capstone project course objectives

Capstone Projects for Nursing Programs

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

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

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

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

Choosing Your Nursing Capstone Topic

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

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

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

Completing Your Nursing Capstone

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

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

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

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

Presenting Your Nursing Capstone

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

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

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

How is a Nursing Capstone Graded?

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

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

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

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

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

Reviewed By:

Theresa Granger

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

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Capstone Project: Definition, Types, Structure, and Examples

by  Antony W

January 2, 2024

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

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

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

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

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

What Is a Capstone Project? 

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

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

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

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

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

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

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

Capstone Project Vs. Thesis

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

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

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

However, there are some important differences.

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

Types of Capstone Projects

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

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

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

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

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

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

Senior Capstone Project

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

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

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

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

Sample Capstone Project Outline

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

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

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

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

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

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

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

Capstone Project Examples

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

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

You can check out various project samples here . 

Get Help With Your Capstone Project

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

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

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

About the author 

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

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Ch. 5 “Organizing is a journey, not a destination.” – Anonymous

When conceptualizing and developing your capstone project design outline, you will be exploring your project components, structuring your outline format and establishing the scaffolding for how the objectives of your concept will be met in your finalized project.

Your project design outline will serve as a planning tool as you move forward with your project work. It will establish a path for managing your project successfully so that you are efficient with your time and effective with your efforts.

At this point, you have a solid project concept, comprehensive project objectives, and relevant resources that you have reviewed. While this is extremely important information, the key to a successful capstone project is putting it all together in a useful, professionally presented manner. This is where a project design outline comes in. I like to think of the project design outline as the framework of a house or the scaffolding of a skyscraper. When you frame out a house, you bring the one-dimensional blueprints to three-dimensional life. You establish the physical framework for where the kitchen will be, you erect walls to indicate where each bedroom will be, and you structure the roof so that everything is solidly connected. This is similar to what the outline of your project will do for your finalized project. It will provide an outlined structure for how your project intends to achieve each of the objectives you have established, and your literature review will inform the best practices that you will apply.

First , you will want to establish your purpose. Why are you completing this project? Secondly , you will want to establish your intended audience. Who will ultimately be reading your capstone project? While your first audience may be your capstone course instructor, you may eventually plan on presenting your work to a manager within your organization. Thirdly , you will want to break out individual objectives and identify the following for each of them:

• The tasks that you must complete to meet this objective
• The application of best practices as they relate to this objective and
• The resources or operational components of the objective

Fourthly , you will be designing a simple timeline which illustrates a date by which each objective should be completed. For those of you preparing your capstone for roll-out in your workplace, your project implementation and evaluation will continue beyond the end date of our course, so many of your dates will be outside the borders of our 10- or 12-week timeframe, which is perfectly fine. For those of you researching a managerial topic such as effective leadership styles, a simple timeline or schedule showing when you will complete each section of your capstone project is sufficient. This section is a mechanism for keeping you on track. Without scheduled deadlines, it is easy to procrastinate. A schedule helps you to identify priorities and keeps you on a clear path to meeting your goals. To read more about the advantages of timelines, read Max Palmer’s article “What are the Advantages of Scheduling” .

There are many tools and software programs available to help you organize your thought when designing a project outline. One tool that many past students have found useful in their capstone work is Mind Mapping. You can find a link to a short video and article focused on Mind Mapping as a tool by visiting MindTools . Also, to visualize the power of a mind map, view Sara McGuire’s blog for some samples and templates.

In the Project Resources section of our Moodle course site, you’ll find examples of past students’ work, some of which include separate files for their project outlines. You’ll notice that in the reference outlines, the students have taken their major project objectives and broken them each down into the tasks that must be completed to meet the objective, the application of best practices as they relate to the objective, and the resources needed to achieve the objective. Purdue offers a useful resource around structuring outlines, which can be found by visiting their website .

MGMT 797 Capstone Guide Copyright © 2020 by Granite State College is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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What Is a Capstone Project in University?

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Importance of Capstone Courses

Characteristics of capstone projects, capstone project vs. capstone course, examples across various majors, capstone project process, benefits for students, challenges and tips, frequently asked questions about capstone in university.

Confused with the concept of a capstone project ? As you approach your senior year, you might be hearing about this culmination project—whether a research endeavor, final paper, application, or portfolio— this academic endeavor aims to showcase the depth of your learning throughout your college years and prepares you for the professional world.

 In this blog post, I will explore what it means, how to prepare for it, and how you can bring this academic achievement to life. I'll guide you through this process, ensuring you have the support and resources you need. With the right guidance and understanding, you can transform this challenging task into an opportunity for growth and real-world application.

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Capstone courses are part of university curricula and are strategically designed to prepare students for a seamless transition from academia to the workforce. They may include research endeavors and theses. However, each has a distinct focus and purpose.

These projects often highlight practical applications and skill enrichment, making them more aligned with professional practice (often done as a group project).

On the other hand, research and theses contribute to the academic body of knowledge, delving deeper into theoretical aspects. Bridging this knowledge gap is essential to empowering students with the understanding needed to make informed decisions about their final-year assessments.

In a broader context, a capstone project is designed to integrate theoretical knowledge with practical application. It provides a platform to reflect on academic journeys, apply acquired knowledge to real-world scenarios, and develop problem-solving skills. By addressing tangible challenges, learners enhance their readiness for the professional world.

The benefits of capstone projects extend beyond academic prowess. They empower students to navigate complex, work-related issues, through practical experience and fostering a deeper understanding on a particular subject.

This synthesis of knowledge and practical application enriches the graduate student's educational experience and typically involves graduates with a skill set essential for success in their higher education.

Although the terms "capstone project" and "capstone course" are often used interchangeably, it's necessary to understand their differences:

A  capstone project   is an independent assignment that encapsulates students' academic learning and demonstrates their proficiency in a specific discipline or field.

The focus is on individual research, problem-solving, or creative endeavors, providing a medium to demonstrate the knowledge acquired as students finish their studies. A capstone project is part of a course (think of it as a final assignment).

A  capstone course   contains a broader coursework and educational experience. It is an entire course (like any other) in which students incorporate and apply their knowledge gained throughout a program. It often requires students to collaborate on projects, engage in discussions, and participate in various activities. It can take longer to complete and varies depending on the institution. 

Students across different degree programs engage in multifaceted capstone experiences at the end of their college careers. These experiences can vary widely, from individual research to collaborative group endeavors, reflecting the essence of their academic achievements.

For example, in fields such as political science, students may delve into a senior thesis, conducting extensive research and showcasing their critical thinking skills.

Alternatively, within literature courses, the last capstone course may involve a comprehensive literature review, illustrating the culmination of knowledge and skills acquired throughout the course of the degree program.

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Many capstone courses extend beyond conventional research papers, requiring you to work on a final project addressing a real-world problem. This collaborative effort and practical method, which can be conducted in small groups, emphasizes teamwork, a significant amount of research, and a strong work ethic (fundamental skills that prepare students for the workplace).

In addition to meeting the degree program and requirements, these capstone experiences often involve a final exhibition, allowing students to present and demonstrate their problem statement to professors, other students, peers, and sometimes even external stakeholders.

A capstone course experience serves as a bridge to graduate degrees or even doctorates, honing research capabilities that are essential for success and develop the necessary skills for potential employers.

As Jolanta Burke and Majella Dempsey highlight in their Practical Guide for Students Book , commencing a capstone project is like constructing a house:

Firstly, you must establish solid foundations, much like a house, ensuring reliability. Then, continue learning and enhancing your skills to build it. Once armed with the necessary skills and information, the next step is to decide on the materials, devise a plan of action, and follow through until the house—your project—is complete and ready for use.

Just as a house requires a robust foundation, a capstone project initiates with meticulous planning. This phase encompasses defining content, goals, and methodologies, ensuring the project demonstrates most capstone courses.

For instance, if your project revolves around human-centered design, identify a problem, such as a shortage of shelters in a city, and conduct research. Then, the person and approach to solving this problem should be determined, perhaps by studying the owner of an existing shelter and identifying gaps in current approaches.

While delving into extensive research, it's crucial for students to hone academic capabilities by studying other courses and examining what has already been done about the specific problem. Seeking input from people, professors, and TAs are invaluable. Once enough material, like a literature review or interviews, is gathered, present it to your professor for feedback before progressing.

Pre-Execution

Jus like choosing construction materials for a house, students must decide on materials and formulate a detailed action plan, meeting degree or course requirements. This phase demands careful consideration of methodologies and strategies, emphasizing material determination—whether it's an app, a history psychology project, or any other course. Craft a structured plan and present it as a proposal before delving deeper into the subject.

The final stage involves executing the plan and completing the project, demonstrating the capstone experience. The research project needs to be prepared for use, showcasing the culmination of efforts.

Presentation

The presentation serves as the grand reveal of the completed project. A well-structured project and a compelling pitch, typically required, is essential to demonstrate its readiness for use.

This approach ensures a seamless transition from planning to execution, essential for success in capstone courses and the culmination of their academic journey.

The preparatory nature of these projects makes students discover what they enjoy the most, what comes easily, and the potential to find areas of improvement. The benefits are crucial for student' personal and professional development, providing a real connection between academic knowledge and real-world application.

Gaining Skills and Experiences

Capstone projects showcase the skills and experiences accumulated throughout a student's educational journey. From research prowess to critical thinking and effective communication, the project culminates in these proficiencies, bringing them to the student's forefront.

Practical Transition to the Next Phase

Capstone projects are vital in preparing students to transition to the professional world or advance in academic pursuits. It's a practical initiation into college career, familiarizing students with the challenges and responsibilities they'll encounter in their future careers or advanced degrees at other schools.

Initiation of Work or Advanced Studies

Working on a capstone project program allows students to navigate the complexities they'll encounter in their chosen field. This experiential learning program equips them with valuable insights and the confidence and adaptability required to transition to the professional world or pursue advanced degrees.

Holistic Development for Future Success

Capstone projects contribute significantly to students' and major programs' holistic development, ensuring they are academically qualified and possess the practical skills demanded by prospective employers for their future endeavors.

Here are some potential burdens and some capstone journey strategies that have helped me throughout my projects during school.

Choosing a Subject:

• Challenge:  Defining the size of your capstone project can be daunting. I recommend balancing ambition with feasibility. For example, if you are trying to help dog shelters, maybe focus on how to prevent owners from abandoning them by educating dog owners. In the case of a more research-based project, look at the literature review of your research focus and build upon what has already been investigated.
• Strategy:  Begin with a clear project scope and revisit the risks regularly. Prioritize key objectives to avoid complicating your project, and focus on a single issue .

Time Management:

• Challenge:  Capstone projects often overlap with other academic commitments. Time management becomes paramount.
• Strategy:  Create a detailed timeline, allocating specific tasks to manageable time frames. Regularly reassess and adjust as needed.

Research Roadblocks:

• Challenge:  Conducting extensive research may lead to information overload or difficulty finding relevant sources.
• Strategy:  Define research questions early. What is the project doing? For whom? In what builds upon? Utilize academic databases and seek guidance from mentors for targeted resource discovery.

Team Dynamics (if applicable):

• Challenge:  Group projects may need help coordinating schedules, differing work styles, or conflicting ideas.
• Strategy:  Establish clear communication channels, set expectations from the beginning, and address conflicts promptly.

What exactly is a capstone project?

A capstone project is a culmination endeavor in your last year of college. This final assignment showcases the knowledge you acquired throughout your college years. It's a bridge between academia and the professional world, demonstrating the complete scope of your learning.

How do capstone courses differ from capstone projects?

A capstone project is an independent culminating assignment reflecting academic individual proficiency. On the other hand, a capstone course is an entire academic course that may involve collaborative projects, discussions, diverse activities, and presentations.

What are the benefits and challenges of capstone projects?

Capstone projects offer transformative experiences, unveiling skills and experiences gained through academic years. The benefits include skill refinement, self-discovery, and a practical transition to the professional realm.

However, challenges such as choosing a subject, time management, research roadblocks, and team dynamics may arise. Strategies like clear project scoping, time management, focused research questions, and effective team communication can help overcome these challenges.

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7. Mapping Out your Capstone Project

Learning Objectives

By the end of this chapter, you will be able to:

• Explain how visual mapping can be used to organize knowledge and structure for your capstone project.
• Compare and contrast Logic Models and Concept Maps
• Explain how Problem Tree and Root Cause analyses can help you better understand identified problems, issues, or needs and develop methods for addressing them.
• Utilize a SWOT analysis for strategic planning of the capstone process.

This chapter focuses on visual mapping tools that can help you plan and implement your capstone project.  The purpose of Logic Models and Concept Mapping in relation to capstone projects are explained.  Problem Tree and Root Cause analyses are described in the context of identifying and planning for capstone project development.  Strength, Weakness, Opportunities, and Threats (SWOT) Analysis, as a strategic planning model for capstone development, is also discussed.

Introduction

Visual mapping, as a capstone planning tool,  is an excellent way to organize knowledge that can help you to structure, address,  and systematically approach your capstone topic.  A Logic Model is a graphic depiction, or road map, that presents the shared relationships among resources, activities, outputs, and outcomes/impacts of your capstone project’s activities.  The intended effect of a Logic Model is the “if-then” relationship among the project’s elements (Centers for Disease Control and Prevention [CDC], 2018).  Concept mapping is a useful tool that can be used to define your theoretical framework and to visually display how it is applied to your literature review (Grant & Osanloo, 2016).  Problem Tree analysis, also referred to as Situational analysis, can be used for project planning.  Problem Tree analysis can help you find solutions to an identified problem, issue, or need by mapping out the anatomy of the cause and effect (Luma Institute, 2021).  Root Cause analysis can be used to discover the root causes of a problem, issue, or need to identify appropriate solutions (Guavera, 2018).  Finally, a SWOT  Analysis is a dynamic planning model that can be used to plot out a future course for your capstone project by acting on strengths, while minimizing associated risks.  It is important for students to develop knowledge and skills with visual mapping models and techniques in order to enhance their capstone project planning and development.

Logic Models

Logic Models provide a visual representation of an entire program in a flow chart format. Logic Models are a systematic and visual way to present and share your understanding of the relationships among the resources you have compiled to conduct your capstone project, the activities planned for implementation, and the anticipated changes or results from project/program implementation.

Components of a Logic Model

Logic models can focus on any level of a program:  the entire organization, one of its component departments or programs, or just specific parts of a department or a program.  Although logic models differ widely in format and level of detail, the following key terms should be considered in its development (Refer to Table 7.1:  Key Terms Used in Logic Models)

Table 7.1:  Key Terms Used in Logic Models

Sources:  Centers for Disease Control and Prevention [CDC]. (2018, December 12). Framework step 2 checklist . Centers for

Disease Control and Prevention. Retrieved September 18, 2022, from https://www.cdc.gov/evaluation/steps/step2/index.htm; Doll, J. D. (2010). Program development and grant writing in Occupational therapy: Making the connection . Jones and Bartlett Publishers. (Refer to Appendix 7.A:  Sample Logic Model:  Community-Based Diabetes Prevention Program).

Concept Mapping

Concept mapping is a useful tool that can be used to define your theoretical framework and to visually display how it is applied to your capstone project’s literature review.  Basically, concept mapping is a process for representing and organizing ideas using pictures. The goal of a concept map is to simplify complex concepts using circles, boxes, and/or other shapes that are linked with arrows carrying explanatory legends that depict pictorial connections between ideas (Grant & Osonloo, 2016).

A concept map offers you an instrument to draw a plan for how you will approach your capstone project within a specific theoretical framework.  First, you should review literature and organize key issues of interest related to your topic.  These are the foundational concepts that support your chosen theory.  Next, arrange your ideas in a hierarchical, logical structure.  You can start with general ideas and funnel your thinking down to more specific, related topics and ideas.  Each idea should have a clear purpose and significance in relation to the aggregate topic.  Readers of your capstone project should begin to see a clear picture of your ideas by previewing the organization and identification of your key topics.  Visual arrows and connectors should provide insight into how concepts are aligned and connected and illustrate the flow of ideas.  Lastly, frame out your entire map with your theoretical framework and your PIO/PICO question (Grant & Osonloo, 2016).  Concept maps will help you write a clear literature review in an organized manner that is aligned with your chosen theoretical framework (Refer to Table 7.2:  Items to be Included in a Literature Review Rooted in Theory).

Table 7.2:  Items to be Included in a Literature Review Rooted in Theory

Source:  Grant, C. & Osanloo, A. (2016). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your “house”. Administrative issues journal: connecting education, practice, and research ,  4 (2),7.

The ability to construct a concept map illustrates two essential properties of understanding:  the representation and the organization of ideas.  A holistic view of your developing concept map will allow you to view concepts that may or may not fit with your theoretical framework.  Your capstone instructors, and mentor can help you evaluate the feasibility of the theory, plan, and approach to your capstone project (Grant & Osonloo, 2016). (Refer to Appendix 7.B:  Sample Concept Map:  Person-Environment-Occupation Model).

Problem-Tree Analysis

Problem Tree Analysis provides a template for mapping causes and effects to better understand the chain of connected circumstances that led to a current issue, problem, or need.  Using the tree as a metaphor, you separate the causes (roots) from the effects (branches) of a central issue (trunk).  Problem Tree Analysis provides a structured way for you to identify concerns, discern causes from symptoms, and potentially frame problem statements in a clear manner.  Problem Tree Analysis can help you:

• untangle complex problems
• reveal various causes and effects
• build a shared understanding
• provide a direction for problem-solving

Problem Tree Analysis, which is also known as a Situational analysis or Problem analysis is central in many forms of project and program planning (Luma Institute, 2021).   (Refer to Table 7.3:  Advantages of Problem Tree Analysis).

Table 7.3:  Advantages of Problem Tree Analysis

Source:  Planning tools: Problem tree analysis . ODI. (2014, June 27). Retrieved September 18, 2022, from https://odi.org/en/publications/planning-tools-problem-tree-analysis/  (Refer to Appendix 7.C:  Sample Problem Tree Analysis:  Pediatric HIV)

Root Cause Analysis

Root cause analysis (RCA) is the process of discovering the root causes of problems to identify appropriate solutions.  RCA assumes that it is much more effective to systematically prevent and solve for underlying issues rather than just treating unplanned symptoms and putting out fires.  RCA can be performed with a collection of principles, techniques, and methodologies that can all be leveraged to identify the root cause of an event or trend.  Looking beyond superficial cause and effect, RCA can show where processes or systems failed or caused an issue, problem, or need in the first place. Identifying the root causes of a problem, issue, or need helps in developing more effective strategies to overcome it (Guavera, 2022).  There are three basic types of root causes that can have a potential impact on a problem, need, issue, or event:

• Physical causes
• Human causes
• Organizational causes

The first goal of RCA is to discover the root cause of a problem, issue, need, or event.  The second goal is to fully understand how to fix, compensate, or to learn from any underlying issues within the root cause. The third goal is to apply what we learn from this analysis to systematically prevent future issues or to repeat successes ( Root cause analysis explained: Definition, examples, and methods . Tableau, n.d.).

There are several core principles that guide effective root cause analysis, some of which may be readily apparent while others may not (Refer to Table 7.4:  Core Principles of Root Causes Analysis).

Table 7.4:  Core Principles of Root Cause Analysis

Source:  Root cause analysis explained: Definition, examples, and methods . Tableau. (n.d.). Retrieved September 18, 2022, from https://www.tableau.com/learn/articles/root-cause-analysis

It should be noted that RCA is not a one-size fits all methodology.  Rather, there are many tools, processes, and techniques that can be used in conducting in  RCAs.  Regardless of the technique chosen, the process for Root Cause Analysis remains the same (Refer to Table 7.5:  Root Cause Analysis Process).

It should be noted that RCA is not a one-size fits all methodology.  Rather, there are many tools, processes, and techniques that can be used in conducting in  RCAs.  Regardless of the technique chosen, the process for Root Cause Analysis remains the same (Refer to Table 7.5:  Root Cause Analysis Process)

Table 7.5:  Root Cause Analysis Process

Source:  Guevara, P. (2022, August 12). Root cause analysis: Definition and examples . SafetyCulture. Retrieved September 18, 2022, from https://safetyculture.com/topics/root-cause-analysis/(Refer to Appendix 7.D:  Sample Root Cause Analysis:  Fall-Related Injuries on Behavioral Health Unit)

Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis

A SWOT analysis is a high-level strategic planning model that helps organizations, programs, and/or other entities identify where they are doing well and where they can improve from both an internal and external perspective. A SWOT analysis can help you evaluate your business, program, or other entity by considering multiple factors:

• Strengths and weaknesses (represented as internal factors). Internal factors are considered things that can be controlled.  Examples include team members, program content, and geographical location.
• Opportunities and threats (represented as external factors). External factors are considered things that cannot be controlled.  Examples include policies and regulations, economic trends, and competitors.

Students can use a SWOT analysis to plot out a future course for their capstone project that will focus on project strengths while minimizing risks.  Insights you glean resulting from your SWOT analysis should be used constructively as part of the capstone planning process (Jackson, 2022).

How to Do a SWOT Analysis

Undertaking a SWOT analysis requires planning and organization.  The following steps will take you through the process:

• Step 1: Create a SWOT Matrix (Refer to Figure 7.1:  Sample SWOT Matrix)

Figure 7.1:  Sample SWOT Matrix

• Step 2: Consider including community, program, and capstone project stakeholders.  Including stakeholders input in a SWOT analysis can provide more insight as different perspectives can be considered (Jackson, 2022).
• Step 3: Lists your strengths
• Step 4: List your weaknesses
• Step 5: Identify your opportunities
• Step 6: Identify your potential threats
• Step 7: Examine your Matrix for connections

A SWOT analysis can help you with strategic planning for your capstone project and program development.  This tool can help you define objectives, create priority initiatives to help make them a reality.  Subsequently, a SWOT analysis can help you to identify measures that help to ensure that your capstone project is unfolding optimally (Refer to Appendix 7.E:  Sample SWOT Analysis for a Hospital).

Logic models can be a valuable method for establishing capstone program planning, an implementation plan, and the outcomes or changes you hope to achieve (Doll, 2010).  A concept map is an attempt to make explicit your program’s connection with theory so that it can be reviewed by others. While concepts maps provide a visual representation of how you will approach your capstone project in the context of a specified theoretical framework, logic models provide a graphic depiction that presents the shared relationships among the resources, activities, outcomes, and outcomes/impacts of your capstone project’s identified need, problem, or issue.  Problem Tree and Root Cause Analyses can help you with your capstone project by identifying how to approach a recognized problem, need, or issue.  Finally, a SWOT analysis can be used to evaluate your capstone project by considering multiple internal and external factors that can facilitate effective program development while minimizing risks.

Glynn has continued to meet with their mentor, capstone instructor(s), the institution’s statistician, and librarians.

The guiding theory for Glynn’s research-based capstone project is the Diffusion of Innovations.  After performing a literature search to specifically gain more information about this theory, Glynn created the following:

Appendix 7.E:   Sample SWOT Analysis for a Hospital

Optimizing Your Capstone Experience: A Guidebook for Allied Health Professionals Copyright © 2023 by Virginia E. Koenig is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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What Is A Capstone Project? Capstone Project vs. Capstone Course

Completing a capstone project marks a significant milestone in a student’s academic journey, signifying the culmination of years of learning and exploration. But what is a capstone project?

This article delves into the essence of capstone projects and how they differ from capstone courses, offering insights into their unique roles within academic programs.

We’ll explore the objectives, structure, and expectations of each, and see how they contribute to a student’s educational and professional preparedness.

What Is A Capstone Project?

The capstone project is the pinnacle of your learning experience, usually a final project that stands between you and graduation.

The capstone project isn’t just any assignment; it’s a multifaceted endeavour that synthesises your knowledge and skills, challenging you to apply everything you’ve learned in a real-world scenario.

Capstone projects vary widely, from research papers in the social sciences to creative works in the arts.

They might take the form of a group project, fostering teamwork and project management, or an individual research project that requires deep diving into a topic of interest. 

This culminating project is designed to push you to:

• think critically,
• conduct research,
• solve problems, and
• present your findings in a coherent, polished manner.

It’s an opportunity to demonstrate not just to your professors but to potential employers the depth of your understanding and your readiness for the professional world.

For many, completing a capstone feels like steering a massive project course, from selecting a capstone topic and conducting a literature review to the final presentation.

It’s project planning and execution, encapsulated in one comprehensive piece of work that epitomizes your academic and professional capabilities.

The capstone experience varies from school to school, but its essence remains the same: it’s the ultimate test of your ability to collect and analyze data , document and reflect on your findings, and articulate your insights.

It’s not just about what you’ve learned; it’s about how you apply that learning in a way that’s meaningful and impactful.

What Are The Types Of Capstone Projects?

Capstone projects can come in various forms, each designed to challenge students and prepare them for the complexities of real-world problems. Here’s a couple of popular ones:

Traditional Research, Capstone Papers

Some students might delve into traditional research papers or thesis , where months are spent:

• investigating a topic,
• conducting research, and
• presenting findings in a detailed, well-argued document.

This type of capstone hones research skills and demonstrates a student’s ability to engage deeply with a subject.

Multimedia Presentations

On the more creative side, capstones can take the form of multimedia presentations, where students communicate their findings by blending:

This format not only showcases research and analytical skills but also creativity and technical prowess, often leaving a lasting impression on both academic evaluators and potential employers.

Industrial Internship

For those inclined towards practical experience, an internship-based capstone allows students to apply their classroom knowledge in a real-world setting. 

Here, the project culminates in a comprehensive report that:

• reflects on the internship experience,
• lessons learned, and
• the application of academic theories in real-world scenarios.

Group Projects

Group projects present another facet of capstone experiences, emphasizing:

• project management, and
• collaborative problem-solving.

These projects require students to work together, often across disciplines, to tackle complex problems, mirroring the collaborative nature of most professional environments.

Creating Prototypes Or Real-World Solutions

Engineering and technology students may embark on design or development projects, creating prototypes or software solutions. These projects demand a blend of:

• technical skill,
• creativity, and
• rigorous testing.

The project usually culminates in a presentation that not only demonstrates the final product but also the thought process and methodologies behind it.

Social sciences and humanities students might engage in capstone experiences that not only contribute to academic knowledge but also have the potential to impact communities positively.

These could include:

• interviews, or
• community engagement.

No matter the type, capstone projects require students to think critically, conduct research, solve problems, and communicate their findings effectively.

They serve as a multifaceted showcase of a student’s ability to take what they’ve learned and apply it in a way that is both meaningful and impactful.

What Is A Capstone Course?

A capstone course stands as the grand finale of an academic program, designed to encapsulate the entirety of a student’s learning journey within their degree program.

It’s more than just a class; it’s a comprehensive experience that requires students to integrate knowledge and skills they’ve accumulated over their senior year or final year of study.

The capstone course is where theory meets practice, pushing students to apply what they’ve learned in real-world or simulated professional scenarios.

The course typically involves a capstone project, which is the centerpiece of this academic undertaking. However, the course itself encompasses more than just completing a project. It includes a series of:

• workshops, and
• sometimes seminars

that aim to prepare students for their culminating project. These sessions might cover:

• project management,
• research methodologies,
• public speaking, and
• other relevant topics.

to ensure students are well-equipped to tackle their projects.

Capstone projects within these courses can be diverse, ranging from research papers in the social sciences to engineering prototypes, multimedia presentations, or even internships that culminate in a reflective report.

These projects often require interdisciplinary effort, encouraging students to think critically, conduct research, and problem-solve.

The distinction between a capstone course and a capstone project are:

• Capstone Course:  provides the structured educational framework and support system for the capstone experience.
• Capstone Project: the individual or group endeavor that results from this period of intensive study.

Together, they serve as a testament to a student’s ability to take their learned theoretical knowledge and apply it in a practical, often innovative way.

Capstone courses and projects are not only about academic achievement but also about preparing students for the workforce.

They allow students to demonstrate their readiness to potential employers through practical applications of their studies, showcasing their ability to tackle complex problems and present viable solutions.

This unique blend of academic rigor and practical application marks the capstone experience as a pivotal moment in a student’s academic and professional development.

Do All Degree Programs Usually Require Capstones?

Not every academic journey ends with a capstone project. While many degree programs, especially at the undergraduate and graduate levels, incorporate capstones as a culminating experience, they are not a universal requirement.

The inclusion of a capstone project often depends on the educational philosophy of the institution and the specific objectives of the degree program.

In fields like engineering, business, and the social sciences, capstone projects are common.

They serve as a bridge between academic study and real-world application, requiring students to synthesise their knowledge and skills in a practical project. 

However, some programs might emphasize other forms of assessment, especially in more traditional academic disciplines. These include:

• comprehensive exams,
• thesis papers, or
• final exams.

In these cases, students demonstrate their mastery of the subject matter through rigorous testing or scholarly research rather than practical projects.

Interdisciplinary programs and those with a strong focus on practical skills, like project management or public speaking, tend to favour capstones for their hands-on approach to learning. 

These programs view capstones as essential in preparing students for the workforce, allowing them to present tangible evidence of their abilities to potential employers.

Tips To Complete A Capstone Project Well

Navigating a capstone project can feel like steering a ship through uncharted waters. It’s the culmination of your academic program, requiring you to apply all the knowledge and skills you’ve amassed. Here are a couple of tips to help you ace your capstone project.

The Right Capstone Topic

Choosing the right capstone topic is crucial. It should be something that not only sparks your interest but is also relevant to your field of study and potential employers.

An engaging topic can make the extensive research and project planning phases more enjoyable and meaningful. A student in social sciences might explore a pressing societal issue, while a business student could develop a market analysis for a startup idea.

Effective Time Management

Capstone projects often take longer than anticipated. Break down the project into manageable tasks with set deadlines. You also need to be disciplined on the work, performing them regularly to tackle it slowly over time.

This approach keeps the project on track and reduces last-minute stress.

Leverage Your Resources

Aside from time and your energy. This includes your:

• mentors, and

Regular consultations can provide invaluable guidance and new perspectives. For group projects, this means fostering a spirit of teamwork and collaboration, essential skills in any professional setting.

Think Critically & Be Creative

Capstones are designed to challenge you, pushing you to apply theoretical knowledge to real-world scenarios. This could mean:

• devising a new business strategy,
• creating a multimedia presentation, or
• conducting field research.

Be ready to ride a roller coaster, and roll with the punches when working on your capstone project. You may need to play multiple roles, and be creative with solutions.

Ace The Presentation

Finally, the presentation of your findings is as important as the research itself.

Whether it’s a paper, a multimedia presentation, or a public speaking event, your ability to communicate your findings clearly and persuasively is key.

This is your moment to showcase not just what you’ve learned, but how you can apply this knowledge in a professional context.

What Is A Capstone Project? Explained

A capstone project is the practical embodiment of a student’s learning journey, providing a platform to apply theoretical knowledge to real-world challenges.

A capstone course encompasses a broader educational framework including lectures and workshops. The capstone project is a focused endeavour, whether it be research, creative work, or an internship.

Together, they form a comprehensive capstone experience, designed to prepare students for professional success and demonstrate their readiness to enter their chosen fields.

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• 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.

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Project Management Project

This course is part of Project Management Principles and Practices Specialization

Taught in English

Some content may not be translated

Instructor: Margaret Meloni, MBA, PMP

Financial aid available

64,634 already enrolled

(3,026 reviews)

What you'll learn

Write a narrative charter statement

Sequence project activities

Build a project schedule

Create a project budget

Skills you'll gain

• Project Management
• Risk Management

Details to know

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• Learn new concepts from industry experts
• Gain a foundational understanding of a subject or tool
• Develop job-relevant skills with hands-on projects
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Share it on social media and in your performance review

There are 8 modules in this course

This capstone project is designed to allow you to take the knowledge you have gained through the Specialization and put that knowledge into practice. In the capstone, you will create several of the key planning deliverables that have been discussed in these courses and either work on a project you choose or use a suggested case study. You will begin the capstone project by writing part of the project charter. You will build on that information to define your project, and then ultimately create a schedule, budget and responses for the risks you identify. The goal is for you to use what you have learned in the previous courses and to perform your own research on how to best move forward with the capstone project. Your work will be peer reviewed by your classmates. In turn you will peer review the work of other classmates. Instructions on how to conduct peer reviews will be included in the course. Upon completing this series, you will be able to (1) write a narrative charter statement, (2) create a work breakdown structure, (3) sequence project activities,(4) build a project schedule, (5) create a project budget, (6) create a responsibility assignment matrix, (7) identify project risks and (8) define responses for those risks.

Upon completing this course, you will be able to: 1. Write a narrative charter statement 2. Create a work breakdown structure 3. Sequence project activities 4. Build a project schedule 5. Create a project budget 6. Create a responsibility assignment matrix 7. Identify project risks and define responses for those risks

Get Started!

This section will prepare you for your capstone project and final peer review. It will also answer any questions you might have about the project assignment, the grading rubric, and what you can expect in the upcoming weeks together.

What's included

2 videos 5 readings

2 videos • Total 7 minutes

• Welcome to the Capstone! • 3 minutes • Preview module
• Peer Review Overview • 4 minutes

5 readings • Total 50 minutes

• Course Overview • 10 minutes
• Honor Code & Plagiarism • 10 minutes
• Peer Review Timeline • 10 minutes
• Grading Logistics • 10 minutes
• FAQs • 10 minutes

Project Components & Instructions

This section will take you for a deep dive into each course objective that makes up the project components of the final assignment for the capstone course. It will include a description and directions for each component as well as grading rubrics to help prepare you for the upcoming Feedback Peer Review and Final Peer Review Assignment.

8 readings • Total 80 minutes

• Project Components/Course Objectives • 10 minutes
• # 1 Narrative Charter Statement • 10 minutes
• # 2 Work Breakdown Structure • 10 minutes
• # 3 Sequence Project Activities • 10 minutes
• # 4 Build a Project Schedule • 10 minutes
• # 5 Create a Project Budget • 10 minutes
• # 6 Create a RAM • 10 minutes
• # 7 Identify Project Risks • 10 minutes

Content Review

This section will provide review course content that you have seen in the Introduction to Project Management Principles and Practices Specialization in hopes of giving you a helping hand in preparing your final capstone project.

1 reading • Total 10 minutes

• Links to Relevant Course Content • 10 minutes

Join the new applied project management certificate program!

Join our new Applied Project Management Certificate program. This week, learn more about the program, requirements for PDU’s and Contact Hours from PMI®, and explore frequently asked questions of Coursera learners.

• What's Next? • 10 minutes

Feedback Peer Review

This section is learners who want to have additional feedback on their project assignment prior to the Final Peer Review submission and evaluation.

1 peer review

1 peer review • Total 120 minutes

• Feedback Peer Review • 120 minutes

Final Project Assignment Submission

This is your final peer review assignment submission portion of the course. Please be mindful that there will be no extension given to learners for any deadlines set.

• Final Peer Review Assignment • 120 minutes

Final Project Peer Review Evaluation

This is your final peer review assignment evaluation portion of the course. Please be mindful that there will be no extension given to learners for any deadlines set.

• Evaluation of your Peer's Work • 10 minutes

Specialization Wrap-Up

Let's wrap up our time together as we have traveled through the Introduction to Project Management Principles and Practices Specialization.

• Keep The Learning Momentum Going! • 10 minutes

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It is a very course. I learned a lot of project management knowledge, also I applied it in a practice project, which helped me learn and remember all the knowledge.

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An excellent way to bring all the course concepts together by requiring the student to generate the actual products themselves, as opposed to just learning information for testing.

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Learning Objectives of a Capstone Course Report

Introduction, learning objectives of a capstone course, how to present the objectives in a syllabus, role of the syllabus in presenting the objectives, works cited.

A capstone course is one that “seeks to provide a cumulative experience for students enrolled in a degree program”. The students undertaking the capstone course are expected to apply the knowledge acquired from a degree program in a real-life work situation. The courses are normally undertaken in the final year of college or university program. Capstone course has always been done through internships, individual reports, and seminars. Thus the program provides a framework for assessing the student’s ability to apply what has been taught in class. For the course to be effective, its objectives must be clearly defined and relevant to the learning and assessment needs of the students. This paper thus focuses on the objectives of the capstone courses and how they can be presented in a syllabus.

Integration of Knowledge

The main objective of a capstone course is to enable the students to integrate the knowledge gained as a result of pursuing a given degree program in college or university. The course should enable the students to integrate the skills and concepts learned systematically during their stay at the university. This means that the course content will focus on refreshing the student’s memory on what he or she was taught in class. This helps them to remember the entire content of the degree program and its application.

The students should be able to integrate all aspects of the course which includes the theory, practical skills, and communication skills. They should be in a position to combine the diverse skills acquired in class and apply them in a work environment. This is based on the fact that the ultimate objective of the pursued course is to enable the students to transfer or apply their skills to the challenging work environment. The capstone program thus acts as a self-assessment mechanism that reminds the students of the expected learning outcomes. Besides, it allows them to evaluate the degree to which they have achieved the learning outcomes.

Professional Level Performance

Having completed a particular course, the students should not only be able to apply the course content to real-life work situations but should be able to do so in a professional manner. The capstone course should, therefore, focus on helping students to perfect their technical skills in handling a given task. This requires the students to have hands-on experience in their respective fields of specialization. To achieve this objective, many capstone courses include an internship program.

The students are expected to find a business or an organization whose core activities are relevant to the pursued course. The student is then expected to work in the organization for a definite period to demonstrate his or her skills as well as to improve or learn new skills. The internship experience also helps the students to improve their communication skills by interacting with the management of the organizations they work for at different levels. The student should thus be able to perform at the level of a professional at the end of the internship or field experience.

Depth of Knowledge

The capstone course acts as a basis for determining the amount of information the student has retained and how well such information has been understood. The objective of the course, in this case, is to ensure that students have fully understood the topics taught in class. Consequently, most capstone courses include a teaching session whereby the students are expected to tutor underclassmen for a given number of hours. This enables the professor to evaluate the students’ understanding of the topic. Students who can demonstrate a full understanding of various topics are considered successful. However, those who are not able to demonstrate a clear understanding of various topics may be required to take more study hours to improve their knowledge.

Pursuing a Career

Other than helping students to integrate skills and concepts taught in class, the capstone course also offers training on career development. The course aims at equipping the students with skills that help them to “create working resumes, develop professional interview skills and how to develop a successful career”. Upon successful completion of the capstone course, the students should be able to consider all aspects of their knowledge and portray their abilities to potential employers.

The overall learning objectives of the capstone course should be informed by the learning goals of a department. This means that the syllabus of the capstone course should incorporate the learning goals and objectives of the programs pursued by the students. The syllabus should focus on the use of direct assessments instead of indirect ones to capture the real potential of students. Standard examinations should be offered due to the following reasons. First, when using nationally acknowledged exams, interdepartmental or interuniversity comparison of students’ performance can be done with the aid of percentiles. Second, standard exams are informative and will thus allow the professor to use sub-scores to evaluate different skills. Finally, the tests should be flexible enough to incorporate questions submitted by departments.

The syllabus acts as a contract that defines the relationship or association of the instructors and their students. It specifies what the students expect during the semester and also guides the behavior of the students and the instructors. Thus the syllabus will define the responsibilities of the learners as well as the instructors in the learning and assessment process. For the syllabus to be effective in presenting the objectives of the capstone course, its content should include the following.

First, it should have a clear and accurate calendar that specifies the time needed to complete the course. Besides, the calendar should indicate the activities the students are expected to perform or task to be completed within a particular period. For example, it should indicate when exams are to be done or the due dates of assignments. Second, the syllabus should address the policies which have impacts on students. Such policies include the assessment criteria and their contribution to the final grade. For example, if practical skills will account for a greater percentage in the final grade, the students will be expected to excel in the internship programs.

The syllabus should address policies concerning the learners’ academic freedom. Since most capstone courses involve practical experiences in an actual work environment, the students should be aware of the level of freedom granted to them. This will not only help them to maintain ethical standards but will also help them to focus on the academic aspect of their field experience. In a class environment, students should respect the rights of their colleagues to air their opinions regarding course topics to enhance better understanding.

Third, the syllabus being a contract will include a disclaimer. This means that it will specify what the students expect to achieve at the end of the course. Apart from this, the syllabus should indicate what the students will not be able to do with the knowledge gained from the course. For example, a capstone course for an engineering program may enable a student to operate a machine but may not enable him or her to design and develop similar machines.

Thus the expected achievements and the limitations of the course have to be specified and this forms the basis for evaluating the success of the course. Finally, it should indicate the rights and responsibilities of disabled students. Due to physical disabilities, some students might not be able to engage in field experiences or internship programs for a long period. The syllabus must thus indicate alternative learning and assessment methods that will be used to accommodate the disabled students. This will help in ensuring that the objectives of the course are achieved uniformly.

Permanent Record

The syllabus acts as a permanent record of what was taught in the course. As a permanent record, the syllabus helps in stating and achieving the objectives of the capstone course in the following ways. First, the syllabus promotes accountability on the part of the instructor and the students. Thus the instructor will set achievable course objectives, given the available resources and the abilities of the students. Once such objectives have been set, the instructor and the students will strive to achieve them. Second, it encourages documentation of the course achievements. This acts as a basis for evaluating the course and planning for the future.

Learning Tool

Due to the increase in online degree programs and the use of the internet in learning, most students are not able to interact with their professors on a face to face basis. Thus in the absence of the instructor, the syllabus will act as a guide that will enable the learner to achieve the course objectives.

The above discussion indicates that a capstone course aims at helping students to integrate the knowledge acquired throughout their stay in an institution of higher education. Apart from the classwork, the course also involves filed experience or internship. The assessment of the course focuses on the students’ ability to remember the content of the pursued course and their ability to apply the acquired knowledge in a work environment. As discussed above, the syllabus acts as a guide and enables the learners and the instructors to achieve the objectives of the capstone course.

Barns, Cathleen. “The Evolution of a Graduate capstone Accounting Course.” Journal of Accounting Education 24 (2006): 118-133.

Goldberg, Jay. Capstone design courses: producing industry ready biomedical engineers. London: Morgan and Claypool Publishers, 2007. Print.

Gruenther, Kristen, Reid Bailey and Jennifer Wilson. “The Influence of Prior Industry Experience and Multidisciplinary Teamwork on Student Design Learning in Capstone Design Course.” Design Studies 30(2009): 721-736.

Hall, Charles, Gary Fairchild and Gregory Baker. “Agribusiness Capstone Courses Design: Objectives and Strategies.” International Food and Agribusiness Management Review 6(2003): 346-380.

Lilly, Gregory and Thomas Tiemann. “On the Struggel to Attain Universal Competence in a Complex Skill: the Case of Senior Capstone Experience.” Design Studies 6(2008): 212-230.

Oehrtman, Sandra, Dianne Smolen and Karen Hoblet. “The Comprehensive Examination: Viable Mater’s of Science in Capstone Course.” Journal of Professioanl Nursing 36(2010): 360-365.

Parkes, Jay and Mary Harris. “The Purspose of a Syllabus.” Collage Teaching 50(2002): 55-62.

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IvyPanda. (2024, January 20). Learning Objectives of a Capstone Course. https://ivypanda.com/essays/learning-objectives-of-a-capstone-course/

"Learning Objectives of a Capstone Course." IvyPanda , 20 Jan. 2024, ivypanda.com/essays/learning-objectives-of-a-capstone-course/.

IvyPanda . (2024) 'Learning Objectives of a Capstone Course'. 20 January.

IvyPanda . 2024. "Learning Objectives of a Capstone Course." January 20, 2024. https://ivypanda.com/essays/learning-objectives-of-a-capstone-course/.

1. IvyPanda . "Learning Objectives of a Capstone Course." January 20, 2024. https://ivypanda.com/essays/learning-objectives-of-a-capstone-course/.

Bibliography

IvyPanda . "Learning Objectives of a Capstone Course." January 20, 2024. https://ivypanda.com/essays/learning-objectives-of-a-capstone-course/.

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SENIOR PROJECT EXPO

THE VISUAL COMMUNICATIONS AND IXD DEPARTMENTS PROUDLY PRESENTS THE CAPSTONE COURSE DESIGN WORK OF OUR GRADUATING SENIORS

Spring 2024 Viscom and IXD Class Projects | Prof. Mastermaker

17 projects from Spring 2024

Spring 2024 Viscom and IXD Class Projects | Prof. Wild

18 projects from Spring 2024

About Senior Project

the program's capstone courses

A few words...

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Senior Expo Design Winner

Zachary Schrage

Fall 2023 Viscom Class Projects | Prof. Wild

9 projects from Fall 2023

Spring 2023 Viscom and IXD Class Projects | Prof. Mastermaker and Prof. Wild

22 projects from Spring 2023

Fall 2022 Viscom and IXD Class Projects | Prof. Wild

15 projects from Fall 2022

Spring 2022 Viscom Class Projects | Prof. Mastermaker and Prof. Wild

24 projects from Spring 2022

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Fall 2021 Viscom Class Projects | Prof. Mastermaker

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Spring 2021 Viscom Class Projects | Prof. Mastermaker and Prof. Wild

23 projects from Spring 2021

Spring 2021 IXD Class Projects | Prof. O'Keefe

12 projects from Spring 2021

Fall 2020 Vis Com Class Projects | Prof. Thwing

18 projects from Fall 2020

It's online this year

We got creative when everything closed

Senior Project Expo is always a wonderful event. In-person or virtual, these projects are truly remarkable achievements of all our students, and we are incredibly proud of what they have achieved. The work you can view here represent the Visual Communications program, and more importantly illustrates four years of dedication, study, creativity, innovation and ingenuity.  Bravo Fall 2022 Seniors. You have adapted and overcome!

A special thanks to all who shared their expertise and experience during the school year to help our students refine their projects. We are lucky to have the support of our alumni and local industry professionals. On behalf of the whole department, we are honored that you volunteered your time to help our students.

Thanks to the the entire Visual Communications: Art & Graphic Design Department Faculty and Staff. T.his virtual event would not be possible without Donna Proper, Beth Giacummo, Ru Jurow, Sylvia Nicosia, Francis Klaess, and  Yolanda Segarra who helped in the organization and marketing for this event. A special thanks to Donna Proper for providing a base for the re-design of the Senior Expo web page when we first went virtual in the Spring of 2020. Thank you for your time.

Research Objectives: The Compass of Your Study

Table of contents

• 1 Definition and Purpose of Setting Clear Research Objectives
• 2 How Research Objectives Fit into the Overall Research Framework
• 3 Types of Research Objectives
• 4 Aligning Objectives with Research Questions and Hypotheses
• 5 Role of Research Objectives in Various Research Phases
• 6.1 Key characteristics of well-defined research objectives
• 6.2 Step-by-Step Guide on How to Formulate Both General and Specific Research Objectives
• 6.3 How to Know When Your Objectives Need Refinement
• 7 Research Objectives Examples in Different Fields
• 8 Conclusion

Embarking on a research journey without clear objectives is like navigating the sea without a compass. This article delves into the essence of establishing precise research objectives, serving as the guiding star for your scholarly exploration.

We will unfold the layers of how the objective of study not only defines the scope of your research but also directs every phase of the research process, from formulating research questions to interpreting research findings. By bridging theory with practical examples, we aim to illuminate the path to crafting effective research objectives that are both ambitious and attainable. Let’s chart the course to a successful research voyage, exploring the significance, types, and formulation of research paper objectives.

Definition and Purpose of Setting Clear Research Objectives

Defining the research objectives includes which two tasks? Research objectives are clear and concise statements that outline what you aim to achieve through your study. They are the foundation for determining your research scope, guiding your data collection methods, and shaping your analysis. The purpose of research proposal and setting clear objectives in it is to ensure that your research efforts are focused and efficient, and to provide a roadmap that keeps your study aligned with its intended outcomes.

To define the research objective at the outset, researchers can avoid the pitfalls of scope creep, where the study’s focus gradually broadens beyond its initial boundaries, leading to wasted resources and time. Clear objectives facilitate communication with stakeholders, such as funding bodies, academic supervisors, and the broader academic community, by succinctly conveying the study’s goals and significance. Furthermore, they help in the formulation of precise research questions and hypotheses, making the research process more systematic and organized. Yet, it is not always easy. For this reason, PapersOwl is always ready to help. Lastly, clear research objectives enable the researcher to critically assess the study’s progress and outcomes against predefined benchmarks, ensuring the research stays on track and delivers meaningful results.

How Research Objectives Fit into the Overall Research Framework

Research objectives are integral to the research framework as the nexus between the research problem, questions, and hypotheses. They translate the broad goals of your study into actionable steps, ensuring every aspect of your research is purposefully aligned towards addressing the research problem. This alignment helps in structuring the research design and methodology, ensuring that each component of the study is geared towards answering the core questions derived from the objectives. Creating such a difficult piece may take a lot of time. If you need it to be accurate yet fast delivered, consider getting professional research paper writing help whenever the time comes. It also aids in the identification and justification of the research methods and tools used for data collection and analysis, aligning them with the objectives to enhance the validity and reliability of the findings.

Furthermore, by setting clear objectives, researchers can more effectively evaluate the impact and significance of their work in contributing to existing knowledge. Additionally, research objectives guide literature review, enabling researchers to focus their examination on relevant studies and theoretical frameworks that directly inform their research goals.

Types of Research Objectives

In the landscape of research, setting objectives is akin to laying down the tracks for a train’s journey, guiding it towards its destination. Constructing these tracks involves defining two main types of objectives: general and specific. Each serves a unique purpose in guiding the research towards its ultimate goals, with general objectives providing the broad vision and specific objectives outlining the concrete steps needed to fulfill that vision. Together, they form a cohesive blueprint that directs the focus of the study, ensuring that every effort contributes meaningfully to the overarching research aims.

• General objectives articulate the overarching goals of your study. They are broad, setting the direction for your research without delving into specifics. These objectives capture what you wish to explore or contribute to existing knowledge.
• Specific objectives break down the general objectives into measurable outcomes. They are precise, detailing the steps needed to achieve the broader goals of your study. They often correspond to different aspects of your research question , ensuring a comprehensive approach to your study.

To illustrate, consider a research project on the impact of digital marketing on consumer behavior. A general objective might be “to explore the influence of digital marketing on consumer purchasing decisions.” Specific objectives could include “to assess the effectiveness of social media advertising in enhancing brand awareness” and “to evaluate the impact of email marketing on customer loyalty.”

Aligning Objectives with Research Questions and Hypotheses

The harmony between what research objectives should be, questions, and hypotheses is critical. Objectives define what you aim to achieve; research questions specify what you seek to understand, and hypotheses predict the expected outcomes.

This alignment ensures a coherent and focused research endeavor. Achieving it necessitates a thoughtful consideration of how each component interrelates, ensuring that the objectives are not only ambitious but also directly answerable through the research questions and testable via the hypotheses. This interconnectedness facilitates a streamlined approach to the research process, enabling researchers to systematically address each aspect of their study in a logical sequence. Moreover, it enhances the clarity and precision of the research, making it easier for peers and stakeholders to grasp the study’s direction and potential contributions.

Role of Research Objectives in Various Research Phases

Throughout the research process, objectives guide your choices and strategies – from selecting the appropriate research design and methods to analyzing data and interpreting results. They are the criteria against which you measure the success of your study. In the initial stages, research objectives inform the selection of a topic, helping to narrow down a broad area of interest into a focused question that can be explored in depth. During the methodology phase, they dictate the type of data needed and the best methods for obtaining that data, ensuring that every step taken is purposeful and aligned with the study’s goals. As the research progresses, objectives provide a framework for analyzing the collected data, guiding the researcher in identifying patterns, drawing conclusions, and making informed decisions.

Crafting Effective Research Objectives

The effective objective of research is pivotal in laying the groundwork for a successful investigation. These objectives clarify the focus of your study and determine its direction and scope. Ensuring that your objectives are well-defined and aligned with the SMART criteria is crucial for setting a strong foundation for your research.

Key characteristics of well-defined research objectives

Well-defined research objectives are characterized by the SMART criteria – Specific, Measurable, Achievable, Relevant, and Time-bound. Specific objectives clearly define what you plan to achieve, eliminating any ambiguity. Measurable objectives allow you to track progress and assess the outcome. Achievable objectives are realistic, considering the research sources and time available. Relevant objectives align with the broader goals of your field or research question. Finally, Time-bound objectives have a clear timeline for completion, adding urgency and a schedule to your work.

Step-by-Step Guide on How to Formulate Both General and Specific Research Objectives

So lets get to the part, how to write research objectives properly?

• Understand the issue or gap in existing knowledge your study aims to address.
• Gain insights into how similar challenges have been approached to refine your objectives.
• Articulate the broad goal of research based on your understanding of the problem.
• Detail the specific aspects of your research, ensuring they are actionable and measurable.

How to Know When Your Objectives Need Refinement

Your objectives of research may require refinement if they lack clarity, feasibility, or alignment with the research problem. If you find yourself struggling to design experiments or methods that directly address your objectives, or if the objectives seem too broad or not directly related to your research question, it’s likely time for refinement. Additionally, objectives in research proposal that do not facilitate a clear measurement of success indicate a need for a more precise definition. Refinement involves ensuring that each objective is specific, measurable, achievable, relevant, and time-bound, enhancing your research’s overall focus and impact.

Research Objectives Examples in Different Fields

The application of research objectives spans various academic disciplines, each with its unique focus and methodologies. To illustrate how the objectives of the study guide a research paper across different fields, here are some research objective examples:

• In Health Sciences , a research aim may be to “determine the efficacy of a new vaccine in reducing the incidence of a specific disease among a target population within one year.” This objective is specific (efficacy of a new vaccine), measurable (reduction in disease incidence), achievable (with the right study design and sample size), relevant (to public health), and time-bound (within one year).
• In Environmental Studies , the study objectives could be “to assess the impact of air pollution on urban biodiversity over a decade.” This reflects a commitment to understanding the long-term effects of human activities on urban ecosystems, emphasizing the need for sustainable urban planning.
• In Economics , an example objective of a study might be “to analyze the relationship between fiscal policies and unemployment rates in developing countries over the past twenty years.” This seeks to explore macroeconomic trends and inform policymaking, highlighting the role of economic research study in societal development.

These examples of research objectives describe the versatility and significance of research objectives in guiding scholarly inquiry across different domains. By setting clear, well-defined objectives, researchers can ensure their studies are focused and impactful and contribute valuable knowledge to their respective fields.

Defining research studies objectives and problem statement is not just a preliminary step, but a continuous guiding force throughout the research journey. These goals of research illuminate the path forward and ensure that every stride taken is meaningful and aligned with the ultimate goals of the inquiry. Whether through the meticulous application of the SMART criteria or the strategic alignment with research questions and hypotheses, the rigor in crafting and refining these objectives underscores the integrity and relevance of the research. As scholars venture into the vast terrains of knowledge, the clarity, and precision of their objectives serve as beacons of light, steering their explorations toward discoveries that advance academic discourse and resonate with the broader societal needs.

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• News Center

Employer Summit and Capstone Showcase brings students and employers together

Published: Apr 8, 2024 2:00 PM

By Cassie Montgomery

With a goal of broadening recruitment pathways for Auburn Engineering students and potential employers, the Engineering Office of Career Development and Corporate Relations (CDCR) hosted its second Employer Summit, April 3-4 at the Brown-Kopel Center. The event brought representatives from nearly 50 companies to campus to network, engage with and, ultimately, recruit some of the nation’s brightest engineers in Auburn students. 

“Part of our mission is to cultivate industry-focused partnerships and I think this year’s Employer Summit provides an opportunity to build these relationships as a unit and a college as a whole,” said Apryl Mullins, CDCR assistant director of corporate relations. 

Building off the first Employer Summit, held at the Auburn University Huntsville Research and Innovation Campus in 2022, this year’s event featured a series of panel discussions and roundtables, the topics of which ranged from student engagement, recruitment expectations versus reality, respectful recruitment and expanding the recruitment pipeline with Auburn Engineering, how to incorporate research into a recruitment plan and developing workforce through Auburn Engineering Online.

New to the program this year was a Capstone Showcase – an opportunity for current students to discuss their work face-to-face with employer representatives. More than 300 students from across the college participated in the Capstone Showcase, highlighting the variety of technical disciplines present in the Samuel Ginn College of Engineering. 

“The capstone design experience is a critical component of an engineering education,” said Jeffrey Fergus, associate dean for undergraduate studies and program assessment. “The showcase provides students with the opportunity to describe what they have done and learned from that experience to employers, including those who may be outside of their technical discipline. The ability to not only meet technical objectives, but also to communicate effectively to a range of audiences is critical for success in engineering.”

The following teams were awarded first, second and third place for their capstone research posters:

1 st  Place – Poster #33

• Team: Ayden Kemp, Melisa Shaffer and Grace Wood
• Project Title,  AU Dining Hall Green Food Waste Composting Facility

2 nd  Place – Poster #39

• Team: Justus Smith, Ann Inskeep and Easton Foreman
• Project Title,  Designing an On-Campus Pilot Composting Facility for the AU Wellness Kitchen

3 rd  Place – Poster #61

• Team: Katelyn Wolfe and Elijah Parker
• Project Title,  Distributed Network for Agricultural Monitoring

Special awards were given for the category Equity in Design. The winners in this category included:

Best Equity in Design – Poster #79

• Team: Rob Campbell, Regan Clare, Marissa Arias, Chandler Bryant and Sam Jones
• Project Title,  Temperature Regulation Suit  

Honorable Mention Equity in Design – Poster #68

• Team: Drew Dunn, Mark Smith, Jessica Bozhko, James Glass and Ismaeel Mian
• Project Title,  jAUnt

CDCR offers employer networking opportunities throughout the year designed to connect employers with students for recruitment purposes. More about the various engagement opportunities through CDCR can be found on their website .

Engineering Dean Mario Eden addresses attendees at the second Employer Summit.

Featured Faculty

Mechanical Engineering

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The most comprehensive and authoritative history site on the Internet.

What If the Germans Had Captured Moscow in 1941?

Some historians have pointed to the German decision to advance along three axes: in the north toward Leningrad , in the south toward Ukraine, and in the center against Moscow. But the Wehrmacht had force enough to support three offensives, and its quick destruction of so many Soviet armies suggests that this was a reasonable decision. Others have pointed to Hitler’s decision in August to divert most of the armored units attached to Field Marshal Fedor von Bock’s Army Group Center, whose objective was Moscow, and send them south to support an effort to surround and capture the Soviet armies around Kiev, the capital of Ukraine. The elimination of the Kiev pocket on September 26 bagged 665,000 men, more than 3,000 artillery pieces, and almost 900 tanks. But it delayed the resumption of major operations against Moscow until early autumn. This, many historians argue, was a fatal blunder.

Yet, as historian David M. Glantz points out, such a scenario ignores what the Soviet armies around Kiev might have done had they not been trapped, and introduces too many variables to make for a good counterfactual. The best “minimal rewrite” of history must therefore focus on the final German bid to seize Moscow, an offensive known as Operation Typhoon.

Here is how Typhoon might have played out:

When the operation begins, Army Group Center enjoys a substantial advantage over the Soviet forces assigned to defend Moscow. It has at its disposal 1.9 million men, 48,000 artillery pieces, 1,400 aircraft, and 1,000 tanks. In contrast, the Soviets have only 1.25 million men (many with little or no combat experience), 7,600 artillery pieces, 600 aircraft, and almost 1,000 tanks. The seeming parity in the number of tanks is misleading, however, since the overwhelming majority of Soviet tanks are obsolescent models.

Initially, Army Group Center runs roughshod over its opponents. Within a few days, it achieves the spectacular encirclement of 685,000 Soviet troops near the towns of Bryansk and Vyazma, about 100 miles west of Moscow. The hapless Russians look to the skies for the onset of rain, for this is the season of the rasputitsa —literally the “time without roads”—when heavy rainfall turns the fields and unpaved roads into muddy quagmires. But this year the weather fails to rescue them, and by early November frost has so hardened the ground that German mobility is assured. With Herculean efforts from German supply units, Army Group Center continues to lunge directly for Moscow.

Thoroughly alarmed, the Stalin regime evacuates the government 420 miles east to Kuybyshev, north of the Caspian Sea. It also evacuates a million Moscow inhabitants, prepares to dynamite the Kremlin rather than have it fall into German hands, and makes plans to remove Lenin’s tomb to a safe place. Stalin alone remains in Moscow until mid-November, when the first German troops reach the city in force. And in obedience to Hitler’s order, Fedor von Bock uses Army Group Center to surround Moscow, instead of fighting for the city street by street. Nonetheless, the Soviet troops withdraw rather than fall prey to yet another disastrous encirclement, and on November 30—precisely two months after Operation Typhoon begins—it culminates in the capture of Moscow.

The above scenario is historically correct in many respects. The three major departures are the absence of the rasputitsa, which did indeed bog down the German offensive for two crucial weeks; the headlong drive toward Moscow rather than the diversion of units to lesser objectives in the wake of the victory at Bryansk and Vyazma—a major error; and, of course, the capture of Moscow itself.

But would the fall of Moscow have meant the defeat of the Soviet Union? Almost certainly not. In 1941 the Soviet Union endured the capture of numerous major cities, a huge percentage of crucial raw materials, and the loss of four million troops. Yet it still continued to fight. It had a vast and growing industrial base east of the Ural Mountains, well out of reach of German forces. And in Joseph Stalin it had one of the most ruthless leaders in world history—a man utterly unlikely to throw in the towel because of the loss of any city, no matter how prestigious.

A scenario involving Moscow’s fall also ignores the arrival of 18 divisions of troops from Siberia—fresh, well-trained, and equipped for winter fighting. They had been guarding against a possible Japanese invasion, but a Soviet spy reliably informed Stalin that Japan would turn southward, toward the Dutch East Indies and the Philippines, thereby freeing them to come to the Moscow front. Historically, the arrival of these troops took the Germans by surprise, and an unexpected Soviet counteroffensive in early December 1941 produced a major military crisis. Surprised and disturbed, Hitler’s field commanders urged a temporary retreat in order to consolidate the German defenses. But Hitler refused, instead ordering that German troops continue to hold their ground. Historically they managed to do so. However, with German forces extended as far as Moscow and pinned to the city’s defense, this probably would not have been possible. Ironically, for the Germans, the seeming triumph of Moscow’s capture might well have brought early disaster.

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