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6 Tips for Engaging Capstone Projects

Rather than creating a year-in-review capstone project, consider having students synthesize and personalize what they’ve learned, bringing it to a new level.

It’s that time of the year, the race to the finish, only weeks until school ends for the summer (at least for many of us). With the pressures of testing behind us, we often have a bit more freedom to create curriculum and activities for students. We can try out new ideas, give students more choice in what they want to learn, and celebrate the learning that we've accomplished this year. One way that many educators like to do these things is through capstone projects, year-end culminations that often invite students to engage in choosing what they want to learn, as well as how they learn it. Capstone projects are a great tool for personalizing learning, and they're effective for creating even more student engagement. Here are some tips to create excellent capstone projects.

Ensure "Main Course, Not Dessert"

This is always a good reminder. While capstone projects often draw on the entire year's learning, it's important to pose this question to students as well as reflecting upon it ourselves as educators: What new learning will occur in this capstone project? This is key to ensuring that a capstone project isn't simply a fun activity (although that's still a good intention), and it helps in creating a project that's more challenging and truly focused on new learning and experiences. This new learning could be in a different context or topic from what the class has done so far, it might require a variety of skills that they haven't previously combined, or it could be a synthesis of sorts. Reflect on how you can ensure that there will be new learning in your capstone projects.

Take It To Another Level

Projects should focus on depth, not breadth. If you have the ability to allow students choice in what they learn, consider having them revisit a previously learned concept, topic, or skill. To ensure not only engagement but also "Main Course," create rubrics with students that focus on their going deeper into the content. Instead of "meeting standard," focus the assessment and learning on "exceeding standard." When students engage with a challenge, we should take them beyond the opportunity to review learning by pushing the learning even farther in a capstone project.

More Voice and Choice

This is nothing new, but we can always think of new ways to offer choice to our students. At the end of the year, after we've pressed through most of our required curriculum and standards, we may have some wiggle room on what students can learn. We might offer choice in one way, but not in another. Perhaps we want to spiral review a writing skill for all students, but offer them a choice in what history topic they want to learn about. Or we might need students to learn a math concept that we haven't yet covered in the curriculum, but they can choose how they want to learn it and connect that concept to the real world. Have students make personal, meaningful choices. See my previous blog about voice and choice for ideas about how to create more engagement.

Make a Difference

One of my favorite ways of taking capstone projects to another level is through service and making a difference. When students see that their work matters, they will be engaged. There are, of course, lots of opportunities to make an impact outside of the walls of the classroom, whether in the community or globally. There are also great ways for students to make a difference in their own lives once they understand the personal impact that's possible. Start by asking then how they want to make a difference in their capstone projects.

Tell the Full Story Through Assessment

Often, capstone projects involve what could be called a portfolio of student learning, which includes many steps in their yearlong journey. These assessments, graded or not, are valuable artifacts that serve as a photo album of a learning continuum, rather than simple snapshots representing individual moments of learning. Capstone projects are about growth, and both teachers and students can use assessments from the capstone project as well as earlier in the year to celebrate the growth in learning. Students, parents, and teachers deserve to see this growth in order to be proud of their learning from the entire year as well as during the capstone project.

Experiment With "No Grades"

Often we use grades as a way to get students to learn rather than addressing a root problem -- our students are not engaged. While you might want to grade students on their work, you might also try the experiment of moving students away from grades as a motivator, and instead focus on the learning. Rather grading every part of the capstone project, consider grading only the capstone component. This is also in ideal place to start the conversation with students about how they want to be and should be graded. Consider using capstone projects to start a culture shift away from grades and toward learning.

I love implementing and watching students implement capstone projects. I'm inspired by the ways that teachers structure these projects and by the amazing learning that students share. Capstone projects are truly an opportunity to create meaningful learning along with powerful engagement and impact. How do you create engaging capstone projects?

DigitalCommons@Hamline

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Home > HSEL > HSEL Student Capstone Projects

School of Education and Leadership Student Capstone Projects

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

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

See also: School of Education Student Capstone Theses and Dissertations

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

Capstone Projects from 2023 2023

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Role Playing Gamification in the Science Classroom , Timothy Normandt

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

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

Equitable and Inclusive Dance Assessment Resources , Christie Owens

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

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

Metaphor Matters: Teaching Metaphoric Competence , Linda Pope

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60+ Inspiring Capstone Project Ideas for STEM Students: Unlocking Excellence

• Post author By admin
• October 3, 2023

Discover a range of innovative and challenging capstone project ideas for STEM students.

Hey there, STEM enthusiasts! We get it; you’re not just studying science, technology, engineering, or math – you’re living it.

And now, you’ve reached that thrilling moment in your academic journey: the capstone project. It’s like the grand finale of a spectacular fireworks show, where all your hard-earned knowledge bursts into a brilliant display of real-world application.

But hold on – choosing the right capstone project can feel a bit like picking your superpower for the future. Exciting, right? Well, that’s where we come in.

In this guide, we’re serving up a buffet of capstone project ideas specially crafted for STEM students like you. We’ve got everything from mind-bending tech wizardry to earth-saving eco-innovations.

Whether you’re into building robots that might just take over the world (kidding!) or exploring the mysteries of the human genome, we’ve got you covered.

So, let’s ditch the ordinary, embrace the extraordinary, and find that one project that’s going to make your STEM journey legendary. Ready to dive in? Let’s roll!

Table of Contents

What is Capstone Project Ideas for Stem Students?

Alright, listen up, STEM folks! Capstone projects? They’re like the big, epic finale of your journey through science, tech, engineering, and math. It’s where you get to flex those brain muscles and apply everything you’ve soaked up in the classroom to real-life challenges.

But here’s the kicker: picking the right project? It’s kind of a big deal. This ain’t just any old assignment; it’s your chance to shape your future career path.

So, in this article, we’re not just scratching the surface – we’re diving headfirst into a treasure trove of Capstone Project Ideas, tailor-made for STEM students.

Our mission? To help you find that spark, that “a-ha” moment, that will light up your academic journey. Ready to roll? Let’s do this!

Importance of Capstone Project Ideas for Stem Students

Alright, buckle up because we’re diving into why Capstone Projects are like the secret sauce of STEM education. These projects are a big deal, and here’s why:

Putting Knowledge to Work

You know all that stuff you’ve been learning in your STEM classes? Capstone projects are where you finally get to roll up your sleeves and put that knowledge to practical use. It’s like taking a test, but the real world is your exam paper.

Mixing It Up

STEM isn’t just one thing; it’s a melting pot of science, tech, engineering, and math. Capstone projects are like your chance to be the mad scientist mixing all these disciplines to cook up something amazing. It’s where you see how different fields can work together to solve complex problems.

Unleash Your Inner Genius

Remember those crazy ideas that kept you awake at night? Capstone projects give you the green light to bring those ideas to life. They’re all about innovation and letting your creativity run wild.

Hands-On Learning:

Forget about textbooks and lectures for a moment. Capstone projects are where you get your hands dirty (figuratively, most of the time). You learn by doing, and that’s an experience you can’t put a price on.

Becoming Sherlock Holmes

Investigating, researching, and analyzing data become your superpowers. Capstone projects turn you into a detective, seeking answers and solving mysteries.

Boss-Level Skills

Ever heard of project management and teamwork? Capstone projects are like your crash course in these essential skills. You learn how to work in a team, meet deadlines, and communicate like a pro.

Finding Real-World Problems

Capstone projects aren’t just for grades; they’re about addressing real-world problems. You become a problem-spotter, finding issues in your field that need fixing.

Supercharging Your Resume

Completing a Capstone Project is like having a golden ticket on your resume. Employers love seeing that you’ve tackled a real-world challenge and come out on top.

Changing the Game

Sometimes, your Capstone Project isn’t just a project; it’s a game-changer. You might stumble upon something so cool that it pushes the boundaries of what’s known in your field.

Opening Doors

Collaborating with experts and industry pros isn’t just a possibility; it’s often a reality in Capstone projects. These connections can open doors to your future career.

Making a Real Difference

And here’s the kicker – some Capstone Projects aren’t just about you; they’re about making the world a better place. Whether it’s in healthcare, sustainability, or technology, your project can have a positive impact on society.

Showcasing Your Awesomeness

Completed Capstone Projects are like trophies. They’re proof of what you’re capable of and a source of inspiration for future STEM students.

In a nutshell, Capstone Projects are like the stage where you step into the spotlight and showcase your STEM superpowers.

They prepare you for the real world, fuel innovation, and help move the needle in science and technology. So, get ready to rock your Capstone journey!

Capstone Project Ideas for Stem Students

Have a close look at capstone project ideas for stem students:-

Engineering and Technology

• Solar-Powered Gadgets: Design solar-powered phone chargers, backpacks, or outdoor lighting.
• Autonomous Robots: Create a robot for search and rescue operations or autonomous delivery.
• Smart Home Automation: Develop a home automation system that responds to voice commands.
• 3D Printing Advancements: Research and improve 3D printing materials and techniques.
• Electric Vehicle Prototypes: Design electric bikes, scooters, or small urban electric vehicles.
• Aerospace Innovations: Develop drones for agricultural monitoring or low Earth orbit satellites.
• Renewable Energy Innovations: Build a small-scale wind turbine or experiment with tidal energy.
• Biomedical Breakthroughs: Invent wearable medical devices for remote patient monitoring.
• Environmental Conservation Initiatives: Create an app to report and track environmental issues in your community.
• Robotics and Automation: Design a robotic system for assisting individuals with disabilities.

Biotechnology and Healthcare

• Genetic Engineering: Engineer bacteria for biodegradable plastics production.
• Telemedicine Solutions: Create a telemedicine platform for mental health support.
• Drug Discovery Algorithms: Develop algorithms to predict potential drug interactions.
• Biomedical Imaging Enhancements: Improve MRI or ultrasound imaging technology.
• Prosthetic Limb Innovations: Design advanced prosthetic limbs with sensory feedback.
• Stem Cell Therapies: Research the use of stem cells in regenerative medicine.
• Precision Medicine Tools: Develop tools for tailoring medical treatments to individual genetics.
• Medical Data Privacy Solutions: Create secure systems for handling sensitive medical data.
• Healthcare Access Apps: Design apps for improving healthcare access in underserved areas.
• Virtual Reality in Healthcare: Develop VR simulations for medical training and therapy.

Environmental Science and Sustainability

• Eco-Friendly Building Solutions: Construct green buildings with innovative energy-saving features.
• Waste Reduction Initiatives: Implement a smart waste management system in urban areas.
• Clean Water Technologies: Invent low-cost water purification systems for rural communities.
• Climate Change Mitigation Strategies: Develop strategies for reducing carbon emissions in industries.
• Urban Green Spaces: Create plans for urban parks and green spaces to combat urban heat islands.
• Renewable Energy Storage: Investigate novel methods for storing energy from renewable sources.
• Sustainable Agriculture Solutions: Design vertical farming systems for urban food production.
• Marine Conservation Innovations: Develop technologies to protect and restore marine ecosystems.
• Biodiversity Monitoring Tools: Create apps and devices for monitoring wildlife populations.
• Renewable Energy Education: Develop educational programs to raise awareness about renewable energy.

Computer Science and Data Science

• AI-Powered Language Translation: Build a language translation tool that uses AI to enhance accuracy.
• Machine Learning for Healthcare Diagnostics: Develop ML models for early disease detection.
• Cybersecurity Advancements: Create an AI-driven cybersecurity platform for threat detection.
• Data Analytics for Social Impact: Analyze data to identify social issues and propose solutions.
• Quantum Computing Algorithms: Design quantum algorithms for solving complex computational problems.
• Blockchain Applications: Develop blockchain-based systems for secure transactions or voting.
• Virtual Reality for Education: Build immersive VR educational experiences for students.
• IoT in Smart Cities: Create IoT solutions for improving urban infrastructure and services.
• Natural Language Processing Chatbots: Design chatbots that assist with customer service or information retrieval.
• Data Visualization for Climate Change: Develop visualizations to communicate climate data effectively.

Space Exploration and Astronomy:

• CubeSat Missions: Plan and execute CubeSat missions to study Earth’s atmosphere or space phenomena.
• Exoplanet Discovery Tools: Create algorithms and tools for identifying exoplanets.
• Astrobiology Research: Investigate extreme environments on Earth as analogs for extraterrestrial life.
• Space Tourism Initiatives: Design spacecraft or systems for commercial space travel.
• Asteroid Impact Mitigation: Develop strategies for deflecting potentially hazardous asteroids.
• Lunar Base Planning: Create blueprints for sustainable lunar bases or habitats.
• Satellite-Based Earth Monitoring: Build sensors and instruments for monitoring Earth from orbit.
• Space Debris Cleanup Technologies: Engineer systems for removing space debris.
• Mars Colony Concepts: Design habitats and infrastructure for future Mars colonies.
• Astronomy Outreach Apps: Develop apps for stargazing and astronomy education.

These project ideas offer a wide spectrum of exciting possibilities for STEM students to explore and contribute to their respective fields.

What are the capstone topics for stem?

STEM capstone topics are typically broad and interdisciplinary, and they allow students to apply the knowledge and skills they have learned throughout their STEM education to solve a real-world problem. Some examples of capstone topics for STEM students include:

• Developing a new way to generate renewable energy
• Designing a more sustainable transportation system
• Creating a new medical device or treatment
• Developing a new software application or algorithm
• Improving the efficiency of a manufacturing process
• Reducing the environmental impact of a product or service
• Developing a new educational program to teach STEM concepts
• Designing a more accessible and inclusive community
• Addressing a social or economic challenge through STEM innovation

What is the Capstone Project for stem students?

Alright, so picture this: the Capstone Project for STEM (Science, Technology, Engineering, and Mathematics) students is like the thrilling climax of their academic adventure.

It’s where all that brainpower they’ve been accumulating throughout their STEM journey gets its moment to shine – by taking on actual, real-world problems.

Think of it as the ultimate challenge where they don’t just read about stuff in textbooks; they roll up their sleeves and get their hands dirty, so to speak. It’s the part where theory meets practice, and things get exciting.

Now, what’s on the menu for these projects? Well, it’s like a buffet of possibilities. STEM students can work solo or team up, and they might find themselves researching, tinkering, designing, or even inventing stuff. All with one goal in mind: making a tangible difference in their chosen STEM field.

But it’s not just about acing an assignment; it’s about preparing for their future careers. These projects teach them how to think critically, collaborate seamlessly, and confront real-world challenges head-on.

It’s not just education; it’s a taste of what awaits them in the dynamic world of STEM.

What is an example of a capstone topic?

Imagine having the power to foresee when a customer might bid farewell to a product or service. That’s customer churn, and it’s a puzzle that businesses need to solve.

Predicting customer churn is like having a crystal ball that helps identify customers at risk of leaving and take proactive steps to keep them on board.

So, what’s the scoop on this capstone project? It’s all about crafting a machine learning model that can predict customer churn based on past data. Businesses can use this model to pinpoint customers who might be on the verge of leaving and then craft personalized strategies to keep them happy.

But hold on, that’s just one flavor of the STEM capstone ice cream parlor. Here’s another tasty one in the realm of mechanical engineering:

Revolutionizing Prosthetic Limbs: Comfort and Functionality Redefined

Prosthetic limbs are like real-life superheroes for people who’ve lost their own limbs. But let’s be honest, there’s always room for improvement. This capstone project is a ticket to the world of designing and building a prosthetic limb that’s not just functional but also super comfortable.

Imagine this: cutting-edge materials, groundbreaking technologies, and innovative designs coming together to create a prosthetic limb that goes beyond expectations.

But hey, the STEM capstone universe is vast, and there are countless other galaxies to explore, such as:

• Powering the World with Renewable Energy: Dreaming up new ways to harness renewable energy sources and save the planet.
• Eco-Friendly Commutes: Crafting a sustainable transportation system for a greener tomorrow.
• Medical Marvels: Inventing groundbreaking medical devices or treatments to enhance healthcare.
• Software Wonders: Developing game-changing software or algorithms to simplify our lives.
• Manufacturing Efficiency: Streamlining production processes for greater productivity and sustainability.
• Environmental Guardians: Reducing the environmental impact of products or services for a cleaner Earth.
• STEM Education Revolution: Creating exciting educational programs to make STEM concepts accessible to all.
• Inclusive Communities: Designing communities that embrace diversity and accessibility.
• Tackling Global Challenges: Using STEM innovation to address complex social and economic issues.

When you’re choosing your capstone topic, remember it’s your chance to shine. Consider what tickles your curiosity, matches your skills, and aligns with your career dreams.

And don’t forget to have a chat with your advisor or mentor for some valuable insights and guidance. Happy capstone adventures!

How do I get ideas for a Capstone Project?

Check out how to get ideas for a capstone project:-

Explore Your Passions

Kickstart your idea quest by diving into your passions and interests. Think about what genuinely fires you up within your field of study. When you’re passionate about a project, it doesn’t feel like work; it feels like a thrilling adventure.

Real-World Challenges

Shift your focus to the real world. What are the burning problems or challenges that industries or communities are facing right now? Your Capstone Project could be the solution they’ve been waiting for.

Course Curiosity

Recall those “Aha!” moments in your classes. Were there topics or concepts that made you sit up and take notice? Delving deeper into one of these could be the start of a captivating project.

Seek Expert Guidance

Don’t be shy about tapping into the wisdom of your professors, advisors, or mentors. They’re like treasure chests of knowledge and can point you in the direction of intriguing project ideas.

Industry Insights

Take a virtual tour of your field’s online spaces. Look at industry blogs, forums , or websites to discover the latest trends, innovations, and hot topics. It’s like eavesdropping on the professionals’ secret conversations.

Team Brainstorming

If you’re up for it, consider teaming up with classmates. Sometimes, two (or more) heads are better than one. Brainstorm together to cook up a project idea that gets everyone excited.

Project Archives

Dive into the past. Check out previous Capstone Projects from your school or program. While you’re there, see if you can add a unique twist to a familiar topic.

Research Opportunities

Sneak a peek at what’s cooking in your department’s research labs or ongoing initiatives. Joining an existing project might be your ticket to becoming a project superstar.

Expert Interviews

Reach out to the experts. Conduct interviews or surveys with professionals in your field. Their insights might just be the inspiration you need.

Personal Stories

Reflect on your own life experiences. Has a personal challenge or journey sparked an idea? Sometimes, the best projects come from personal stories.

Social Good

Think about projects that can make the world a better place. Projects with a positive impact on society or the environment often feel incredibly rewarding.

Futuristic Tech

Explore the cutting-edge stuff. Keep an eye on emerging technologies or innovative approaches. Your project could be the next big thing.

Feasibility Check

While dreaming big is great, make sure your project idea is feasible within the confines of your program’s time, resources, and your own expertise.

Get Creative

Embrace creativity. Dedicate some time to brainstorming sessions. Let your imagination run wild, jotting down all those wild ideas. Later, you can sift through them to find the golden nuggets.

Remember, your Capstone Project should feel like an adventure, not a chore. Take your time, let the ideas simmer, and choose the one that makes your heart race with excitement.

That’s the idea that’s going to propel you to Capstone success. Happy brainstorming!

In wrapping up our exploration of Capstone Project ideas for STEM students, let’s remember that this journey is nothing short of thrilling. It’s a world brimming with opportunities waiting for your genius touch.

As you venture into this territory, keep your passions close at heart. Seek out those real-world challenges that ignite your curiosity and resonate with your values.

Don’t hesitate to lean on the wisdom of your mentors and peers for guidance; they’ve been there and have invaluable insights to share.

Whether you find yourself immersed in renewable energy, pioneering medical breakthroughs, or tackling societal issues head-on with STEM innovation, your Capstone Project is your chance to shine.

It’s your canvas to paint your ideas, your passion, and your creativity. It’s the first chapter in your journey to shaping a brighter future through STEM.

So, embrace the adventure, let your imagination soar, and embark on your Capstone Project journey with confidence. The world is waiting for your innovative solutions, and the possibilities are endless.

Your STEM story is just beginning.

Frequently Asked Questions

How do i choose the right capstone project for me.

Consider your interests, skills, and career goals. Choose a project that excites you and aligns with your future aspirations.

Are there any funding opportunities for Capstone Projects?

Many universities and organizations offer grants and scholarships for STEM projects. Research and apply for funding opportunities early.

Can I collaborate with other students on a Capstone Project?

Collaboration can enhance your project’s scope and creativity. Consult with your advisor and explore team projects.

What should I do if I encounter challenges during my Capstone Project?

Don’t hesitate to seek guidance from professors, mentors, or online communities. Challenges are opportunities for growth.

How can I make my Capstone Project stand out to potential employers?

Focus on innovation, documentation, and presentation. Showcase your problem-solving skills and the real-world impact of your project.

What’s the importance of networking during my Capstone Project journey?

Networking can open doors to opportunities, mentorship, and industry connections. Attend conferences and engage with professionals in your field.

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Assessment and Curriculum Support Center

Develop a capstone.

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

The Capstone Experience

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

Keys to the Capstone

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

Frameworks for a Capstone Experience

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

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

Options for Courses/Activities within the Capstone Experience

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

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

Pedagogic Practices for Capstone Experiences

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

• Collaborative learning

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

• Self-directed learning

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

• Problem-based learning

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

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

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

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

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

  Using a Capstone Experience for Program Assessment

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

Establish Student Learning Outcomes & Determine Learning Opportunities

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

Assessment Process: Collecting and Evaluating/Analyzing Evidence

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

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

Collection of Evidence: Student Learning

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

Examples of assignments/activities:

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

Evaluation of Evidence of Student Learning

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

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

Collection of Evidence: Student Perceptions

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

Evaluation of Evidence of Student Perception

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

Assessment Results

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

Action Plan for Improvement

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

Assessment: Rubric & Checklist

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

Checklist . The program has:

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Instructor: Andrew Engelward, PhD

• Flipped Mathematics Classrooms
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• Math Anxiety
• Math Education in High School
• Mindset Matters in Mathematics: What Teachers can do About It
• Tracking in Mathematics
• Best Teaching Practices and Strategies for Gifted Math Students
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• Leveling the Playing Field 
• The Use of Discourse in a Mathematics Classroom 

Instructor: Carolyn Gardner-Thomas, PhD

• Cooperative Learning in Math
• Creating Effective Online Math Assessment: A Review of Assessments Creation and Implementation
• Implications of Time-Based Assessment in Math
• Social Justice in Mathematics
• Using History of Mathematics in Mathematics Education
• Blending Humor Ingredients to Math Classroom Cookbook
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• Engaging Students Use of discovery-Based Learning to Build Mathematical Skills, Confidence, and Problem-Solving Creativity
• Examining the Efficacy of Educational Strategies in Mathematics
• Improving Student Communication of Mathematical Understanding
• Including Math History to Support Student Engagement in Learning Math
• Mathematics Learning for Students with Chinese Educational Values in America, Problems and Potential Solutions
• Preparation of Special Education Teachers in Mathematics
• Reading Comprehension Strategies in the Secondary Mathematics Classroom
• Rigor in the Math Classroom
• Secondary Mathematics Education Reform: Providing Multiple Paths through Secondary Mathematics
• Strengths and Weaknesses of Oral Assessment in Math
• The Use of Lesson Openers to Engage Students in a Mathematics Classroom
• Using Calculators to Develop Critical Thinking Skills
• Virtual Math Classrooms Versus Traditional Math Classrooms
• Math Proficiency in the US: Serving our Underserved Students
• Postsecondary Developmental Mathematics Education
• Rewarding Students for Achievements in the Math Classroom
• The Science of Teaching: Instructional Design Implications of Cognitive Load Theory
• Homework for Math
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Designing Capstone Experiences

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Starting with the graduating class of 2025, all Stanford undergraduates are required to complete a capstone project as part of their major (see  capstone.stanford.edu ).

Capstones have been identified as a high-impact educational practice , providing opportunities for students to integrate and apply what they have learned during their major courses of study, strengthen relationships with instructors and mentors, and experience a range of personal and practical benefits.

CTL is excited to support departments and programs in the implementation of capstones. For all questions, email Kenneth Ligda at [email protected] , or file a CTL consultation request .

Exemplary capstone projects at Stanford

Capstones may take many forms, ranging from honors theses to community projects, seminars to group projects, e-Portfolios to research papers.

Many models for successful capstones already exist across Stanford departments and programs. Here, we provide a few exemplars to give a sense of both the possibilities and practicalities in this work.

Each of these capstone exemplars excel in two critical areas:

• providing opportunities for student-guided learning
• structuring experiences to help students meet challenging goals.

Through the capstone, students are often tasked with open-ended questions that push them to find novel or original answers. This offers students a unique opportunity to explore their own interests and direct their own learning. Whether students work on a team-based or individual project, they must use the knowledge and skills they have gained throughout their education to tackle complex problems that are often interdisciplinary in nature.

Preparing students for this kind of work can be challenging. A good place to start is with the learning goals from our capstone exemplars. The instructors identify important learning goals for their students that will help them transition into independent work and guide their own learning throughout the capstone.

But what happens when a student struggles with these ambitious learning goals? The capstone exemplars also discuss how their capstones have evolved over time to provide students with continuous support and feedback to help them throughout their capstone experience. The instructors describe how their capstones are structured to ensure students have clear guidelines at the start of their capstone and multiple checkpoints to meet the intended capstone learning goals. 

Urban Studies

Bioengineering

Religious Studies

Human Biology

CTL offers the Capstone Experience Design (CapED)  program to all departments and programs conferring undergraduate major degrees.

CapED is a two-day intensive to focus efforts on designing a successful capstone experiences. Modeled after CTL’s renowned Course Design Institute (CDI), CapED provides departments and programs a collaborative environment in which to design capstone experiences for their majors. Teams or individuals are welcome, and may include faculty, lecturers, staff, and undergraduate majors.

In CapED, we apply current research in teaching and learning to design effective and inclusive capstone projects suitable for diverse student majors. Learning goals for CapED participants include:

• Articulating student learning goals for the capstone project
• Drafting a capstone curriculum aligned with capstone learning goals and the major curriculum
• Integrating research-based practices into the capstone curriculum
• Evaluating capstone design to ensure equity and inclusion for all majors
• Receiving feedback from mentors in departments/programs with a capstone project

CapED Workshops and Materials

We are not currently planning another instance of CapED, but if you or your department/program are interested, please contact Kenny Ligda, [email protected] , for workshop materials or for a customized offering for your group.

Best Master's in Education

Reviews and rankings of the best master's in education programs, 5 topics for a master’s in education capstone project.

This article will provide you with a few ideas to use for topics for your Master’s in Education Capstone Project. Most likely your Capstone Project will be a summative of what you have learned throughout your graduate program by exploring a specific idea. Depending on the University, your Capstone Project could be completed as a written comprehensive paper, an action research project, or a portfolio. There are so many theories within the field of education that you should be able to narrow down an idea for a project. The following ideas should help to get you started.

Top 10 Best Online Master’s in Education Degree Programs (M.Ed.) 2016

Comparing Online Distance Learning with Traditional Learning

A Capstone Project comparing online distance learning and traditional learning would be appealing because online learning is a relatively new way for students to engage in curriculum. A virtual learning environment compared with a traditional learning environment would pose some challenges and advantages to students and teachers. Exploring these modalities of learning is an interesting choice for a final Capstone Project.

Motivating Struggling Readers

Motivating struggling readers is a challenge all educators face, whether they teach primary, intermediate, junior-high or high-school students. Most educators agree that early intervention is a necessity to help struggling readers, but describing ways to motivate them would make a valuable Capstone Project. You will be able to apply your research and ideas to future jobs within the field of education.

Alternative Assessments

Ask any teacher and they will have all sorts of ideas about  assessments  within the classroom. There are so many ways to assess students. Rubrics, annotations, paper and pencil, observations, and self-assessments are just a few alternative assessments students can take to show their mastery towards an objective or goal. Furthermore, students have begun taking standardized tests on computers, which adds a whole new dimension to alternative assessments.

Reducing Student Stress

Alarmingly, teens are experiencing stress similar to that of adults. According to an annual survey given by the  American Psychological Association , 30 percent of teens stated their stress level was 5.8 on a 10 point scale. A Capstone Project showing how students can reduce stress is both relevant and helpful for today’s teenagers. If you plan to go into teaching in a junior high or high school, you will be able to use the information from your Capstone Project within your career choice as well.

Brain Based Learning and Teaching

There is so much we still don’t know about the human brain, but there is a lot of information about how the brain functions and children learn. For your Capstone Project you could explore early brain development, multiple intelligences, brain-based teaching approaches, or right brain/left brain approaches. Educators need to find multiple methods and modalities to reach their students. Collaborative learning is an approach that could also work well for your Capstone Project.

Hopefully this article will spark some ideas for your Master’s in Education Capstone Project. Make sure to allot enough time to complete a quality project. You will have the opportunity to show what you have learned throughout your program.

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The Admissions Strategist

Capstone projects for high school students: the ultimate guide.

A capstone project, otherwise known as a culminating project or a senior thesis, is a long-term, substantial assignment that you undertake in your final year of high school. If you are passionate about a particular subject a capstone project is the perfect way to demonstrate that passion to colleges, future employers, and your local community. 

Traditionally, a “capstone” is the final piece of brickwork or stone laid atop a building to complete it. It is the culminating step in a considerable process. For students, a capstone project is similar. It is a crowning achievement to tie together what you have learned in high school . Ideally, your capstone should relate to your academic accomplishments and demonstrate to colleges your mastery of the subject. 

Click above to watch a video on Capstone Projects.

Why are capstone projects important for high school students?

Capstone projects provide numerous benefits to students. Most obviously, they provide dedicated students with the opportunity to demonstrate their academic rigor and mastery of certain subjects. This is extremely useful in the context of college applications. However, there are several other important benefits that you can derive from this experience. 

• You may find that the simple process of designing your own project and carrying it to completion will engender self-belief and the confidence that you can undertake even greater projects. 
• A capstone project pushes you to hone your skills in public speaking, critical thinking, teamwork and leadership, research and collaboration, planning and organization, and many more. 
• You may be unsure of exactly what you want to focus on in college and beyond. 
• A capstone project gives you the chance to experiment with something that has always captured your academic attention. 
• If you are passionate about a hobby or discipline, a capstone project allows you to test whether you want to pursue this passion at a higher level. 
• This project will help solidify your goals and the focus of your academic future.
• One of the most significant aspects of a capstone project is the relationship that develops between mentor and student. 
• Many projects will require supervision or consultation with experts – often your teachers or members of your community. These relationships can provide innumerable benefits both in the long and short term. Tapping into the network of people around you, and showing respect and interest in their expertise will take you a long way. Most professionals love nothing more than discussing their passions with excited young people. 
• It never hurts to get more experts advocating for you and more community figures in your corner!
• Less seriously, senior year can often be a wasted year. You might find that – having already completed your standardized tests, applied to college, and completed most of your important courses – you no longer are engaged with school or required to complete much work. This is often seen as an opportunity for seniors to unwind, but there are dangers associated with this.
• Not least of which is the danger of losing academic momentum and developing poor habits. By undertaking a capstone project throughout senior year, you will be further engaged with schooling and less likely to suffer from the shock of returning to normalcy in freshman fall at college. 

How can a capstone project help you for college admissions?

College admissions is an extremely competitive and increasingly demanding process. As college applications become more and more comprehensive, students and parents have begun to see capstone projects as a way to gain an advantage. Many students are of the mistaken belief that colleges are primarily looking for well-rounded students.

Most high schoolers who are serious about college are encouraged to pursue interests even outside of their passions – you might have been told “you should play a sport, and an instrument, and be in the debate club, and volunteer locally, and travel!”

Apart from being stressful, and unattainable for the majority of young people, this is generally poor advice. Instead, it is better to have a handful of interests or passions that you can demonstrate a prolonged period of dedication to. This is where a capstone project fits in. 

Briefly imagine you are an aspiring scientist, determined to study biology at university. When you are applying to college you want to demonstrate that this passion is a deep one, and that it is a priority for you.

In that context, it makes much more sense to apply your time towards a study of local environmental degradation than towards an unrelated sport, club, or volunteer activity.

Additionally, colleges are becoming increasingly savvy about the affectations of prospective students. Showing a genuine, long-term interest in a particular academic discipline has reemerged as one of the surest ways to gain attention from the leading colleges.

You may also find that your capstone experience was so noteworthy or illuminating that you are inspired to write your personal statements or supplemental essays about it. At the very least, you will find that your capstone project helps tie together your academic pursuits and provides you with a useful narrative structure for college applications and interviews. 

How to brainstorm a capstone project

When sitting down to brainstorm a capstone project, it is important to remember that this is a personal process. It can be useful to study projects done by former students, to see what worked and what did not, and to encourage ideas of your own. But, ultimately, you want your capstone project to reflect your unique skills and interests.

Think about whatever you excel in academically. Or, perhaps, what you have always been passionate about but have long thought didn’t relate particularly to academics. Most importantly, consider what it is you want to focus your higher education and career on, and let that guide your decision.

There are limitless options for capstone projects. The only things to avoid are plagiarism and irrelevancy. Pick something that inspires you and that will provide you with a useful foundation to make the next step. If all else fails, ask people around you!

They may have a better idea of your strengths and weaknesses than you do. A simple conversation with a parent, friend, tutor, or teacher may lead you on a journey you never considered. 

How to find a capstone project

Trying to find an original capstone project can be challenging. In recent years, undertaking a capstone has become quite common with American students. As such, you might find it tricky to come up with an idea that doesn’t seem overdone or, worse, like plagiarism.

However, there is only one you! The composite parts of your interests may be shared by many, but the sum of your interests is unique to you. This means that sometimes you might find your best idea is an interdisciplinary one. 

Let us pretend you are a student who is interested in the environment, American history, and mapmaking. Now, if you were to try to come up with a capstone idea, you might begin by considering a study on the impact of environmental runoff in your local river or an investigation into the roots of different people living in your community.

You might then go online and see that such projects seem unoriginal or trite. Desperate and discouraged you might force yourself into one of these narrow approaches.

However, a better option would be to consider how to weave your many interests into one coherent capstone. For you, this could involve researching the construction and maintenance of wooded paths in your local forest or reservation going back to the precolonial era.

You might interview community leaders, study historical maps and texts, practice cartography, and ultimately enrich yourself in several areas at once. Needless to say, you would also produce a more authentic and unique capstone project. 

Consider: You are multifaceted, and the interactions of those facets are what makes you unique!

How long should a capstone project last?

Broadly speaking, a capstone project is intended to last for the bulk of your senior year. The majority of capstone projects are proposed in the summer between junior and senior year, or early in the fall, and then completed in the spring or summer of senior year.

However, there is no absolute rule here and indeed many schools encourage students to begin working on their capstone projects as early as freshman year. 

While there is no limit to how long you can work on your capstone project, there is a limit on how little. A capstone project by definition should be long-term and extensive. At a minimum, we are talking about several months.

The purpose is to demonstrate to colleges, your community, and yourself that you can undertake a project over a long period of time. This involves many skills that colleges prize, such as time management and planning, prioritization of tasks, determination, and diligence. 

Remember that a good capstone project cannot be rushed. You will likely want to be working on it for at least the bulk of your senior year. 

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How to design your own capstone project in simple steps.

• Proposal – Your big idea! The details of the proposal you will be expected to put forward will be different from school to school, but there are some general guidelines. A proposal should be initiated by the student and put forward to a professor, teacher, or community leader. This proposal should contain an observation and a hypothesis; review of existing literature; a planned study or experiment; and possible problems with the proposal. If the proposal is approved by an expert, you are ready to proceed to the next steps. 
• Anchor Experience – The main event! This is where you actually study something, observe, or conduct research. This may involve any number of things depending on your own project. This experience should usually involve a mentor and prolonged exposure to the subject at hand. 
• Portfolio – Evidence and conclusions of your work! Throughout your capstone project you should maintain a portfolio of all related writing, work, and research. Your portfolio should include any experiments run, observations recorded, or conclusions reached. It is what you will show to colleges to prove your work and what you will be expected to present at the end of your project. 
• Presentation – Defend your thesis or show it off! The final step of most capstone projects involves presenting your work to one or more experts in the field. Oftentimes, this just involves presenting your portfolio to the same teacher who approved your proposal and who has been acting as your mentor throughout. Sometimes, however, it may involve making a presentation before a large group of people and defending your thesis from questions and comments. The exact nature of your presentation will naturally differ depending on your choice of project. 

How to pick the best capstone project

Your capstone project should relate to your intended major . If you plan to study chemistry, don’t do a capstone project on romance literature. If you plan to study American history, don’t do a capstone project on marketing in your community.

If you have not yet decided what to major in or what you want to focus your college education on, then it makes sense to use your capstone project to experiment with something – try on the hat and see how it fits. 

Additionally, you want your capstone project to be something that inspires and motivates you. It is no good picking something that sounds brilliant and earthshaking in theory, but that will in practice bore or frustrate you. That is the surest way to produce poor quality work.

You should assess your own habits and motivations and come up with the best project that fits you. Colleges can usually tell a genuine interest from a manufactured one. Therefore, you should pick something which will allow you to show them your best work in a subject you are deeply immersed in. This will always produce the best results. 

While I have said previously that a capstone project can be a good opportunity to experiment with a possible interest, it is important to briefly elaborate on that to provide better context.

It is an opportunity to expand on a preexisting interest that you are not sure if you want to dedicate your education or career to. It is not an opportunity to manufacture a completely new interest. Remember, a capstone is meant to be the finishing touch on your entire schooling. It should always relate to and expand upon your previous work. 

It is therefore best to pick a capstone project that you function as the final step on a journey you have already been undertaking. If all else fails, consider your interests and passions and go from there. Even if it seems only tangentially related to academia, that would be better than choosing an academically sound project that doesn’t inspire you.

Capstone project examples

Conclusion: capstone projects in high school.

Be sure to discuss your options with your family and educators and consider what options work best for you given practical considerations. 

And, finally, do not be discouraged by the depth of capstone projects. Consider it not as a test to pass or fail, but rather an opportunity to learn, grow, and prove your unique brilliance!

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Creating Capstone Assignments

In this document, we provide recommendations and resources on creating effective capstone assignments that use writing as a means of learning. For more information on capstone requirements, please review information on the  Office of Liberal Education’s website . Below, please find some principles and strategies to keep in mind while designing capstone assignments, and check out the list of examples at the end. Additionally, you can consult our resource “ Designing Writing Assignments for Deep Learning ”  for more strategies for designing writing assignments—for capstone courses and other course contexts. 

First,   some important information about senior capstones. Capstone courses:

• Emphasize sharing of ideas, synthesis, and critical, informed reflection;
• Include student initiative in defining and investigating problems or projects;
• Have projects that speak to an audience beyond the instructor; 
• Culminate a student's liberal education

Capstone projects should enable students to draw on what they have learned at Miami to explore difficult projects and use writing broadly understood to try to intervene and make change. Capstone projects should exemplify the threshold concept that  writing mediates activity . Writing projects in capstone courses—whether they end up as white papers, articles, films, podcasts, websites, proposals, or prototypes—should have real audiences and real purposes and engage students with real problems. Students should have the opportunity to do hard things and work with others to apply what they have learned.  Students can explore and work to solve hard problems in capstone courses by working with stakeholders outside the classroom, from community partners to local businesses or nonprofits to possible funders or groups they identify as being able to enact change. (Miami maintains a list of  Partnerships for Community Groups ).

Recommendations to keep in mind while designing, scaffolding, and assigning writing in your capstone course:

1. Start with the problem/goal, not the genre/text type.  When designing capstone projects, it’s helpful to begin not with the product you want students to complete (i.e., a grant proposal) but with what you want students to do (i.e., identify a need and attempt to solve a problem). Writing mediates activity; that is, we don’t write “just because” but we write to  do  something: to solve a problem or to spread awareness or to persuade. Beginning with identifying the problem is a generative way to build assignments. As you build assignments, consider:

• What do you want students to do? 
• What problems do you want them to solve? 
• What conversations do you want them to engage with? 

2. The written assignments should follow the purposes of the course.   A capstone project doesn’t have to be a prose paper. Form follows function: students should be writing whatever is appropriate to engage with the problem they set out to solve. Be flexible and always consider audience and purpose ( see the examples below ). Think about the context of your course and the problems you and your students are trying to solve. Then, think about what genre or medium can lend itself to solve that problem.

3. Break the capstone project into smaller parts.   Students will be working on a big and complex problem. While this may be messy, you still need to provide scaffolding, support, and structure. Students benefit from larger projects being broken down into smaller steps that build into one another, and where they can receive feedback along the way. If they are working with a client to design a marketing campaign or business proposal, for example, there should be process deadlines and check in points. Students can submit pieces of it throughout the semester, receiving feedback from peers and the instructor. For more insight on scaffolding writing projects, see   “Scaffolding Writing Assignments.”  

4. Create projects that draw from students’ strengths and that consider the strengths of the class as a whole.   Students come to capstone courses from a variety of backgrounds and disciplines and bring with them a variety of skills and experiences. Look at this as an affordance—the entire group can do what one individual could not do alone. Consider conducting a skills inventory to determine what the group collectively knows and can do, and build assignments where students can use their skills. 

5. Consider adopting team or group projects.   Capstone course projects should be challenging, thus students may benefit from working together to tackle the project (or parts of it). The entire class can work on one large project (like redesigning the website and correlating materials of a local non-profit) or small groups can each work on separate projects (such as three groups compiling reports and creating presentations on different issues). Regardless of approach, teams should agree on procedures and policies for their work in order to keep themselves accountable. See our recommendations for  facilitating effective group and team work. 

6. Assess prior knowledge and student knowledge along the way.   Since students enroll in capstone courses from a range of disciplines, there is likely variation in their prior knowledge of expertise in your discipline, or in writing for your discipline. Thus, it is especially important to assess student’s prior knowledge coming into your course, such as creating and assigning a quick learning survey asking about their experiences with the capstone topic as well as the skills they bring with them to the course. Additionally, you could follow up and keep assessing what they’ve learned and how they are growing by providing reflections at multiple points throughout the course.

7. Help students understand their audiences in capstone projects.   There is no such thing as “writing in general,” and all writing should serve a purpose for a particular audience—intended and even unintended. Capstone project audiences may evolve as the students progress on the project, but students should be able to explicitly address real audiences. A capstone course should be a bridge to post-college writing, so the projects should use real genres to communicate with real audiences and solve real problems. 

8. Include multiple modes of communication.   Writing presents itself in our professional and daily lives as more than just alphabetic prose. Capstone projects can engage students in other kinds of writing and communication by asking them to create visuals, prepare presentations or speeches, include voiceover narrative, and more. The modes of communication should align with the purposes and audiences. 

9. Design a course where peers support each other and work together.   Again, capstones are a bridge to post-university writing. Students need to work together to share resources, read each other’s work, and provide feedback and support. Create a community where peers support one another to achieve a shared goal.

Example Capstone Projects

• Work with nonprofits to identify a project they need funded and then research funding sources and write one or more grant proposals 
• Work with a local small business or non-profit to design or redesign a website
• Research a problem and write a white paper for legislators or a think tank 
• Work with a local small business or nonprofit to create a PR and marketing campaign
• Pitch a product or design to a company or investment group 
• Consider a problem that affects the group (for example, high tuition and student debt and create a campaign to educate stakeholders and/or try to solve the problem. 
• Design a new business and write a business plan
• Identify a problem, conduct research, and design a possible solution (varies widely by field)
• Create a media object (e.g. film, podcast, Insta story) that addresses and engages critical global  issues with public scholarship
• Work with stakeholders to create a design prototype (e.g. robot, drone, game, app)

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What Is the Capstone Project in a Curriculum and Instruction Master’s Degree Program?

Krystle Dodge

Managing Editor

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There’s more to earning a graduate degree in curriculum and instruction, one of the highest paying master’s degrees , than just checking off a list of courses. Before you can graduate with your master’s degree, you may have to complete a capstone project, course or experience. Generally, a capstone project or experience is the finale of your graduate education, capping off your studies and showcasing how the skills and knowledge you have learned can be put to use in the real world. The capstone in a curriculum and instruction master’s degree program can take several different forms, including a thesis or research project, an internship or practicum, a portfolio, a comprehensive examination or some combination of these components.

Writing a Thesis or Dissertation

IMAGE SOURCE: Pixabay , public domain

One of the most common forms of a capstone project is the master’s thesis, a long and detailed academic paper. A thesis is typically based on original research that may be quantitative in nature, like experiments and surveys, or qualitative in nature, such as case studies. Conducting the research and composing and defending your thesis requires a great deal of time and work. You may choose to focus the research for your thesis on any area of the field of curriculum and instruction that interests you, from examining how new instructional technologies perform in the classroom to delving into issues involving the experiences of students and teachers.

Throughout the process of completing your thesis, from the initial topic proposal to the final review and defense of your thesis, you will work with an advisor. You may wish to submit your finished research manuscript to a journal for publication.

Completing an Internship or Practicum

Another requirement that exists in many curriculum and instruction master’s degree programs is an internship or practicum experience. An internship or practicum is a sort of real-world experience that allows you to use what you’ve learned in a practical setting. For graduate students of curriculum and instruction , this usually means working in school, although internships can also take place in non-profit programs or in for-profit companies that focus on curriculum development.

As a form of experiential learning, internships entail more than just observing. They provide students with an opportunity to work on tasks like creating programs, researching teaching methods and cultivating learning materials and a curriculum that fit the school’s curriculum standards and learning goals. In your intern or practicum experience, you will work alongside established instructional coordinators, curriculum specialists and administrators. Throughout your internship, you may need to complete assignments and written reflections on your experiences as part of your course requirements.

Internships can be paid or unpaid, but even unpaid internships count toward the credits you need to earn your degree.

Building a Portfolio

A portfolio is a collection of your work. While you may think of portfolios as applying primarily to creative occupations, it isn’t only artists, writers and musicians who can cultivate a portfolio. For students preparing to graduate from a master’s degree program in curriculum and instruction, a portfolio often includes artifacts and evidence of any fieldwork experiences you completed, as well as reflections on the coursework you completed and the skills you have developed.

Your portfolio may be a graduation requirement, but putting it all together can also help you prepare to find a job with your degree. Opportunities for instructional coordinators are growing at a faster than average rate, according to the United States Bureau of Labor Statistics (BLS), but these jobs are much rarer than classroom teacher roles. The BLS reported that there are only 192,900 instructional coordinators in the U.S., compared to a combined total of 3,257,700 kindergarten, elementary , middle and high school teachers . As you compile reflective statements, standout assignments and information on your field experiences and coursework into your portfolio , you will become better prepared to write effective cover letters that accompany job applications and answer the questions that arise in a job interview. You may even choose to submit all or part of your portfolio as part of job applications in your field.

Many portfolios today are web-based rather than printed. In any case, you need to follow the structure and requirements of your program.

Taking a Comprehensive Exam

A written test may feel like the least exciting of the capstone projects offered to graduate students, but – especially for non-thesis programs – it does serve the purpose of demonstrating your knowledge. A comprehensive examination may consist entirely of a written assignment or include an oral component. Although the primary aim of the comprehensive examination is to judge your knowledge of perspectives and best practices in curriculum and instruction, the quality of your personal insights and your writing style can also contribute to your score. Often, the comprehensive exam is in the form of essay questions rather than multiple-choice questions. Instead of having to choose the right answer from dozens, or hundreds, of questions, you may be asked to write an astute response to just a few questions.

The content of the comprehensive exam you take may cover knowledge accumulated over the course of your studies, or it may focus on a couple of specific areas of knowledge relevant to your coursework and career goals and determined by your advisor.

Additional Resources

What Kind of Form Does a Dissertation in Curriculum and Instruction Usually Take?

What Kind of Classes Will I Be Taking in a Curriculum and Instruction Master’s Program?

What Are Some Areas I Can Specialize in as a Curriculum and Instruction Student?

Do I Have to Write a Thesis to Earn a Master’s Degree?

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• Academic Uses of Social Media Technology in the High School English Classroom  Gotkin, Kelly ( Vanderbilt University. Peabody College , 2011-04 ) The goal of this paper is to explore the potential uses of social media in high school English classrooms. Also explored is the reasoning behind integrating social media into the English curriculum. Social media use falls ...
• Adapting early childhood philosophies and practice in teaching math in second grade  Wright, Holly ( Vanderbilt University. Peabody College , 2008-04-09 )
• The Affective and Social Needs of English Language Learners  Dillon, Kelly ( Vanderbilt University. Peabody College , 2008-09-12 ) With a goal of exploring the impact of English language learners' (ELLs) affective and social needs on academic achievement, this paper examines the issue from four frameworks: the learner, the learning environment, the ...
• Algebra as a Civil Right  Mitchell, Lauren ( Vanderbilt University. Peabody College , 2012-06-14 ) This paper addresses the argument that algebra should be viewed as a civil right and mode for social justice. The framing question addressed is, “How and why is algebra a civil right?” The goal of the paper is to discuss ...
• Alphabet Soup: Making Sense of Spelling Instruction  Silby, Kristine ( Vanderbilt University. Peabody College , 2012-09-15 ) This essay explores the orthographic discipline of spelling instruction. More specifically, the spelling of English words is examined and the resulting suggestions for implementation and instruction in the classroom are ...
• Applying Backwards Design to a Traditional Textbook: An Algebra I Unit Plan  Patterson, Meredith ( Vanderbilt University. Peabody College , 2011-07-15 ) This Capstone project consists of a backwards design format unit plan based on corresponding units from a specific traditional Algebra I textbook. The student goals that I have identified are closely aligned with standards ...
• Approach to an Effective and Meaningful Character Education in Singapore  Sim, Swee Cheong ( Vanderbilt University. Peabody College , 2011 ) Character education is the intentional effort to develop core ethical and performance values that are widely affirmed across all cultures in young people (Character Education Partnership, 2010). Benefits of character ...
• Art Education and Transformational Learning  King, Christina ( Vanderbilt University. Peabody College , 2017-06-15 ) This paper presents qualities of art education experiences that lead to transformational learning and renewed civic engagement in communities. Using critical place-based pedagogy and elements of oral history practices, ...
• Assessing Fluency Assessment: A Detailed Look at One-Minute Fluency Measures  Caruso, Elise ( Vanderbilt University. Peabody College , 2012-10-10 ) In 2000, the National Reading Panel named fluency one of the five pillars of reading instruction. As a result, schools across America adopted a variety of fluency assessments. More recently, one-minute fluency assessments ...
• Authentic STEM Learning and Teacher Mindsets  Hollister, Kaitlyn ( Vanderbilt University. Peabody College , 2018-03-15 ) Many teachers in today’s classrooms, regardless of subject area, have little experience in the kind of learning they are asking students to engage in (Elmore, 2016). Rigorous standards in science and mathematics have set ...
• “Basking in the mirror of yesterday’s glory…”: Engaging Disengaged Readers  Pointer, Raquel ( Vanderbilt University. Peabody College , 2012-06-15 ) In the paper I explore some of the history of disengaged readers and segue into an exploration of the ways in which more recent literature discusses disengaged readers. I conclude with implications as to how the more recent ...
• A Beginning Urban Educator’s Guide to Understanding the Mindsets and Actions Needed to Harness the Power of Museums and Informal Learning Environments for Meaningful Learning in the Culturally Diverse Classroom  Tillson, Jennifer ( Vanderbilt University. Peabody College , 2011-06-15 ) This short guide is designed to speak to the novice urban educator that has limited training and experience on how to best meet the needs of a culturally diverse classroom, regardless of subject or grade taught. Through ...
• Bells and Whistles: Elementary Curriculum Supplements  Jones, Abby ( Vanderbilt University. Peabody College , 2011 ) This paper presents the idea of a “tool kit” that supplements curricula in an elementary school setting. It looks into what instructional strategies benefit ELL learners and how some of those same strategies can help ...
• Beyond Names and Dates: Teaching Students to Employ Historical Reasoning  Kelley, Matthew ( Vanderbilt University. Peabody College , 2008 ) This essay explores several obstacles that a student brings into a high school history classroom. Since the main goal of history is to develop abstract reasoning, it is troublesome that a student's cognitive development ...
• Beyond the Guided Reading Table: Independent Literacy Tasks  Robinson, Julianne ( Vanderbilt University. Peabody College , 2016-06-15 )
• Black Girl, Be! Creating Transformative Spaces for Black Girls in Public Education Schools  Williams, Jewel ( Vanderbilt University. Peabody College , 2017-06-15 ) Throughout history, Black children have been dehumanized, criminalized, and sexualized. Additionally, though education can be a transformative and liberative tool, Black children have been deprived of quality and equitable ...
• Black Girls’ Experiences in Schools: Adopting an Alternative, Strengths-Based Model to Discipline  Perry, Briana ( Vanderbilt University. Peabody College , 2016-06-15 ) Although research on Black students disproportionality in suspensions and expulsions has been conducted since the 1970s, it has mainly centered Black male students (Smith-Evans et al., 2014). For decades, there has been ...
• Bridging the Digital Divide: Using Video Games to Enhance Science Learning  Tan, Eric ( Vanderbilt University. Peabody College , 2014-07-15 ) This paper explores the affordances of digital video games in the learning of science amid a changing learner demographic. Current research in this area is largely focused on motivational aspects of video games. It is ...
• Bridging the Gap: Increasing Parent and Family Involvement in the Early Education of English Language Learners  Kramer, Amy ( Vanderbilt University. Peabody College , 2012-06-15 ) This essay addresses the matter of how to connect with and involve the parents and families of English Language Learners in their children’s literacy education at the early elementary level as well as why this topic deserves ...
• Broadening Mathematics Curriculum: Linking Children’s Literature to Mathematics  Osborne, Sarah ( Vanderbilt University. Peabody College , 2011-06-15 ) Children’s literature provides connections across all content areas. When incorporated within mathematics, it provides an engaging, accessible, and authentic context for learning. The literary experience can lead to ...

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Home > Student Work > Capstone Projects > Special Education

Special Education Capstone Projects

Capstones from 2017 2017.

Assessing General Education Teacher Training on IDEA and Section 504 Law , Yolian Cintron

Co-Teaching and Its Effect on Student Growth , Troy Weiss

Perceptions of the Paraprofessional’s Roles , Rachela Nicholls

Reading Comprehension and Self Efficacy , Brittany Conway

Teacher Knowledge and Use of Universal Design for Learning , Katherine D. Mavrovic-Glaser

Teacher Perceptions of the Social Emotional Learning Standards , Stacy N. Fischer

The Effect of Electronic Text Reading on Reading Comprehension Scores of Students with Disabilities , Rachel Krieger

Capstones from 2016 2016

Adapted Physical Education: Where Does It Stand? , Danielle M. Wilkins

An Evaluation of Suspension Days Between Students in Special Education and General Education , Richard Tarbunas

Beyond an Aide: Perceptions and Attitudes Concerning the Self-Efficacy of Paraprofessionals in Special Education , Nicolas Jones

Co-Teaching: How do Teachers Rate Barriers to Effective Co-Teaching? , Christopher Ratcliff

Determining Whether Classroom Dojo Will Decrease the Number of Behavior Referrals , Venessa Martinez

Effect of Using Behavioral Support Program for High School Students , Ryan Honan

Identification of English Language Learners in Special Education , Sonia George

Improving Phonics and Fluency Skills Using a Multisensory Language Intervention , Lisa M. Davi

Investigating Special Education Teachers’ Knowledge and Beliefs of Learned Helplessness in Students with Mild to Moderate Disabilities , Jennifer Engemann

Planning for Transition in Special Education , Esther M. Crockett-Love

Special Education Instruction and its Effect on Student Efficacy , Melissa Bonavia

Student Perceptions of the Check-In/Check-Out Intervention , Kara Noland

Teacher Awareness of Social Emotional Learning Standards and Strategies , Mary Reynolds

Teachers' Perceptions of Educational Barriers to Preschool Special Education Services , Carolyn Stone

The Effectiveness of Peer Support to Increase Positive Social Interaction for Students with Special Needs , Candace Pickens-Cantrell

The Efficacy of Structured Repeated Reading as a Method to Increase Reading Fluency , Ryan Capriotti

Capstones from 2015 2015

Adult Initiated Transition of Students with Autism and Self-Injurious Behavior , Courtney N. Quinn

Employers Attitudes towards Hiring Individuals with Alternative Diplomas , Leah West

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To assist you with the culminating educational experience of completing a capstone for your degree , WGU has provided the Comprehensive Capstone Archive site. This Archive gives you access to the capstone work of other students in order to get an idea of how to proceed with your own individual capstone.

However, to make this experience more intuitive, seamless, and successful, WGU will be retiring this site and encouraging students to use the Model Capstone Archive site instead. Retiring the Comprehensive Capstone Archive will eliminate confusion about older, discontinued tasks or capstone models as well as the difficulty of finding pertinent capstones amid the thousands of examples housed there.

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News from the Columbia Climate School

Student Spotlight: Navigating Sustainable Development for My Career Through Capstone Projects

Lylia Saurel

Adrienne Day

Marcella Petiprin and Andrew Pontius, two seniors from the Undergraduate Program in Sustainable Development (SDEV) program, have completed capstone projects at Columbia’s Climate School. They share some of their experiences and advice for students who wish to pursue an academic career in sustainability.

Marcella Petiprin was born in Flint, Michigan, and grew up passionate about the outdoors with a focus on water. Her family owns a Christmas tree farm and she is enthusiastic about giving back to the community. She currently sits on the board of the Flint Classroom Support Fund.

What drew you to the sustainable development major or special concentration?

I was most excited to discover that the sustainable development curriculum was one that focused on the social and economic features of environmental and climate issues. While I initially came to Columbia as an environmental science major, I’d always been aware of and interested in the important interactions between people and the environment because, to me, understanding these interactions is fundamental to making the monumental changes necessary to combat climate change and environmental degradation.

What advice do you have for students who wish to enroll in the Sustainable Development program?

My advice is to take as many cross-listed courses as possible. The sustainable development major is unique in the wide breadth of courses offered in different departments, and I wish I’d taken advantage of more economics, engineering and environmental biology courses. Through the Sustainable Development program, not only have I been able to build a strong foundation in Earth and environmental science, I’ve been able to explore how to build upon them in the real world and to shift the priorities of businesses and governments toward a more sustainable future.

What was your favorite class in the Sustainable Development program and why?

The energy law course with Michael Gerrard sparked my interest in renewable energy, motivated me to choose a career path in the energy sector, and gave me a robust foundation of knowledge which has been supremely valuable.

How did the program shape your understanding of sustainability?

The program has most strongly expanded my view of sustainability as being universally applicable. Sustainability is important and accessible to all people, all communities and all sectors. Sustainability is not only a discipline in and of itself, but a part of all other disciplines. While this certainly expands the scope of sustainability, it also gives me great hope for a future where sustainability is an ingrained practice for everyone.

Can you talk about your capstone project? 

The Pearl River in Jackson, Mississippi, has a major flooding issue exacerbated by a local precedent of permitting development in the floodplain and bureaucratic gridlock within local, regional and state authorities, which has prevented Jackson from moving forward on any new flood control projects for nearly 40 years. In a partnership facilitated by the Community and College Partners Program (C2P2), our capstone project has been working with the nonprofit Mississippi Citizens United for Prosperity (MCUP).

We developed a detailed community survey to make up for a historical lack of tangible data on the scale of flooding and the direct and indirect impacts on the local neighborhoods. Our visit to Jackson and direct engagement with the local community improved our understanding of the issue tremendously. We noticed there was a lack of understanding of relevant hydrology principles, available flood management options, as well as the private, nonprofit and political interests, which were all vying for public support, all stemming from a lack of centralized information.

Ultimately the capstone workshop was one of the most rewarding experiences of my academic career. It was incredibly meaningful to work with MCUP to develop deliverables that would be useful to the community and have a positive impact. My advice for future groups, those working with MCUP and in general, is not to underestimate nor underutilize local embedded knowledge. There is a long history of privileged students parachuting into communities with backgrounds that are often different than our own and attempting to implement what we idealize as effective solutions, but it is extremely important to remember that the people who live in these communities are informed, knowledgeable, thoughtful and should be engaged in problem-solving every step of the way.

Andrew Pontius is originally from Bremerton, Washington. Before joining the Sustainable Development program at Columbia, he had an 11-year dance career in Seattle and Europe where he toured and performed in both ballet and contemporary dance. As a lover of the outdoors, Andrew has also lived on a sailboat in Seattle.

During my time in Dresden, Germany, I had fantastic roommates who encouraged me to be more mindful about my consumption and to live more efficiently. That is how my concern with consumption and waste started, but then once back in Seattle, waking up in the morning to ash everywhere from nearby forest fires was a real wake-up call. Without the beauty of our natural world, what is there?

Do it! We need everyone tackling sustainability problems and how to share resources for all. There are a lot of great classes to choose from, so be curious and try new things. The workload is heavy, but professors are very supportive. If you’re searching for a way to connect with a grassroots community organization, I would recommend completing a capstone with Radley Horton .

What were your favorite classes in the Sustainable Development program and why?

As someone with interests in the future of energy in the US, the energy law class with Michael Gerrard was one of my favorites and I would recommend it to anyone who wants to learn more about energy. The Catskills watershed class was a very cool way to learn about New York City’s deep roots and history for sourcing its water. All the sustainable development professors I’ve had the chance to work with were kind, approachable and inspiring.

This is an empowering degree and I’m very thankful to have gone through such a rigorous yet enjoyable program. The program taught me that sustainability means different things for different people and that not everyone can afford to switch how they source and use energy or what products they buy. My classes have highlighted that sustainable development is a complex issue that needs to be addressed from a variety of angles.

Can you talk about your capstone project and what it entailed?

The Jackson Mississippi capstone group collaborated with a community organization on flood-related research. Together, we developed a comprehensive survey and crafted an informative story map for their webpage. Additionally, utilizing a Problem Tree framework—an approach to problem identification and solution generation used in engineering—we identified and connected various direct and indirect causes and effects of flooding in Jackson, providing valuable insights for the community.

The best part of the capstone project was working with local community members and getting to know people who fight for the well-being of their community. We conducted research while visiting the neighborhoods most impacted by persistent flooding. There are of course work expectations, but it is also somewhat freeform, so you have to apply yourself to learn and contribute to the group. The project taught me about comprehensive social and Earth sciences that informed both my personal and professional lives.

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Optional Shucker capstone results in impassioned projects

By Louisa Brown ’24

In previous years, fellows in Furman University’s Shucker Center for Leadership Development were required to complete a capstone project as part of the program curriculum. The results were as varied as the level of commitment and dedication students could apply to the work.

Now for the first time, the project component is optional, so that fellows with the motivation, time to dedicate to a project, and the passion for the project, can commit to the endeavor, ensuring these projects achieve maximum impact in the community.

“The Shucker Capstone Scholar experience is a special opportunity that directly aligns with the Furman Advantage,” said Natalie Kindler, assistant director of the Shucker Center for Leadership Development. “We are thrilled to be able to give students an opportunity to apply their learning, step outside of their comfort zones and strengthen their leadership skills that they have developed throughout the course of our program.”

To support the Capstone Scholars, the Shucker Center provides a $500 stipend that can be used toward each project. Starting in January, the Scholars meet weekly to share their progress, receive feedback and hold each other accountable in finishing the project before the end of the spring semester.

This year, five students proposed project ideas related to a subject that they are passionate about, that fix a problem they see in the community. These five projects exemplify each student’s leadership through the way they take initiative, communicate professionally and problem solve in order to reach their goal.

Mary Katherine Lancaster ’26 and Mia Mantovani ’26 are creating a middle school readiness program for the local after-school non-profit, Neighborhood Focus. After volunteering there last semester, the pair noticed that several students were nervous about the transition from elementary to middle school. To help resolve this problem, Lancaster and Mantovani are creating a four-week curriculum and launching a school supply drive to help the students at Neighborhood Focus prepare for middle school physically, emotionally and academically.

Abbeyglen Fulford ’26 is partnering with the Greenville Queer Wellness Center, a local non-profit that provides resources for the queer community. She plans to create and lead a four-week curriculum that helps queer youth understand their identities through art. Fulford is using her background as a neuroscience major to design the curriculum by researching articles and meeting with her professors.

Paisley Gerasimovich ’25 is using her passion for education to design and facilitate a series of three events for students to learn about careers in education. Gerasimovich noticed that many students assume that education majors always become teachers, even though there are a variety of careers in the field. She is hoping to share the importance of studying education and to encourage more students to consider the major.

Chace Sledge ’26 is working on a program that will connect local high schoolers to professionals, so they can begin to explore potential career paths before college. Many students do not have the resources available to explore career options before college, which prevents them from making informed decisions about their post-graduation goals. Sledge hopes to reconcile this inequality by providing networking opportunities to local students.

The Capstone Scholars are not required to continue their project after this semester, but they hope that the legacy of their project will continue through its impact in the community, or through future Furman student leaders.

Louisa Brown ’24, a math and Spanish major from Greenville, South Carolina, will work for Bank of America as a global operations analyst in the Enterprise Transaction Services subdivision after graduation in May. Among other awards she won the Delaney Medal in Mathematics for the highest math GPA.

Roger Sneed receives Fulbright U.S. Scholar Award

Leadership awards honor student legacies, impact, local news turns to brent nelsen in wake of iran's strike on israel.

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The School of Information is UC Berkeley’s newest professional school. Located in the center of campus, the I School is a graduate research and education community committed to expanding access to information and to improving its usability, reliability, and credibility while preserving security and privacy.

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The Master of Information Management and Systems (MIMS) program educates information professionals to provide leadership for an information-driven world.

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Capstone projects are the culmination of the MICS students’ work in the School of Information’s Master of Information and Cybersecurity program.

Over the course of their final semester, teams of students propose and select project ideas, conduct and communicate their work, receive and provide feedback, and deliver compelling presentations along with a web-based final deliverable. A panel of judges will select an outstanding project for the Lily L. Chang MICS Capstone Award .

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Longwood joins UVA, UR, and JMU as part of national citizenship initiative

Longwood University has joined a growing list of colleges and universities across the country in a consortium dedicated to preparing students to be engaged citizens and uphold free expression on campus.

College Presidents for Civic Preparedness , part of the national organization Institute for Citizens & Scholars, is dedicated to preparing the next generation of well-informed, productively engaged, and committed citizens; defending free expression, civil discourse, and critical inquiry as essential civic norms; and increasing thoughtful engagement and better understanding by students for the effective functioning of our democracy.

“Citizenship has been central to Longwood’s mission for nearly two centuries,” said President W. Taylor Reveley IV. “The north star of a Longwood education is meaningful engagement and inquiry with different viewpoints, perspectives, and experiences through Civitae, our core curriculum. I’m delighted to join my colleagues at other institutions to advance these values.”

Longwood joins three other universities in Virginia in the consortium, the University of Virginia, University of Richmond, and James Madison University, and many of the top-ranked liberal arts colleges and universities in the country.

The north star of a Longwood education is meaningful engagement and inquiry with different viewpoints, perspectives, and experiences through Civitae, our core curriculum.  Longwood President W. Taylor Reveley IV Tweet This

College Presidents for Civic Preparedness highlighted two of Longwood’s citizenship-focused initiatives, the Civitae Core Curriculum , which focus on developing communication skills, critical thinking skills, and collaboration and are put into use as students understand issues and topics by considering a variety of perspectives, and the university’s work with the Teagle Foundation for faculty development in teaching the foundations and mechanics of American democracy.

“Higher education has a responsibility to provide students with critical civic skills and knowledge to participate effectively in our constitutional democracy,” said Rajiv Vinnakota, President of the Institute for Citizens & Scholars, a nonprofit that cultivates talent, ideas, and networks that develop young people as effective, lifelong citizens. “College campuses are among the most diverse spaces in our country, and college is an important time for students to develop the habits, practices, and norms to live in a multicultural and interconnected democracy. Doing so can create a ripple effect, making young people more optimistic and increasingly committed about their future and our nation.”

Colleges and universities whose presidents join the effort commit to three civic commitments:

• Educating for democracy is central to our mission
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College Presidents for Civic Preparedness has been supported by ECMC Foundation, Einhorn Collaborative, John S. and James L. Knight Foundation, One8 Foundation, Arthur Vining Davis Foundations, Lumina Foundation, Charles Koch Foundation, and Teagle Foundation, with individual campuses providing support for their own related projects.   

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Reimagined Center for Career Success to take multifaceted approach to supporting students’ professional growth

• April 10, 2024

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