capstone project ii

CAPSTONE PROJECT: Parts of a Capstone Project

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

What a Table of Contents Could Contain

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

What Goes Into Each Section

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Apr 16, 2024

Everything About Capstone Projects: An In-Depth Guide

Think of your academic journey as a thrilling mountain climb. The capstone project marks the exhilarating, and sometimes daunting, summit. This culminating assignment is a staple in many degree programs, providing students with a unique opportunity to synthesize their learning, apply their skills to real-world challenges, and showcase their readiness for the professional world.

In this comprehensive guide, we'll get into the ins and outs of capstone projects, exploring their purpose, various forms, and the steps involved in bringing yours to successful completion.

The Purpose and Value of Capstone Projects

Capstone projects are much more than a final assignment. In a way, they bridge the gap between the classroom and the real world. At their core, capstone projects are designed to:

Synthesize Learning: They force students to draw upon and integrate the wide range of knowledge and skills accumulated throughout their entire academic program. This requires a level of reflection and critical analysis that promotes deeper understanding.

Apply Knowledge: Capstones are where theory becomes practice. Students take concepts learned in the classroom and grapple with how to implement them, address unexpected challenges, and refine their solutions in actual, or realistically simulated, situations.

Develop Essential Skills: Capstone projects foster a wide array of transferable skills that translate directly to success in all professions. These include problem-solving, critical thinking, research, project management, and effective communication.

Prepare for the Future: Whether a student is aiming for the workforce or further education, a capstone project gives them tangible experience to showcase to potential employers or admissions committees. It serves as evidence of their readiness to step into more complex and demanding roles.

Types of Capstone Projects

Capstone projects come in various forms, offering students the ability to choose an approach that best suits their interests and career aspirations. Here's a look at some common types:

Research Papers: Demonstrate deep understanding through focused investigation of a specific topic. Students research, analyze data, and draw defensible conclusions.

Case Studies: Involve applying theoretical knowledge to analyze actual real-world scenarios, dissecting decisions made, their outcomes, and lessons applicable to other situations.

Creative Works: Offer a space for expressing innovation, talent, and technical skills Unique to fields like art, design, music, or writing, they might result in a portfolio, performance, or original piece.

Internships: Provide hands-on experience in a professional setting, directly applying coursework to real challenges. This gives students an inside look into their potential career field.

Field Placement Projects: Involve working with industry or community partners, contributing to projects with real-life impact, and often focusing on problem-solving within a specific organization.

Research Papers

Research papers as a capstone project offer a classic way of demonstrating mastery of a field of study. They allow students to:

Choose a Focused Topic: Students hone in on a specific question or problem within their field, demonstrating their ability to identify and explore an area of interest.

Conduct Thorough Research: Students must navigate academic resources, including peer-reviewed articles, primary sources, and data sets. This shows their ability to find and evaluate reliable information.

Synthesize & Analyze: Capstone-level research isn't just about summarizing what others have said. Students need to analyze findings critically, draw their own conclusions, and present a defensible argument.

Master Formal Writing: Research papers require adherence to academic writing standards, including proper citation and strong thesis development.

Case Studies

Case studies empower students to connect classroom theories to real situations that professionals would face. They provide opportunities to:

Apply Theoretical Frameworks: Students use models and concepts learned in their coursework to analyze a specific case, demonstrating their understanding of how those theories work in practice.

Dissect Decision-Making: By dissecting the choices made within a case study, students learn to weigh the pros and cons of different approaches and critically assess the outcomes that those decisions generate.

Form Actionable Insights: The true value of a case study lies in identifying what lessons can be applied more broadly. Students learn to recognize patterns, potential pitfalls, and strategies that can be used in other situations.

Creative Works

When capstones take a creative form, students tap into their originality and technical skills. These projects often involve:

Conceptualization: Developing a unique idea, artistic vision, or original piece requires a student to think beyond what's been done previously, pushing them to innovate.

Technical Execution: The project must still demonstrate mastery of the chosen medium – whether that's painting, composition, filmmaking, or something else entirely.

Reflective Presentation: Often, creative works are accompanied by a written component or presentation where the student articulates their process, influences, and the conceptual significance of their creation.

Internships

Internships immerse students in the world of work directly related to their studies. They offer the chance to:

Gain Professional Experience: Students work on real-world projects, contributing to ongoing initiatives within established organizations.

Put Theory into Practice: Interns grapple with applying the concepts they've learned to the tasks and challenges faced by a specific company or organization.

Build a Network: Interactions with colleagues and mentors within their field can open doors to future job opportunities.

Develop Workplace Skills: Interns practice time-management, communication in a professional context, and collaborating with a team, which are essential for success in most careers.

Field Placement Projects

Field placements connect students with community partners, bringing a real-world immediacy to their capstone experience. These projects might involve:

Collaboration: Students work directly with a company, non-profit, or government agency, gaining insights into its goals, needs, and constraints.

Problem-Solving: Field projects often focus on addressing a specific challenge or contributing to the betterment of the partner organization.

Impact: Students can see a tangible result of their work, making the experience feel more meaningful than a theoretical assignment.

Adaptability: Working within an existing organization requires students to adapt to its structure and culture, honing their flexibility and communication skills.

Does completing a capstone project significantly enhance job market readiness?

Yes. Capstone projects bridge the gap between theory and practice, equipping students with in-demand skills that employers value highly. The experience of tackling a substantial project demonstrates initiative, problem-solving abilities, time management, and clear communication – all of which translate to success in the workplace.

Selecting a Capstone Project Topic

Choosing a capstone project topic is one of the most important decisions you'll make during your academic experience. It's a chance to align your effort with both your passions and long-term goals. Here's how to find the perfect fit:

Start with "What is a capstone project?" Understanding the broader meaning and purpose of this experience helps narrow your scope. A capstone project should push you to synthesize knowledge and skills from your education and apply those in a meaningful way toward professional growth.

Self-Reflection: What are your genuine interests within your field? What problems or issues do you find most intriguing? Don't be afraid to explore beyond your most recent coursework – sometimes the best ideas stem from earlier sparks of curiosity.

Career Aspirations: Where do you envision yourself after graduation? What kinds of problems would you like to solve in your chosen profession? Choosing a topic relevant to that vision gives you hands-on experience that will be invaluable.

Topic Relevance to Career Goals

While not always mandatory, it's beneficial to select a capstone project topic that speaks to your career goals. Here's why:

Building a Relevant Portfolio: Your capstone project becomes a major work sample when applying for jobs or further education. It demonstrates your competency and active interest in specific areas of your field.

Direct Experience: Working on a project tied to your career goals gives you a taste of the kinds of challenges and tasks you might encounter later. This is much more impactful than simply reading about such problems in textbooks.

Networking Opportunities: Depending on your project type, you might interact with professionals or organizations directly in your desired field. This helps build connections and could even lead to job leads.

Research and Preparation

Once you have a general focus, it's time to refine your topic:

Preliminary Research: Read up on your chosen area to see what kinds of questions are currently being explored. Identify what intrigues you the most, and what gaps in the research you might be able to address.

Gather Resources: Talk to professors or mentors in your field. They can offer guidance on finding valuable texts, articles, and data sets relevant to your topic.

Narrow Focus: A successful capstone topic is focused enough to be tackled in depth within the given timeframe. Resist trying to address everything about a broad subject.

Is it critical to choose a capstone project topic related to one's career goals?

Though not strictly required, it's highly advantageous to choose a career-focused capstone project. The experience gained becomes relevant, immediately applicable to your professional development, and helps you stand out to future employers or graduate school admissions panels.

Integrating Capstone Projects with Other Academic Work

Capstone projects aren't isolated endeavors. They serve as a culmination of your academic journey , drawing upon and enriching your understanding of the knowledge gained through previous coursework. Let's explore these connections:

From Research Papers to Capstone Projects

Research papers and capstone projects both heavily rely on your research and analysis skills. However, they differ in their ultimate goals:

Research Papers: These hone your ability to research a specific topic, analyze existing literature, and present a well-supported argument. The focus is on understanding and critically evaluating established knowledge.

Capstone Projects: While research remains imperative, capstone projects move beyond pure analysis. Here, you apply the theoretical frameworks learned in research papers to tackle a real-world problem or create something innovative.

Linking Dissertations and Capstone Projects

Capstone projects share a deeper connection with dissertations , although the scale and scope are different:

Dissertations: These in-depth, original research projects are the cornerstone of doctoral programs. They involve extensive research, data collection, and analysis, culminating in a significant contribution to existing knowledge.

Capstone Projects: While not expected to redefine a field, capstone projects showcase your ability to conduct thorough research and apply it to address specific problems or opportunities within your chosen discipline. They provide a taste of the research rigor expected in graduate studies.

Capstone Projects vs. Term Papers

Term papers serve as building blocks for your capstone project, but they differ in scope and depth:

Term Papers: These typically focus on a specific aspect of a broader field, allowing you to explore a chosen topic and develop your research and writing skills. The research conducted for a term paper can form the foundation for a more comprehensive capstone project.

Capstone Projects: More comprehensive and demanding, capstone projects require a deeper dive into a topic. They involve applying knowledge from multiple courses, conducting original research if applicable, and potentially creating a tangible outcome.

Can Capstone Projects Incorporate Elements from Previous Academic Papers Effectively?

Absolutely! In fact, integrating elements from previous academic work significantly enriches your capstone project:

Provides Depth and Continuity: Prior research becomes the foundation for your capstone project, demonstrating the evolution of your understanding. This continuity strengthens your overall argument.

Highlights Skill Development: By showcasing how you've built upon prior research methods and analysis, you demonstrate a progression in your research and critical thinking skills.

Offers a Stronger Foundation: Previous papers can serve as springboards for more focused research questions within your capstone project.

By weaving together the knowledge gained throughout your academic journey, a capstone project becomes a powerful testament to your intellectual growth and your ability to apply knowledge meaningfully.

Writing and Presentation Techniques

The way you communicate your capstone project can be as important as the project itself. Here's how to nail both the write-up and the presentation:

Crafting a Compelling Introduction

Your introduction sets the tone for the entire project. Aim to capture your audience's attention and clearly convey the significance of your work right from the start. Here are a few techniques:

The Hook: Begin with a compelling fact, a provocative question, a relevant anecdote, or a quote that directly relates to your topic.

Problem Statement: Clearly articulate the specific issue, challenge, or opportunity your capstone project addresses.

Significance: Succinctly explain why this project matters. Highlight the potential impact of your research, the innovative nature of your creative work, or the tangible benefits of your practical experience.

Thesis Statement: If applicable, offer a concise and clear statement that summarizes your main argument or the central outcome of your project.

Developing a Coherent Structure

Whether presenting your work in writing or orally, a logical structure ensures your audience can easily follow your thought process and findings:

Written Reports: Follow standard academic formatting guidelines (if applicable). Use clear headings and subheadings to organize your ideas into logical sections. Consider a typical structure like:

Introduction

Literature Review (if applicable)

Methodology

Results/Findings

Analysis/Discussion

Presentations:

Create a slide deck with clear visuals and concise talking points.

Practice your presentation to ensure a smooth, logical flow of ideas.

Maintain a clear distinction between the background information, your unique contribution, and the implications of your findings.

Additional Tips for Writing and Presentations

Know Your Audience: Are you presenting to professors within your field, potential employers, or a general audience? Tailor your language and presentation style accordingly.

Visual Aids: Pictures, graphs, charts, or other visual elements can enhance understanding and make your work more engaging.

Proofread Meticulously: Spelling and grammar errors reflect poorly on your attention to detail. Have someone else proofread your final draft before submission.

Practice and Prepare: For presentations, practice thoroughly, ensuring your timing is on point and you're comfortable answering potential questions.

Conclusion and Reflection

Your capstone project conclusion isn't just about restating what you already said. It's your chance to synthesize your journey and leave a lasting impression. Consider these elements:

Reiterate Key Findings: Concisely re-emphasize the most significant outcomes, discoveries, or insights gained from your capstone project. Be sure to connect them back to your original research questions or your project's main purpose.

Reflect on Growth: What did you learn about yourself as a learner and thinker through this process? What skills did you develop or strengthen? This personal reflection gives your conclusion depth.

Discuss Limitations Even the best projects have areas where constraints or unforeseen issues arose. Briefly acknowledging these shows your self-awareness and provides context for your findings.

Future Directions: If applicable, suggest possible avenues for further research inspired by your work. Or, discuss potential applications of your findings in a broader context.

Engaging with Your Audience

To make your capstone project truly memorable, go beyond just presenting information and focus on connecting with your audience:

Relevance: Explicitly explain why your project should matter to the people reading or viewing your work. What real-world problems does your research address? How does your creative work expand perspectives? What actionable skills did you gain from a practical capstone experience?

Storytelling: When appropriate, weave in anecdotes or examples that illustrate your process, the challenges you overcame, or how your findings illuminate a human element. Storytelling helps audiences connect with your project on an emotional level.

Call to Action: If relevant, don't be afraid to ask something of your audience. This could be a call for further investigation, a change in perspective, or action to be taken towards a problem your project explored.

Q&A: Leave ample time for questions and discussion, both in written and presentation formats. This demonstrates your willingness to engage further and shows that you consider your project an ongoing intellectual dialogue.

Revising and Finalizing Your Project

The revision stage is where your capstone project truly takes its final form. It's tempting to rush through this part, but putting in the time to carefully revise and polish will elevate your work significantly.

Give it Some Space: Step away from your project for a few days if time allows. Returning to it with fresh eyes will help you spot errors and areas in need of improvement.

Revisit Project Objectives: Go back to the original goals and requirements. Does your current draft fully address them? Are there any aspects that could be further developed?

Check for Cohesiveness: Ensure the flow of your work is logical, with clear transitions between sections. Pay attention to both the overall project structure and how smaller sections or paragraphs link together.

Scrutinize Details: Meticulously proofread for typos, grammatical errors, and proper formatting. Make sure citations are complete and accurate.

Addressing Feedback

Seeking feedback is crucial for ensuring your work meets expectations and makes a strong impact. Here's how to approach it:

Trusted Sources: Get feedback from professors, mentors, peers with strong academic skills, or even professionals in your field, if applicable. Diverse perspectives are invaluable.

Open-Mindedness: Embrace constructive criticism as an opportunity to improve. Don't get defensive – feedback is there to help you grow, not to attack your work.

Careful Integration: Not all feedback needs to be incorporated blindly. Consider each suggestion carefully and decide if and how it will truly strengthen your project.

Is peer review an essential step in the revision process of capstone projects?

Yes! Peer review offers several distinct advantages:

Fresh Perspective: Peers can often spot inconsistencies or issues that you might be too close to the work to see.

Identifying Confusion: Areas that may be clear to you could be confusing to a reader encountering your topic for the first time. Peers can point out where more explanation or clarity is needed.

Exposure to Different Styles: Seeing how your peers organize their projects and communicate their findings can offer fresh ideas for improving your own presentation.

Practicing Constructive Feedback: Learning to both give and receive constructive feedback is a key skill in most professional settings. Peer review offers a safe space to hone this skill.

Navigating the Capstone Project Journey

The capstone project is a transformative experience that bridges the gap between classroom learning and the exciting challenges you'll face as a professional in your chosen field. From selecting a topic that aligns with your passions and goals to carefully integrating the diverse skills you've cultivated throughout your education, this project empowers you to make a meaningful contribution.

While the capstone journey may require significant effort and dedication, the rewards are undeniable. Not only will you gain valuable experience and produce a work sample that showcases your potential, but you'll also emerge from this experience with the enhanced confidence to tackle the complex problems that await you in your future career.

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Capstone Project

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

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

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

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

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

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

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

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

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

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

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This course is the required individual project course for all students seeking the Master of Science in Applied Data Science. It is intended to be a capstone course that will bring together many of the topics that were covered in the rest of the curriculum. For this reason, students will be expected to take this course as their final paper with no outstanding credits required for award of their MSc and will be allotted 6 months to complete the project. The project must encompass all areas relating to the Data Science Process: Data Retrieval from disparate sources, pre-processing and cleaning, preparation and modeling. The data used MUST be a combination of structured and unstructured, and be relatively large.

The student is required to complete their work as an Individual project.

The final mark for each project will be based on documents, artifacts, presentations and demonstrations (where appropriate) of the following:

   Project Plan/Proposal 10%

   Technical Documentation 25%

   Software artifacts 25%

   Final Presentation 40%  o  Management Report

o  Presentation and demonstration of the final product

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Capstone Project

The Capstone Project is the culminating experience required for graduation from the Master of Public Health Program. MPH students apply the knowledge and skills learned in class to public health problems in a chosen skillset or area of interest under the guidance of a Capstone Mentor. The projects should be chosen to help students address their academic interests and afford them an opportunity to master advanced public health competencies. The MPH capstone satisfies the CEPH Integrated Learning Experience.

Supporting Students in Capstone

To support this process, students are required to take two semester-long Capstone courses, Capstone I and Capstone II. Capstone I will help guide students in selecting an appropriate project, identifying a mentor, and starting their project, while Capstone II will help guide them in completing their project, analyzing any results, and developing deliverables. At the end, students submit a written paper and deliver a 10-minute public presentation. The nature and scope of the capstone project is determined collaboratively by the student, Capstone Mentor, and their Capstone Instructor, but they should be scaled appropriately for the time frame available.

Your Capstone Team

MPH students are not alone in completing their Capstone Project at any point in the process; there are different support systems in place to carry you through from project formation to completion and delivery.

Who is your Capstone Mentor?

Your Capstone Mentor is a public health professional and expert in the field of your Capstone who helps guide you through the project. Students collaborate with and seek the counsel of their Mentor to ensure their project is conducted thoroughly, being mindful of standards of the field. A project can have mentoring team, such as a content mentor and a methods mentor.

Who is your Capstone Instructor?

Your Capstone Instructor is an MPH teaching faculty who leads your Capstone seminar courses. You could have the same Capstone I and II instructor or they could be different, but your instructor will be there throughout your project as a support system to answer questions, adjust scope, assist with hurdles, and maintain perspective. The Capstone I instructor supports you in creating or finding a project, identifying a Capstone Mentor, and setting up a plan to carry out the project. The Capstone II instructor picks up the project and guides you to completion, confirming what written deliverables are needed and assisting in the preparation of your 20 minute professional presentation.

What is the role of your Capstone classmates?

Your Capstone classmates are as much a resource as your Mentor and Instructor. Capstone I and II seminars use peer-review and shared learning to help students progress through their own project while supporting their peers on their projects. From sharing project hurdles and overcoming them to motivating each other through preparing written deliverables to serving as a practice audience for presentation “dry-runs,” your Capstone classmates are your biggest cheerleaders and another incredible support mechanism.

From the very first day of Capstone, I felt supported and encouraged enough to delve deep into my specific area of interest. I was able to thoroughly cement my research, policy analysis, and public speaking skills, all while actively advancing the current academic literature. Without the Capstone process, I wouldn’t be nearly as confident in calling myself a public health professional, and I am extremely grateful for the opportunity.

Michael Adjei-Poku

MPH Student

Halle’s Capstone Project in Urban Farming

My Capstone experience allowed me to make a real difference in a community I love. I wanted to give back and the guidance of my mentor really helped me make a tangible impact for an organization I’m passionate about. My mentor helped the Capstone process unfold organically which helped ease a lot of anxiety and doubt that I had. I gained a lot of confidence in my skill set through this experience.

Halle Watkin

Working with Capstone mentees is one of my favorite ways to engage with our MPH students. Supporting their ideas and public health passions to bring a Capstone project to fruition is a privilege and I am always amazed at the incredible work they do!

Heather Klusaritz

Capstone Instructor

Capstone Skills vs Content Area

MPH Students can tailor their Capstone Projects to the kinds of skills they want to learn and grow or  focus their efforts on numerous public health content areas to prepare them to be future public health professionals. Below is a non-exhaustive list of the content areas and skillsets our students have explored in their Capstone work.

Skills Gained

Community Needs Assessment (surveys, logic models, focus groups, key informant interviews)

Systematic / Narrative Review (quantitative and/or qualitative, thematic analysis)

Program Development (creating an intervention or curriculum)

Program Evaluation (quantitative and/or qualitative)

Policy Brief / Policy Analysis (evidence-based analysis)

Quality Improvement Programs (run charts, go-sees, additional quantitative and/or qualitative analyses, creating an A3, process mapping)

Public Health Education and Health Communication (pamphlets, podcasts, apps, websites, blogs, community resources, instructional seminar/training/curricula, online social media platform)

Creating a Survey or other Measurement Tool (quantitative and/or qualitative)

Research Projects (primary or secondary, quantitative or qualitative)

Community Based Participatory Research (stakeholder engagement, recruitment, organizing/running meetings, community engagement and needs assessments, team building)

Implementation Science Projects (quantitative and/or qualitative)

Data Analysis (quantitative and/or qualitative, GIS, epidemiology, large and small datasets)

Content Areas

Adolescent and Young Adult Health

Adverse Childhood Experiences (ACEs)

Aging, Memory, and Geriatric Health

Autism Spectrum Disorders (ASD)

Behavioral Economics

Cancer Risk and Screenings

Chronic Disease Issues

city planning and housing issues

communicable diseases

community health

criminal justice issues

driving safety

environmental health issues

food insecurity

Geography & Health

gender affirming healthcare needs

global health issues

gun violence

health journalism

health law and health policy

health literacy

healthcare decision making

homelessness and housing insecurity

hospital policies and practices

infectious diseases

intimate partner violence (IPV)

LGBTQIA+ healthcare needs

maternal and child health

Mental Health

oral health and public health dentistry

peer support and peer education

public health risk preparedness

race, systemic racism, and health disparities in various public health areas

refugee and immigrant health

reproductive health issues

substance use, addiction, and recovery

support for non-English speaking and ESL populations

vaccine intention and hesitancy

zoonotic and veterinary diseases (One Health)

My capstone project explores the integration of public health education into San Cristóbal, Galápagos. Working collaboratively with our partners in Galápagos, we have been able to produce several lesson plans and identify other routes outside of school to reinforce these topics. My time in Galápagos has been enriching and invaluable.

Darby Gallagher

MPH STudent

EDUC 888 Capstone II

• Course Description

This course focuses on developing doctoral candidates’ capstone project proposal.

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Course Guide

View this course’s outcomes, policies, schedule, and more.*

Requires a student login to access.

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.

Under the direction of a faculty mentor, the doctoral candidate conducts data collection for the capstone project.

Course Assignment

Course requirements checklist.

After reading the Course Syllabus and Student Expectations , the candidate will complete the related checklist found in the Course Overview.

Discussions (3)

The candidate will participate in three Discussions focused on providing a description of previous tasks, current progress, all communication and guidance from the chair, goals for the semester, and challenges the candidate is currently facing.  Each thread should be between 150 – 400 words.  Candidates are encouraged to interact with classmates in the Discussion to help build community and encourage one another. 

Quiz: Manuscript Upload (3)

The candidate will complete a quiz that requires the candidate to confirm continually work on the manuscript.  Also, the candidate will upload the most recent copy of their manuscript.  This upload will not initiate a formal review of the manuscript; however, this manuscript upload will provide a back-up copy of the manuscript, provide evidence of progress within the course, and track progress within the program. (CLO: A, B, C)

Quiz: Manuscript Development Progress (12)

The candidate will self-report acknowledgment of weekly progress on this quiz. Also, this quiz serves to show course activity and attendance; therefore, each quiz must be completed within the assigned module and should not be taken early. (CLO: A, B, C)

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Comp6830 | s3_2022/23 ds capstone project ii.

• Lecturer: Ricardo Anderson

The National CTC's grant funding ended September 30, 2023.  The office is now closed. Scroll down for links to legacy resources.

Information Technology Capstone I and II

NOTE:  Note that the National CTC was funded by an NSF ATE grant.  As such, curriculum is intended for use solely by educators of North American secondary and post-secondary institutions. To access the content, visit the CTC's public "Curriculum" legacy drive .

The capstone sequence for information technology (two 16-week courses) is designed to introduce students to a complete development lifecycle from project requirements all the way to delivery of a product. Students use a Unified Process/Agile approach working in teams to complete a number of systems deliverables.

In general, the projects for this class should be at a level of difficulty that requires a team of 4-6 students in order to complete the tasks over two semesters. Listed below are some more specific requirements.

1. In general, the project should require skills typical of IT-related jobs. It could, for example, involve the design and development of an E-Commerce web portal, or the design and installation of a network for a small to medium business, or a database-driven application or mobile app. 2. The project should require the design and integration of both custom-designed and off the shelf software and perhaps integration and installation of hardware components. 3. The system should require detailed levels of design and testing in order to accommodate the various lifecycle documents and other deliverables required for the class. 4. The project can involve concepts developed by the team members, or requirements defined by a local company or faculty research lab. In some cases, the project may involve second generation design and upgrades on existing platforms if an appropriate level of difficulty is apparent

Course Outcomes – Capstone I: By the end of this course, students will: • Gather and refine user functional requirements and other functional and non-functional requirements and constraints for a large-scale information system, and create a system requirements specification document. • Perform system analysis and design tasks using recognized software engineering methods to create a preliminary design specification for a system based on a requirements specification. • Utilize software project management principles, skills and tools in creating the requirements and preliminary design specifications. • Create a project management plan, including a schedule and budget for a large-scale information systems project. • Create initial test and documentation plans for a project. • Utilize configuration management, project management and design tools in the course of the project. • Understand the classification and characteristics of large computing systems. • Demonstrate the ability to perform common systems installation, integration, maintenance, and administration tasks.

Course Outcomes – Capstone II: By the end of this course, students will: • Create a detailed systems design and implementation plan using standard software engineering tools and methodology. • Implement the design for a large-scale information system. • Create a test plan and series of test procedures for a project and execute the procedures against the components created. • Create a delivery and maintenance plan for a large-scale information system. • Utilize configuration management, project management and design tools in the course of the project. • Create a lifecycle plan for the information system developed. • Understand the classification and characteristics of large computing systems. • Demonstrate the ability to perform common systems installation, integration, maintenance, and administration tasks. • Demonstrate the ability to plan and execute the deployment of an IT system or components into a client environment.

Textbook – Capstone I and II: none

Topics – Capstone I Note: the majority of the assignments in this course will relate to a large group project that will extend into the Capstone II class. There will be a few initial individual assignments and a number of group deliverables throughout the semester

Week 1 - Course Overview, Setup Team Room, Personal Assessment, Lecture: Nature of Design Week 2 - Lecture: Team and Project Management, Determine Teams and Team Names, IA -1 presentations, Bi-Weekly Status Report Week 3 - Lecture: Project Lifecycle, Brainstorm Project ideas, Meet with Client Week 4 - Project ID and Need, Lecture: Development Methodologies, Lecture: Requirements, Bi-Weekly Status Report Week 5 - RUP and Use Cases Week 6 - Lecture: Preliminary Design Overview, Bi-Weekly Status Report Week 7 - Work Week Week 8 - Review Preliminary Design details, Bi-Weekly Status Report Week 9 - Work Week Week 10 - Bi-Weekly Status Report Week 11 - Lecture/Discussion Detailed Design Week 12 - Lecture: Testing, Work Week, Bi-Weekly Status Report Week 13 - Lecture: Reliability and Delivery Week 14 - Work Week, Bi-Weekly Status Report Week 15 - Crunch Week! Week 16 - Final Presentations

Topics – Capstone II Note: the majority of the assignments in this course will relate to a large group project that will be completed based on preliminary work in the Capstone I class. There will be a few initial individual assignments and a number of group deliverables throughout the semester.

Week 1 - Course Overview, Setup Team Room, Project Plan Updates Week 2 - Detailed Design Review and Update, Bi-weekly Status Report Week 3 - Lecture: System Implementation Week 4 - Lecture: Testing, Bi-weekly Status Report Week 5 - Lecture: Test Plans Week 6 - Bi-weekly Status Report Week 7 - Lecture: Test Procedures Week 8 - Bi-weekly Status Report Week 9 - Lecture: Maintenance Documents Week 10 - Bi-weekly Status Report Week 11 - Lecture: User Documentation Week 12 - Work Week, Bi-weekly Status Report Week 13 - Lecture: Reliability Week 14 - Work Week, Bi-weekly Status Report Week 15 - Delivery to Customer Week 16 - Final Presentations (will be scheduled during Design Day program)

Please remember this curriculum is copyrighted material and is intended for public education use only.

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You are here, cse 281: capstone project ii (3), current catalog description:.

Second of a two semester capstone course sequence that involves the design, implementation, and evaluation of a computer science software project; conducted by small student teams working from project definition to final documentation; each student team has a CSE faculty member serving as its advisor; The second semester emphasis is on project implementation, verification & validation, and documentation requirements. It culminates in a public presentation and live demonstration to external judges as well as CSE faculty and students. Prerequisite: Senior standing and CSE 280.

Instructor: James Mikitka, Corey Montella, Stephen Urban (Fall 2022)

Relationship between course outcomes and Student Outcomes where CSE281 substantially support the Student Outcome #1 and #3.

SO1: Analyze a complex computing problem and to apply principles of comuting and other relevant disciplines to identify solutions.

SO 3:Communicate effectively in a variety of professional contexts.

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Unity’s Online Capstone Projects—Hands-On Learning That Helps Launch Careers

June 24, 2019

Home  /  News  /  Unity’s Online Capstone Projects—Hands-On Learning That Helps Launch Careers

Why does Unity include capstone projects in its undergraduate and graduate programs? Because we know when students are engaged with hands-on projects that focus their skills, the result is a meaningful experience they can apply in the workforce. Capstone projects are shown to:

• improve a student’s speaking and communication skills;
• showcase what students have learned and also highlight their ability to learn by synthesizing data to address real issues;
• build students’ resumes for potential employers; and
• help students understand how the various courses in their program integrate into an academic discipline.

Whether it’s for a Sustainable MBA or an Environmental Criminal Justice undergraduate program, capstone projects put Unity students to work in diverse settings. Picture designing a pollinator garden for a capstone project and seeing that turn into a jumping-off point for job opportunities in urban planning, community organizing, and more. That’s the power of the capstone experience.

Our undergraduate students complete Unity’s Transdisciplinary Environmental Studies Capstone. Students in this course integrate what they’ve learned into a project that addresses a real issue, displaying their communication, planning, and creative skills along the way. Undergraduate students will also receive an early introduction to the Capstone process within their first semester Professional Skills course. This allows them to hit the ground running and begin thinking about their Capstone experience early on in their studies.

Because our capstone projects are based on real-world issues, students can draw important connections between their classes and the workplace. Students will have practical experiences to pitch to potential employers, or they can use the project as an opportunity to engage with their current employer in a new and vital way. When you apply your skills to a workforce-related project, you’ll see your field from a new perspective.

At the graduate level , Unity students are engaging in hands-on coursework that applies their skills to real-world projects. Environmental GIScience students analyze and interpret GIS and remotely sensed data to address an environmental problem they’ve identified along with the help of a faculty advisor. Their work is then highlighted in a public presentation, whether that’s oral, visual, or in written form. Our graduates have produced fact sheets, reports, educational YouTube videos, in-depth PowerPoint presentations, and more. If you’re a Sustainable MBA student, you might team up with other Unity students on a project along with faculty guidance to demonstrate your finance, communication, marketing, sustainability, and strategic management skills.

All along the way, Unity students are supported in developing, designing, and executing their capstone projects. That’s why we split our capstone courses into two sections—the first section guides students through the process of identifying and designing the project, while the second section allows students to get to work.

Unity College makes earning your undergraduate or graduate degree easy with relevant academic programs, multiple start dates, accelerated programs, and career advising.

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Home / Ed.D. / Curriculum / Capstone Seminar I & II

Capstone Seminar I & II

The capstone project is the culminating academic experience for students in the Ed.D. program. The capstone and its accompanying seminars will allow students to apply the analytic abilities, professional understanding, contextual knowledge and related skills they have accumulated throughout the program to a project for an external organization. The capstone project will be completed in two parts during students’ third year of study through two separate seminars.

In Capstone Seminar I and Capstone Paper Part I (3 credit hours) , students will work in teams of 2-3 or independently with the approval of a faculty adviser. In this portion of the capstone project, students will meet regularly and work with a faculty adviser to identify, introduce and analyze a problem of practice, challenge, or complex phenomenon in an external organization. Students will investigate this problem and provide multiple forms of evidence that demonstrate a need to focus on the problem in the particular organizational context. Drawing upon program course work and their research, capstone teams will then design an intervention or process that implements learning, improvement or change to solve the problem in an approach aligned with the organization’s needs. They will present this first portion of their project to the organization and receive feedback.

In Capstone Seminar II and Final Capstone Project (3 credit hours) , capstone teams and individuals continue to meet and work with a faculty adviser as they incorporate feedback from the external organization on the proposed intervention and integrate the content of the entire project into one narrative and final deliverable. While students are not required to implement the intervention, some choose to provide a detailed plan and evaluation strategy that, backed by extensive research, would result in the expected improvement in the organization or successfully address the organization’s challenges.

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McCourt School of Public Policy

Featured Capstone Project: Beyond Grantmaking to Policy Advocacy and Systems Change

Posted in News Story

Matthew L. Evans is the Senior Director of Public Policy at the United Philanthropy Forum. As part of his participation in 2023 Executive Certificate in Philanthropic Leadership Program, Matthew developed the following capstone project .

Matthew advocates for a transformative approach to impact change by the philanthropic sector, emphasizing the necessity for funders and the broader sector to extend beyond traditional grantmaking. In his memo, he addresses the importance of actively participating in public policy and advocacy with the goal of obtaining racial equity in the United States and, eventually, racial justice. This memo culminates in a comprehensive action plan that integrates grantmaking, policy advocacy, and strategic investments to achieve lasting systems change.

To access Matthew L. Evans’ full Capstone Management Project  click here .

The Executive Certificate in Philanthropic Leadership Program is designed to strengthen the leadership capacity of philanthropic practitioners working in private foundations, community foundations, corporate foundations, donor advised funds, and other philanthropic organizations. To learn more about his program,  click here .