project that serves as the culminating and usually integrative praxis experience of an educational program mostly found in American-style pedagogy. Although somewhat different from an industry-oriented capstone project, case study, case ... Capstone Courses: What and Why A capstone course can have a variety of names, depending on where you go to school. A capstone might be called a culmination project, senior thesis, or a final exhibition. Don't be confused—under any name, the capstone is just a final assignment to help you synthesize and demonstrate what you've learned through your studies. What Is a Capstone Course? Well, in a general sense, a capstone course is a degree requirement that allows students to demonstrate their cumulative knowledge in their major. The concept can go by different names, including senior thesis, final exhibition, culmination project, full thesis, capstone experience, and more. However, what it involves is generally similar. Design a Capstone Experience Steps to consider. In pre-capstone courses: Integrate skills that will be highlighted in the capstone course, such as literature review and synthesis, data collection, recommendations of finding to real world settings (you can use VALUE rubric s as a guide) ; Use the learning goals established for the capstone course to help individual courses integrate goals earlier in the coursework ... What is a Capstone Project? All You Need to Know The capstone project can go by different names at many schools, but ultimately, it is a culminating project that helps showcase and tie together all that you have learned through your college experience. Some colleges refer to it as a capstone experience, a senior project, or senior exhibition. But regardless of the name, it is a highly ... What's a Capstone Project? And Why Do I Have to Take It? The capstone course is the last class in a program of study. It's called a capstone because it represents a crowning achievement as a capstone does in architecture. For some degree programs, a capstone course may require a project and subsequent presentation; for others, it may include an assessment exam to test interdisciplinary skills (like ... What is a Capstone Course? A capstone is a class in a course of study that is to be taken towards the end of a student's degree. It is a class where a student demonstrates all that has been learned in previous coursework and professional and/or military experiences. Your capstone course may include case studies and review learning outcomes such as ethics and diversity. Capstone Courses in Higher Education In higher education, capstone courses, also known as senior seminars, offer undergraduate students nearing graduation the opportunity to summarize, evaluate, and integrate some or all of their college experience. The First National Survey of Senior Seminars and Capstone Courses conducted in 1999 suggested that these courses place the highest ... Capstone Course Meaning A traditional capstone project is a required aspect of a university degree and graduate degree program where students can showcase their skills in their chosen field of study. It may be referred to as a senior thesis, final exhibition, culmination project, full thesis, or capstone experience. Capstone courses exhibit differences depending on ... What exactly is a capstone project in college? A capstone project is a culminating academic experience typically completed during the final year of college. It serves as an opportunity for students to showcase the knowledge and skills they have acquired throughout their undergraduate education. Capstone projects can take various forms, such as a research paper, a case study, a performance, or even an art exhibition. Capstone Courses and Projects Capstone projects are completed at the end of a course of study, usually during a student's senior year. Capstones require students to integrate their coursework and studies into a final research project, performance, portfolio, or paper.. Through the creation of an original work that encapsulates their entire academic experience and uses skills learned throughout their college education ... Types of Capstone and Keystone Courses And regardless of whether the courses are required for everyone or in a single department, there are essentially four different kinds of keystone courses: a major-project course, a portfolio-building course, a multiple-project course, or a field or internship program. Field or Internship Programs. In an internship-style capstone course, the ... What Is The AP Capstone Program? Everything You Should Know The AP Capstone Program helps students prepare for college while still in high school. College is a rigorous experience that requires excellent research, time management, collaboration ... Capstone Courses In Reinventing Undergraduate Education: A Blueprint for America's Research Universities (April 1998), the Boyer Commission recommends that academic majors "culminate with a capstone." Capstone experiences are useful for three reasons: They allow students to bring together the learning in the major and demonstrate that they have met the departmental learning goals. Develop a Capstone A capstone should occur near the end of the program. [Tip: schedule the capstone course before the student's last semester in case remediation is needed.] Student ownership, responsibility, and engagement should be central to the capstone. ... reflection, and/or demonstration of general education and/or institutional outcomes should be ... Capstones Many undergraduate academic programs require students to complete a capstone course or project as a culminating experience in their programs. Capstones are typically significant, degree-culminating projects, often associated with multiple program learning outcomes for students. Often other required courses serve as prerequisites to the capstone ... What is a Capstone Course? Pros and Cons? [2024] Some education programs are limited to theoretical concepts, making it difficult to know if a student can apply the concepts learned from the course to solve real-world challenges. ... A capstone course or project is the culminating part of an academic program to evaluate a student's knowledge acquired from the course. It helps assess if the ... Best Capstone Courses Online with Certificates [2024] In summary, here are 10 of our most popular capstone courses. Capstone: Applying Project Management in the Real World: Google. Capstone: Retrieving, Processing, and Visualizing Data with Python: University of Michigan. Front-End Developer Capstone : Meta. Business Statistics and Analysis Capstone: Rice University. Explorations ENGINEERING students satisfy this requirement with ENGR 1 AND ENGR 1L plus a capstone course in their major, or with one of the courses listed below. ARTS AND SCIENCES students select any course from this list. ... 75 Technology and Education. Classics (CLAS) 107 Scientists and Spartans. 171 Ancient Science and Technology. 173 Bath & Body Works. CA Wines › Certification Ambassador Level 4 | 125 Hours with an Immersion Trip to California | US$4,250. The Ambassador Level 4 course is designed for those seeking to build critical knowledge and to be a thought leader in California wine. To achieve this top certification, a student needs to complete an in-person educational program in California consisting of ... Environmental Studies and Sciences · Santa Clara University During their senior year, ESS students conduct research or an interdisciplinary group project with community stakeholders in ENVS 101 (Capstone Seminar). ESS students are encouraged to study abroad. Courses such as ENVS 144 (Natural History of Baja L&L) include one week of immersion travel during University breaks. Teaching AI Skills Through Capstone Simulations Williams proposes that, in addition to using the technology in capstone courses, universities take these three steps: 1. Invest in AI infrastructure. Universities should provide access to AI technologies and databases that reflect current industry practices, so students have a chance to work with tools used in the corporate world. 2. Curriculum and Instruction, MEd College of Education courses numbered lower than 6000 cannot apply toward a graduate degree. Students must earn all term credit hours, including Capstone, within the five years prior to graduation. The College of Education accepts a maximum of nine term credit hours of transfer credit from an accredited university, with the approval of a ... Miller first female recipient of R.C. Pollock Award A commitment to education and advancement. ... She teaches advanced courses in meat science and technology, sensory evaluation of foods from animal origin and the senior capstone animal science course. She has mentored 62 master's students, 10 doctoral students and two post-doctoral associates. assignment business plan case study course work essay report research paper speech term paper thesis