capstone project in research

CAPSTONE PROJECT: Parts of a Capstone Project

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

What a Table of Contents Could Contain

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

What Goes Into Each Section

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What is a Capstone Project in College?

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

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

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

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

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

What is Involved in a Capstone Project?

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

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

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

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

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

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

Find Your Program

Types of capstones.

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

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

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

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

Are Capstone Projects Difficult?

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

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

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

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

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

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

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

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

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

Capstone Projects are About Your Success

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

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

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

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

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

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• Research Methods

There are a number of ways to conduct research for your capstone topic, but everyone must start with the literature review in order to learn what has already been published on your topic. Because this step is so important, we've created an entire section on this topic (please see Choosing a Topic, Literature Reviews ). 

If your research methods will include the use of human subjects, please see the section on the  Use of Human Subjects .

The following are research methods commonly used in capstone research:

Case studies. Case studies are in-depth investigations of a single individual (noteworthy sustainability leader), a group (activist), or event (United Nations Framework Convention on Climate Change). Reading prior case studies is a must to inform your design. Reading case studies may also lead you to sustainability professionals who authored the published work. These experts could become part of your own exploration of the topic. Case study is a formal research method with a specific structure. For an introduction, visit Basics of Developing a Case Study from the Free Management Library and visit MIT Sloan Learning Edge and Harvard Kennedy School for examples of quality case studies.

Interviews . You may want to conduct interviews with experts in the field on a specific topic, such as wave energy or clean water regulation. Sustainability professionals have a wealth of information and are ordinarily happy to support beginning scholars. Your capstone reader and your capstone instructor can help make introductions through their own networks. Interviews are not simple tasks. You'll need to learn how to conduct interviews in such a way that avoids bias and elicits data that can be used for analysis. For an introduction, visit General Guidelines for Conducting Research Interviews from the Free Management Library.

Surveys . Conducting a survey is another way to gather research on your topic. Ordinarily, this method is chosen when you want to gather information from a large data set. Survey design is also not a straightforward task. For an introduction, visit the Harvard University Program on Survey Research.

Program evaluation . You may also consider in-depth and detailed evaluation of an aspect of a specific organization's sustainability project to understand if and how it met its intended goals. For an introduction, visit Evaluation Activities in Organization from the Free Management Library.

Life Cycle Sustainability Assessment . As a sustainability student, it is very likely that this term is familiar to you. Understanding the environmental, social, and economic impact of our decisions is in essence what your degree is preparing you to do. Life cycle assessment is also a research method that you could employ in your capstone project. Visit the Life Cycle Initiative hosted by the UN environment for additional information.

• Course Sequencing and Timeline
• Precapstone Tutorial
• Choosing a Topic
• ENVR E-599 Past Capstone Titles and Examples
• Final Capstone Paper
• Use of Human Subjects
• ENVR 599A Consulting for Sustainability Solutions Capstone
• Frequently Asked Questions

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

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

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

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

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

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

A Capstone’s Purpose: Career Advancement

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

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

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

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

On Your Own Terms

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

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

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

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

Written by Donald Cucuzzella

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Capstone Project

Each M-TRAM student pursues a capstone project (TRIP: Translational Research Individual Project) requiring  a minimum of 10 hours per week from the second through the fourth quarters. It is an enriching opportunity for each student to pursue a deeper analysis and understanding of a topic of personal interest. TRIP gives students the opportunity to test a hypothesis, develop an experimental plan, interpret results, and understand the future research plan. The completion of the M-TRAM degree includes a final capstone presentation that demonstrates a full and complete understanding of the student's work in the program. 

Capstone Project Requirements

Areas of focus: Capstone projects should focus on therapeutics and/or diagnostics involving drug therapy and delivery, vaccines, immune measurements and therapy, or gene measurements and therapy, and can include a range of translational research activities from early-stage clinical translation (T0/T1) to preclinical optimization and validation (T2) to clinical validation and integration (T3) to implementation and dissemination in real-world settings (T4). The program is designed to equip students with the skills and knowledge necessary to navigate the complex and dynamic landscape of biomedical innovation and translation. The capstone project research may be conducted in a wide variety of settings, including academic research labs and local drug or biotech companies.range of translational research activities . Research must involve the analysis and interpretation of data. Students are encouraged but not required to conduct primary data collection.

Initiating a project: Students develop their capstone proposal in the first quarter while completing their course work. Project ideas can be initiated by students, suggested by M-TRAM faculty advisors, or arise from experiential learning (Industry and Clinical).

During their research and clinical rotation (MED399M), students are exposed to various areas of translational and clinical research, making it easier to identify project ideas. By the end of the first quarter (part of MED399M rotation requirements), students are required to write a two-page capstone project proposal draft outlining their project idea, including hypothesis and research aims, and will designate a Capstone Committee.

The proposal and research mentors must be approved by the M-TRAM Directors prior to the onset of the project.  

The project proposal: The Capstone proposal must describe the nature of the research, with a clear statement of the research question or hypothesis, aims, and clinical significance. The specific primary outcome measure that will be used to answer the study question should be clearly described. A brief description of the planned statistical analyses is required. The proposal should conclude with a description of the student’s role in the Capstone research. The minimum role is formulating and conducting the analysis and interpreting and writing up the results. For more details, see Capstone Project Proposal Guidelines below.  

Capstone Committee: At the end of the first quarter, students designate a Capstone Committee composed of at least four individuals: M-TRAM Director or Co-Director, M-TRAM Executive Director, capstone primary advisor faculty mentor, and a technology advisor (this could be another faculty mentor or staff mentor, such as a core director or a postdoctoral project mentor).  

Project timeline and progress: The student, M-TRAM directors and the Capstone Committee agree on a proposed timeline for completion. The Committee will review the proposal and offer guidance and monitoring throughout the project. During quarters two through four (Winter, Spring, Summer), students will meet regularly with their capstone primary advisor and technology advisor to discuss their progress. They will meet with the rest of the Capstone Committee at least once per quarter.  

Capstone completion: Upon completion of the project, students will formally present their final results at the student research showcase in the fourth quarter (summer). In addition to the talk, students will be required to prepare a final written report summarizing their project’s aims, hypothesis, methods, results, and conclusions.

Capstone Project Proposal Guidelines

• Title Page:  Master's in Translational Research and Applied Medicine (M-TRAM) TRIP Project Proposal 2023-2024 Project Title Applicant: name, title, email address Capstone Committee mentors: names, titles, department, address, email address
• Research Proposal: Maximum two pages, not including figures and references. Format: single-spaced, 1/2 margin, Arial or Helvetica Font Size 11 or larger. The proposal will include: a ) Background b) Hypothesis c) Aims d) Research Methods e) Statement of direct clinical relevance
• Budget justification (one page):  Please note: MTRAM will support each student's research with a research stipend of $3,500 (reagents, consumables, kits, services).
• Description of other funding support, if any:  Please note: if your capstone mentor agrees to support your research project with additional funding, please provide a statement from your mentor with the amount of support)
• Faculty letter of support:  Each application must include a letter of nomination from your Capstone Committee advisor addressed to the M-TRAM Directors Committee. This letter must state that: a) Student will regularly meet with the advisor to monitor progress of their project and to provide advice and feedback. b) Student will provide a progress report of the findings at the M-TRAM Student Research Showcase in the summer of 2023 (date to be confirmed), and c) Student will mention M-TRAM funding in all presentations, abstracts, and publications.

CAPSTONE PROJECTS 2023/24

• “ AI/machine learning enabled structure-based drug discovery. ”
• Capstone advisor: Russ Altman, MD, Ph.D ., Kenneth Fong Professor of Bioengineering, Genetics, Medicine, Biomedical Data Science and (by courtesy) Computer Science), past chairman of the Bioengineering Department
• “Pharmacological validation of clinically relevant cancer targets “
• Capstone advisor: Nathanael Gray, MD, Ph.D ., Krishnan Shah Family Professor of Chemical and Systems Biology, Co-Lead of Medicinal Chemistry (IMA: Innovative Medicines Accelerator)

ANANYA JAIN

• “Developing therapeutics for pulmonary arterial hypertension (PAH).”
• Capstone advisor: Vinicio de Jesus Perez, MD , Associate Professor of Pulmonary and Critical Care Medicine

MAXIMILIAN NISSLEIN

• “Tumor infiltrating lymphocyte (TIL) therapy for solid tumors (melanoma)”
• Capstone advisor: Allison Betof Warner, MD, PhD , Assistant Professor of Medicine (Oncology), Director of the Melanoma Program and Faculty Leader of the Melanoma|Cutaneous Oncology Clinical Research Group in the SCI-Cancer Clinical Trials Office

ADRIANA CHU

• “Glycoproteomics based early cancer detection.”
• Capstone advisor: Carolyn Bertozzi, PhD , Baker Family Director of Stanford Sarafan ChEM-H, Anne T. and Robert K. Bass Professor, School of Humanities and Sciences
• Industry collaboration with InterVenn Biosciences (company)

JESSICA LAYNE

• "Anti-Myc cancer therapeutics"
• Capstone advisor: Dean Felsher, MD, PhD , Professor of Medicine (Oncology) and of Pathology, TRAM Director, M-TRAM Faculty Director, Co-Director Cancer Nanotechnology Program, Department of Radiology, Stanford School of Medicine, Director of Admissions/Associate Director, Medical Scientist Training Program, Director of Advanced Residency Training Program, Stanford University School of Medicine, Co-Director of Spectrum KL2 Mentored Development Program, Stanford University, School of Medicine
• "AI enabled drug discovery for breast cancer"
• Capstone advisor: Christina Curtis, MD, PhD , Professor of Medicine, Genetics and Biomedical Data Science, Director of Artificial Intelligence and Cancer Genomics, Director - Breast Cancer Translational Research (Stanford Cancer Institute), Co-Director - Molecular Tumor Board, Stanford Cancer Institut

ZAIN DIBIAN

• "T-reg cell immunotherapy for graft vs. host disease"
• Capstone advisor: Everett Meyer, MD, Associate Professor of Medicine, Division of Blood & Marrow Transplantation and Cellular Therapy

SHONA ALLEN

• " Developing a therapeutic for SMA (spital muscular atrophy) neurological disorder: computational analysis of clinical trial data"
• Capstone advisor: Jacinda Sampson, MD, PhD, Clinical Professor of Neurology and Neurological Sciencies

PETER CAROLINE

• "Immunotherapy for IBD (inflammatory bowel disease)"
• Capstone advisor: Sidhartha Sinha, MD, Assistant Professor of Medicine (Gastroenterology and Hepatology), Director of Digital Health and Innovation, Division of Gastroenterology & Hepatology   

CHLOE GERUNGAN

• "Developing a therapeutic for infectious disease (malaria)"
• Capstone advisor: Prasanna Jagannathan, MD , Assistant Professor of Medicine (Infectious Diseases) and of Microbiology and Immunology

JOEY OLSHAUSEN

• "Drug repurposing for treatment of cardio valve disease"
• Capstone advisor: Ian Chen, MD , Assistant Professor of Medicine (Cardiovascular Disease) and of Radiology (Veterans Affairs), Director, Translational Cardiovascular Research Laboratory, Veterans Affairs Palo Alto Health Care System, Director, VA/PAVIR Summer Research Program

Capstone Projects 2022-23

Chris aboujudom.

• “ Development of Novel MYC-directed Anti-cancer Therapeutics ”
• Capstone advisor: Dean Felsher, MD Ph.D ., Professor of Medicine (Oncology) and of Pathology, M-TRAM Program Director,

McKAY GOHAZRUA BUTLER

• “Developing protocols for isolation and purification of MYC-derived cancer extracellular vesicles (EVs) for improved diagnosis and monitoring of cancer.“
• Capstone advisor: Dean Felsher, MD Ph.D ., Professor of Medicine (Oncology) and of Pathology, M-TRAM Program Director

NIRK E. QUISPE CALLA, MD

• “Development of a combined cancer vaccine and immunotherapy (anti-PD-L1) delivery using dendritic cell-based microbubbles against triple-negative breast cancer”
• Capstone advisor: Ramasamy Paulmurugan, PhD , Professor of Radiology, Molecular Imaging Program at Stanford
• “Investigate the roles and therapeutic value of human anti-phagocytotic genes in augmenting CAR-T cell therapy”
• Capstone advisor: Crystal Mackall, MD (Capstone Primary Advisor Faculty Mentor), Founding Director of the Stanford Center for Cancer Cell Therapy, Professor of Pediatrics and Medicine

JULIAN WOLF, MD

• "High-resolution proteomic profiling of aqueous humor liquid biopsies as a diagnostic and prognostic tool for choroidal melanoma"
• Capstone advisor: Vinit Mahajan, MD, PhD , Professor of Ophthalmology, Vice Chair for Research (Ophthalmology)
• Capstone advisor: Nima Aghaeepour, PhD , Associate Professor of Anesthesiology, Pediatrics and Biomedical Science

Applications portal is now closed  

For the 2024/2025 academic year, we will be accepting applications for 2025/26, in the fall of 2024..

Questions? Contact us! [email protected]

Important Dates

September 2023 to January 2024:

• Applications accepted for 2024/25

December 8, 2023:

• M-TRAM info session webinar for prospective students (register here )

January 31, 2024:

• Applications are due for 2024/25

April, 2024:

• Admission Decisions

Sept. 9, 2024:

• M-TRAM research symposium and New Students Orientation (in person) - stay tuned for registration info

Sept. 23, 2024:

• First day of classes at Stanford (M-TRAM program starts)

Interested in Becoming an M-TRAM Industry Partner?

We welcome inquiries from biotechnology, pharmaceutical and other health care organizations interested in learning about opportunities to partner with M-TRAM: 

[email protected]

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Capstone Project

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

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

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

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

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

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

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

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

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

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

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Capstone Research Projects

Looking for in-depth research support?

A capstone is an end-of-program applied research project where students will spend twenty hours per week, for fifteen weeks, investigating a research problem alongside an industry stakeholder. Most research capstone projects are related to machine learning, computer vision, networking, HCI, cloud computing, AI, NLP, speech recognition, or DevOps.

Depending on the problem, the project scope will include a literature review of related work, identification of methodologies to solve the problem, an exploratory set of experiments with results, a final analysis, and future work. Students will work in teams of three or four. Stakeholders can meet with students virtually or in person, typically every two weeks.

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12 Research Design

The story continues….

“So, how do we go about answering our research questions?” asked Harry.

Physicus explained that they will have to analyze their questions to see what types of answers are required. Knowing this will guide their decisions about how to design the needs assessment to answer their questions.

“There are two basic types of answers to research questions, quantitative and qualitative. The types of answers the questions require tell us what type of research design we need,” said Physicus.

“I guess if I ask how we decide which type of research design we should choose, you will say, ‘It depends?'” uttered Harry.

Physicus’ face brightened as he blurted out, “Absolutely not! Negative!” Physicus continued, “If the research questions are stated well, there will only be two ways in which they can be answered. The research questions are king; they make all the decisions.”

“How come?” Harry appeared confused.

“Well, let us see. Think about our first question. How many mice will Pickles attack at one time? What type of answer does this question require? It requires a numeric answer, correct?” Physicus asked.

“Yes, that is correct,” Harry said.

Physicus continued, “Good. So, does our second question also require a numeric answer?”

“The second question is also answered with a number,” replied Harry

Physicus blurted, “Correct! This means we need to use a quantitative research design!”

Physicus continued, “Now if we had research questions that could not be answered with numbers, we would need to use a qualitative research design to answer our questions with words or phrases instead.”

Harry now appeared relieved, “I get it. So in designing a research project, we simply look for a way to answer the research questions. That’s easy!”

“Well, it depends,” answered Physicus smiling.

Interpreting the Story

There are qualitative, quantitative, mixed methods, and applied research designs. Based on the research questions, the research design will be obvious. Physicus led Harry in determining their investigation would need a quantitative design, because they only needed numerical data to answer their research questions. If Harry’s questions could only be answered with words or phrases, then a qualitative design would be needed. If the friends had questions needing to be answered with numbers and phrases, then either a mixed methods or an applied research design would have been the choice.

Research Design

The Research Design explains what type of research is being conducted in the needs assessment. The writing in this heading also explains why this type of research is needed to obtain the answers to the research or guiding questions for the project. The design provides a blueprint for the methodology. Articulating the nature of the research design is critical for explaining the Methodology (see the next chapter).

There are four categories of research designs used in educational research and a variety of specific research designs in each category. The first step in determining which category to use is to identify what type of data will answer the research questions. As in our story, Harry and Physicus had research questions that required quantitative answers, so the category of their research design is quantitative.

The next step in finding the specific research design is to consider the purpose (goal) of the research project. The research design must support the purpose. In our story, Harry and Physicus need a quantitative research design that supports their goal of determining the effect of the number of mice Pickles encounters at one time on his behavior.  A causal-comparative or quasi-experimental research design is the best choice for the friends because these are specific quantitative designs used to find a cause-and-effect relationship.

Quantitative Research Designs

Quantitative research designs seek results based on statistical analyses of the collected numerical data. The primary quantitative designs used in educational research include descriptive, correlational, causal-comparative, and quasi-experimental designs. Numerical data are collected and analyzed using statistical calculations appropriate for the design. For example, analyses like mean, median, mode, range, etc. are used to describe or explain a phenomenon observed in a descriptive research design. A correlational research design uses statistics, such as correlation coefficient or regression analyses to explain how two phenomena are related. Causal-comparative and quasi-experimental designs use analyses needed to establish causal relationships, such as pre-post testing, or behavior change (like in our story).

The use of numerical data guides both the methodology and the analysis protocols. The design also guides and limits how the results are interpreted. Examples of quantitative data found in educational research include test scores, grade point averages, and dropout rates.

Qualitative Research Designs

Qualitative research designs involve obtaining verbal, perspective, and/or visual results using code-based analyses of collected data. Typical qualitative designs used in educational research include the case study, phenomenological, grounded theory, and ethnography. These designs involve exploring behaviors, perceptions/feelings, and social/cultural phenomena found in educational settings.

Qualitative designs result in a written description of the findings. Data collection strategies include observations, interviews, focus groups, surveys, and documentation reviews. The data are recorded as words, phrases, sentences, and paragraphs. Data are then grouped together to form themes. The process of grouping data to form themes is called coding. The labeled themes become the “code” used to interpret the data. The coding can be determined ahead of time before data are collected, or the coding emerges from the collected data. Data collection strategies often include media such as video and audio recordings. These recordings are transcribed into words to allow for the coding analysis.

The use of qualitative data guides both the methodology and the analysis protocols. The “squishy” nature of qualitative data (words vs. numbers) and the data coding analysis limits the interpretation and conclusions made from the results. It is important to explain the coding analysis used to provide clear reasoning for the themes and how these relate to the research questions.

Mixed Method Designs

Mixed Methods research designs are used when the research questions must be answered with results that are both quantitative and qualitative. These designs integrate the data results to arrive at conclusions. A mixed method design is used when there are greater benefits to using multiple data types, sources, and analyses. Examples of typical mixed methods design approaches in education include convergent, explanatory, exploratory, and embedded designs. Using mixed methods approaches in educational research allows the researcher to triangulate, complement, or expand understanding using multiple types of data.

The use of mixed methods data guides the methodology, analysis, and interpretation of the results. Using both qualitative (quant) and quantitative (qual) data analyses provides a clearer or more balanced picture of the results. Data are analyzed sequentially or concurrently depending on the design. While the quantitative and qualitative data are analyzed independently, the results are interpreted integratively. The findings are a synthesis of the quantitative and qualitative analyses.

Applied Research Designs

Applied research designs seek both quantitative and qualitative results to address issues of educational practice. Applied research designs include evaluation, design and development, and action research. The purposes of applied research are to identify best practices, to innovate or improve current practices or policies, to test pedagogy, and to evaluate effectiveness. The results of applied research designs provide practical solutions to problems in educational practice.

Applied designs use both theoretical and empirical data. Theoretical data are collected from published theories or other research. Empirical data are obtained by conducting a needs assessment or other data collection methods. Data analyses include both quantitative and qualitative procedures. The findings are interpreted integratively as in mixed methods approaches, and then “applied” to the problem to form a solution.

Telling the research story

The Research Design in a research project tells the story of what direction the plot of the story will take.  The writing in this heading sets the stage for the rising action of the plot in the research story. The Research Design describes the journey that is about to take place. It functions to guide the reader in understanding the type of path the story will follow. The Research Design is the overall direction of the research story and is determined before deciding on the specific steps to take in obtaining and analyzing the data.

The Research Design heading appears in Chapter 2 of a capstone project. In the capstone project, the Research Design explains the type of design used for conducting the needs assessment.

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

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Capstone Project: Definition, Types, Structure, and Examples

by  Antony W

January 2, 2024

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

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

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

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

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

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

What Is a Capstone Project? 

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

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

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

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

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

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

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

Capstone Project Vs. Thesis

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

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

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

However, there are some important differences.

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

Types of Capstone Projects

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

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

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

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

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

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

Senior Capstone Project

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

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

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

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

Sample Capstone Project Outline

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

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

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

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

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

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

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

Capstone Project Examples

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

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

You can check out various project samples here . 

Get Help With Your Capstone Project

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

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

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

About the author 

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

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Capstone research project course, ac297r, fall 2022 weiwei pan, founded by the institute for applied computational science (iacs)'s  scientific program director,  pavlos protopapas , the capstone research course is a group-based research experience where students work directly with a partner from industry, government, academia, or an ngo to solve a real-world data science/ computation problem. students will create a solution in the form of a software package, which will require varying levels of research. upon completion of this challenging project, students will be better equipped to conduct research and enter the professional world. every class session includes a guest lecture concerning various essential skills for one's career -- from public speaking, reading and writing research papers, how to work remotely on a team, everything about start-ups, and more..

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Capstone Projects at CUSP

Impact the cities of today and tomorrow

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NYU Tandon’s Center for Urban Science + Progress (CUSP) is proud to host its annual Capstone Program to serve its mission of finding data-driven solutions to increasingly complex urban challenges.

Each year, graduate students in the MS in Applied Urban Science & Informatics degree partner with sponsors and CUSP faculty members to collaborate on a two-semester project that seeks to address a critical urban issue or research problem. Project proposal applications for the 2024-25 cycle are due April 12.

How Does it Work?

It all starts with a question. Do you have a research problem or data-driven project that you’d like a little help with? Do you need access to both data science skills and deep policy knowledge to find a scalable solution? CUSP accepts project proposals from sponsors such as government agencies, private companies, academic institutions, think tanks, startups, nonprofits, NYU faculty members–anyone who is also on a mission to make cities more equitable, efficient, livable, and technologically advanced. If accepted into the program, sponsors are paired with a team of three to five graduate students and a CUSP faculty advisor to embark on an intensive project spanning two semesters. Similar to CUSP's research activity, capstone projects must fit inside one of our main focus areas: urban health, urban environment, or urban infrastructure. 

Project Details

Capstone projects approach real-world urban challenges through problem identification and scoping, data collection, and applying data analytics and visualization techniques. Typical deliverables include urban data analytic reports, data visualizations including interactive applications, research websites, research publications, and prescriptive policy solutions.

The capstone program is the pinnacle of CUSP graduate students’ hands-on experience and is tied to required Urban Science Intensive I & II courses in the fall and spring semesters of their second year. Therefore, it is important that any potential sponsor is prepared to meet with their student team on a recurring basis and to provide support as needed.

The best capstone projects are impact-driven and include a coherent, well-defined urban problem. An effective capstone project:

• Ties directly to the needs of the sponsor organization as well as CUSP’s mission;
• Identifies a discrete, tangible, and deliverable end product that can provide actionable insight;
• Is quantitative and can be approached using a range of data science and informatics methodologies (e.g. network analysis, predictive modeling, machine learning, spatial analytics, etc.);
• Requires data that is available and in-hand prior to the start of a project; and
• Includes a supportive sponsor that will engage with the students, ensure access to necessary information, and assist with connecting student teams to appropriate experts and stakeholders.

Project Timeline

Dates listed below are estimated and are subject to change. 

• April 12, 2024:  Deadline for sponsors to  submit project proposals . 
• May 15, 2024:  2024-25 Capstone projects and sponsors announced.
• August 15, 2024:  Deadline for sponsors to submit data to be used in projects. 
• September 4, 2024:  First day of Urban Science Intensive I class.
• September 9-13, 2024:  Meet and greet events between project sponsors, mentors, and students (virtual meetings permitted). 
• September 13, 2024:  Deadline for students to submit preferences for project assignments.
• September 25, 2024:  Student team + sponsor matches to be announced. 
• December TBD, 2024:  Spring milestone updates/presentations.  
• April TBD, 2025:  Final deliverables due; Capstone presentations will be given at the Applied Urban Science Conference.

Faculty Mentors

Meet the faculty mentors who make our capstone projects possible. 

FAQ for CUSP Students

Students in their second year will enroll in USI I for their fall semester, and USI II in the spring semester. Both are required courses and must be taken consecutively. Course registration dates are announced via email. 

Students are able to submit up to 5 preferred projects after viewing the Capstone catalog and attending the Meet & Greet, but selection is not guaranteed.

Students teams are carefully selected to ensure that a variety of skills and experience are included in the working group. Requests may be made, but are not guaranteed.

Classes are scheduled for Thursdays 6pm-8:30pm, but at it’s the discretion of the instructors to set the meetings.

Students can expect to spend at least 75 hours on their research project outside of regularly scheduled class each semester.

FAQ for Potential Sponsors

We accept sponsor applications from all public, private sector, or academic organizations looking to address a critical urban issue or research problem. Our sponsors in the past have included city agencies across the US, international universities, and non-profits. Your organization does not need to be located in New York City or the United States, as long as you can provide regular communication with your capstone team.

New York University Community: Any NYU research center, faculty member, or researcher with a new or ongoing research project is welcome to apply!

A Project Agreement will be developed and executed, which describes the project purpose, scope, and expected outputs. This document will also outline data sharing protocols and any restrictions on shared data.

We seek project sponsors that are engaged and enthusiastic about the use of data science in improving city operations and planning. We expect project sponsors to identify a primary Point of Contact for the project who will ensure data sharing agreements are executed; will provide regular feedback on the students’ work, through periodic meetings and review of progress reports and presentations; and will be able to attend the final project presentations. The specific expectations and time commitment will vary by the needs of the project, but project sponsors should be able to commit 1-2 hours every two weeks to the above activities. Our student teams are very capable, and this level of engagement will help to ensure the final deliverables and output provide value for, and are of use to, the project sponsor.

Please review the  Capstone Sponsor Mutual Expectations .

The CUSP Data Facility is a secure research data environment with datasets, tools, and expert staff to provide research support services to students, faculty, and city agency employees.  The CUSP Data Facility (CDF) connects all of these users to relevant datasets for urban policy research. The CDF reduces the multiple technical, legal, bureaucratic, capacity, and cost barriers to data access, so that the full research, policy, and operational benefits of data products can be realized by academic researchers and students, City analysts and managers, and other key partners in urban science.

We recognize that much of the data we manage, from streaming sensor data to agency administrative data, is sensitive and we handle it accordingly. The CUSP Data Facility’s Safe Data Environment comprises a multi-faceted approach to maintain safe data, through safe people, projects, settings, and outputs.  This approach combines technical protocols, user policies, and user-centered design in order to ensure adherence to data governance requirements.

• Safe people: regular trainings on responsible data use and privacy & confidentiality,  combined with updated online resources on best practices in data management
• Safe projects: standards and protocols for managing access to datasets and databases at the project level
• Safe settings: a secure data environment with restricted data ingress and egress
• Safe outputs: a statistical disclosure limitation prior to any export of products derived from restricted data

The Data Facility and Student Capstone Projects  – CUSP students and faculty and host agencies are encouraged to perform all Capstone research within the Data Facility.  CUSP will process new project data and create project workspaces where designated team members can work with their project-specific datasets and collaborate on data analysis and visualization.  Other data facility users will not have access to the project workspace.

There is no fee associated with the Capstone projects.

We are not accepting proposals at this time. When the application opens, we will make the form available on this page. 

Capstone project group selection methods will be based on several criteria including students’ ranked preferences. Based on student interest, it is possible that an approved project may not be utilized. Demographics and competencies will also be considered in order to ensure group heterogeneity. Any potential conflicts of interest must be disclosed by project sponsors in advance. 

Project sponsors are able to provide input about what types of skills may be most useful to their project activities but will not be able to directly choose their student teams.

Please email  [email protected]  with any additional questions about the Capstone Program.

Apply to Sponsor a Project

Project proposals are due by April 12th. If you have further questions regarding the application or selection process, or the program at large, please contact Danielle Wright ( [email protected] ). Don't miss your chance to make an impact--for our CUSP students, for your organization, and for city dwellers around the world!

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Capstone Project Research Guide: Key Resources

Key resources.

• Encyclopedias & Reference
• Key Accounts, Tutorials and Guides

• Business Source Complete This link opens in a new window Comprehensive coverage of journals and trade publications in all business-related disciplines. Additional full text, non-journal content includes financial data, books, major reference works, conference proceedings, case studies, company profiles, SWOT analyses, investment research reports, industry reports, market research reports, country reports, and Harvard Faculty Seminar Videos. Dates Covered: 1886-present.
• Education Research Complete This link opens in a new window Provides bibliographic and full text access to scholarly research and information relating to many areas of education.

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Capstone and PICO Project Toolkit

• Starting a Project: Overview
• Developing a Research Question
• Selecting Databases
• Expanding a Search
• Refining/Narrowing a Search
• Saving Searches
• Critical Appraisal & Levels of Evidence
• Citing & Managing References
• Database Tutorials
• Types of Literature Reviews
• Finding Full Text
• Term Glossary

Defining the Question: Foreground & Background Questions

In order to most appropriately choose an information resource and craft a search strategy, it is necessary to consider what  kind  of question you are asking: a specific, narrow "foreground" question, or a broader background question that will help give context to your research?

Foreground Questions

A "foreground" question in health research is one that is relatively specific, and is usually best addressed by locating primary research evidence. 

Using a structured question framework can help you clearly define the concepts or variables that make up the specific research question. 

 Across most frameworks, you’ll often be considering:

• a who (who was studied - a population or sample)
• a what (what was done or examined - an intervention, an exposure, a policy, a program, a phenomenon)
• a how ([how] did the [what] affect the [who] - an outcome, an effect). 

PICO is the most common framework for developing a clinical research question, but multiple question frameworks exist.

PICO (Problem/Population, Intervention, Comparison, Outcome)

Appropriate for : clinical questions, often addressing the effect of an intervention/therapy/treatment

Example : For adolescents with type II diabetes (P) does the use of telehealth consultations (I) compared to in-person consultations  (C) improve blood sugar control  (O)?

Framing Different Types of Clinical Questions with PICO

Different types of clinical questions are suited to different syntaxes and phrasings, but all will clearly define the PICO elements.  The definitions and frames below may be helpful for organizing your question:

Intervention/Therapy

Questions addressing how a clinical issue, illness, or disability is treated.

"In__________________(P), how does__________________(I) compared to_________________(C) affect______________(O)?"

Questions that address the causes or origin of disease, the factors which produce or predispose toward a certain disease or disorder.

"Are_________________(P), who have_________________(I) compared with those without_________________(C) at_________________risk for/of_________________(O) over_________________(T)?" 

Questions addressing the act or process of identifying or determining the nature and cause of a disease or injury through evaluation.

In_________________(P) are/is_________________(I) compared with_________________(C) more accurate in diagnosing_________________(O)?

Prognosis/Prediction:

Questions addressing the prediction of the course of a disease.

In_________________(P), how does_________________(I) compared to_________________ (C) influence_________________(O)?

Questions addressing how one experiences a phenomenon or why we need to approach practice differently.

"How do_________________(P) with_________________(I) perceive_________________(O)?" 

Adapted from: Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing & healthcare: A guide to best practice. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins.

Beyond PICO: Other Types of Question Frameworks

PICO is a useful framework for clinical research questions, but may not be appropriate for all kinds of reviews.  Also consider:

PEO (Population, Exposure, Outcome)

Appropriate for : describing association between particular exposures/risk factors and outcomes

Example : How do  preparation programs (E) influence the development of teaching competence  (O) among novice nurse educators  (P)?

SPIDER (Sample, Phenomenon of Interest, Design, Evaluation, Research Type)

Appropriate for : questions of experience or perspectives (questions that may be addressed by qualitative or mixed methods research)

Example : What are the experiences and perspectives (E) of  undergraduate nursing students  (S)  in clinical placements within prison healthcare settings (PI)?

SPICE (Setting, Perspective, Intervention/phenomenon of Interest, Comparison, Evaluation)

Appropriate for : evaluating the outcomes of a service, project, or intervention

Example : What are the impacts and best practices for workplace (S) transition support programs (I) for the retention (E) of newly-hired, new graduate nurses (P)?

PCC (Problem/population, Concept, Context)

Appropriate for : broader (scoping) questions

Example : How do nursing schools  (Context) teach, measure, and maintain nursing students ' (P)  technological literacy  (Concept))throughout their educational programs?

Background Questions

To craft a strong and reasonable foreground research question, it is important to have a firm understanding of the concepts of interest.  As such, it is often necessary to ask background questions, which ask for more general, foundational knowledge about a disorder, disease, patient population, policy issue, etc. 

For example, consider the PICO question outlined above:

"For adolescents with type II diabetes does the use of telehealth consultations compared to in-person consultations  improve blood sugar control ?

To best make sense of the literature that might address this PICO question, you would also need a deep understanding of background questions like:

• What are the unique barriers or challenges related to blood sugar management in adolescents with TII diabetes?
• What are the measures of effective blood sugar control?
• What kinds of interventions would fall under the umbrella of 'telehealth'?
• What are the qualitative differences in patient experience in telehealth versus in-person interactions with healthcare providers?
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115+ Innovative Physics Project Ideas For Students In 2023

Physics, the study of matter, energy, and the fundamental forces that govern the universe, holds a special place in our understanding of the natural world. It is not just a subject confined to the classroom; it permeates every aspect of our lives, including the business world, where innovations in technology and energy efficiency rely heavily on the principles of physics.

In this blog, we will explore the best and most interesting physics project ideas. Whether you are a beginner or an advanced student, we will cover plenty of physics projects. We will discuss 31+ physics project ideas for beginners, 35+ for intermediate students, and 32+ for advanced learners. In addition to it we have also discuss 13+ of the best physics project ideas for college students, ensuring there’s something for everyone.

Moreover, We will also provide you with valuable tips for completing your physics projects efficiently, making your learning experience both enjoyable and informational. So, stay tuned with us and choose the right physics project ideas.

An Quick Overview Of Physics

Table of Contents

In this section, we will talk about the definition of the famous Germany-born physician, he is a popular physics writer who gives numerous laws and theories in physics, such as the theory of relativity, general theory of relativity and photoelectric effect. Moreover, we will also discuss the meaning of physics.

Definition of Physics:

What is physics.

Physics is the study of how things work in the world. It helps us understand the rules that govern everything, from how objects move to how light and electricity behave. Physicists explore the fundamental nature of the world, seeking answers to questions about energy, matter, and forces. In simple terms, physics solves the secrets of the physical world around us.

5 Main Branches Of Physics That Every Students Must Know

Here are 5 main branches of physics that every student must know: 

1. Classical Mechanics

Classical mechanics is the part of physics that looks at how things we use every day move. It helps us understand how things move, fall, and collide. For example, it explains why a ball falls to the ground when dropped and how a car accelerates and stops.

2. Electromagnetism

Electromagnetism explores the behavior of electric charges and magnets. It explains how electricity flows through wires, how magnets attract or repel each other, and powers devices like phones and computers. Understanding electromagnetism is crucial for modern technology.

3. Thermodynamics

Thermodynamics focuses on heat, energy, and temperature. It explains how engines work, how heat transfers, and why ice melts when it gets warm. This branch is vital in designing efficient machines and understanding energy conservation.

4. Quantum Mechanics

Quantum mechanics deals with the smallest particles of the universe, like atoms and subatomic particles. It’s essential for understanding the behavior of matter at the tiniest scales and is the basis for technologies like semiconductors and lasers.

5. Relativity

Relativity, developed by Einstein, explores the behavior of objects moving at very high speeds or in strong gravitational fields. It revolutionized our understanding of space, time, and gravity. GPS systems, for instance, rely on Einstein’s theories to provide accurate navigation.

20+ Creative Nursing Project Topics You Must Try In 2023

Things That Students Must Have Before Starting Physics Projects

Here are some things that students must have before starting physics projects:

• Students should have a fundamental understanding of physics concepts and principles related to their project.
• Gather necessary books, articles, or online resources to support your project’s research and learning.
• Depending on the project, access to appropriate lab equipment and materials may be required.
• Understand and implement safety protocols and precautions relevant to the experiment or project.
• Seek guidance from a teacher, mentor, or experienced physicist to clarify doubts and ensure the project’s success.

Physics Project Ideas From Beginners To Advance Level For 2023

Here are some of the best physics project ideas for physics students. Students can choose the project according to their knowledge and experience level:

31+ Physics Project Ideas For Beginners-Level Students

Here are some  physics project ideas that beginner-level students should try in 2023: 

1. Simple Pendulum Experiment

2. Newton’s Laws of Motion Demonstrations

3. Investigating Magnetic Fields

4. Building a Homemade Electromagnet

5. Exploring Static Electricity

6. Boyle’s Law Experiments

7. Archimedes’ Principle and Buoyancy

8. Investigating Refraction of Light

9. Constructing a Simple Circuit

10. Ohm’s Law Demonstrations

11. Investigating Sound Waves

12. The Doppler Effect Exploration

13. Investigating Thermal Conductivity

14. Building a Solar Oven

15. Investigating Projectile Motion

16. Exploring Simple Machines

17. Investigating Elasticity

18. Investigating the Conservation of Energy

19. Magnetic Levitation Experiments

20. Investigating Radio Waves

21. Building a Simple Telescope

22. Investigating Wave Interference

23. Investigating Nuclear Decay

24. Investigating Air Pressure

25. Investigating Fluid Dynamics

26. Investigating the Photoelectric Effect

27. Investigating Magnetic Levitation

28. Investigating Simple Harmonic Motion

29. Investigating Optics and Light

30. Investigating Quantum Mechanics Concepts

31. Investigating Special Relativity Concepts

32. Investigating Thermodynamics Principles

35+ Physics Project Ideas For Intermediate-Level Students

Here are some  physics project ideas that intermediate-level students should try in 2023: 

33. Electric Motor Construction

34. Solar-Powered Water Heater

35. Investigating Magnetic Fields

36. Pendulum Harmonics Analysis

37. Homemade Wind Turbine

38. Refraction in Different Mediums

39. Investigating Newton’s Laws

40. DIY Spectrometer

41. Sound Waves and Frequency

42. Light Polarization

43. Magnetic Levitation Experiment

44. Building a Simple Telescope

45. Investigating Static Electricity

46. Investigating Resonance

47. Solar Cell Efficiency Analysis

48. DIY Electromagnetic Generator

49. Investigating Projectile Motion

50. Exploring Quantum Mechanics

51. Water Rocket Launch

52. Investigating Heat Transfer

53. Radio Wave Propagation

54. Simple Harmonic Motion Experiment

55. Investigating Ferrofluids

56. Cloud Chamber for Particle Detection

57. Investigating Faraday’s Laws

58. Homemade Geiger Counter

59. Magnetic Field Mapping

60. Investigating Optical Illusions

61. Wave Interference Patterns

62. Investigating Galvanic Cells

63. Solar Still for Water Purification

64. Investigating Electroplating

65. Investigating Bernoulli’s Principle

66. DIY Magnetic Railgun

67. Investigating Nuclear Decay

68. Investigating Black Holes

32+ Physics Project Ideas For Advance-Level Students

Here are some  physics project ideas that advance-level students should try in 2023: 

69. Quantum Entanglement Experiment

70.Fusion Reactor Prototype

71. Gravitational Wave Detection

72. Superconductivity Demonstrations

73. Particle Accelerator Design

74. Quantum Computing Algorithms

75. Cosmic Microwave Background Analysis

76. Quantum Teleportation Setup

77. Advanced Plasma Physics Experiment

78. Exoplanet Detection Using Spectroscopy

79. Antimatter Production Study

80. Quantum Hall Effect Investigation

81. String Theory Simulation

82. Dark Matter Detection Experiment

83. Advanced Laser Spectroscopy

84. Neutrino Oscillation Measurement

85. Advanced Quantum Cryptography

86. High-Energy Particle Collisions

87. Hawking Radiation Simulation

88. Nanotechnology in Quantum Dots

89. Exotic Materials Synthesis

90. Advanced Space-time Curvature Analysis

91. Neutron Star Density Study

92. Quantum Field Theory Calculations

93. Bose-Einstein Condensate Experiment

94. Quantum Gravity Research

95. Advanced Quantum Optics

96. Plasma Fusion Energy Production

97. Black Hole Thermodynamics

98. Holography in High Energy Physics

99. Quantum Phase Transitions

100. Quantum Information Processing

101. Topological Insulator Investigations

13+ Best Physics Project Ideas For College Students

Here are some of the best and most interesting physics project ideas for college students:

102. Quantum Entanglement Experiments

103. Superconductivity and Its Applications

104. Nuclear Fusion Reactor Design

105. Advanced Laser Spectroscopy

106. Gravitational Wave Detection

107. Particle Physics and High-Energy Colliders

108. Quantum Computing Prototypes

109. Advanced Astrophysical Observations

110. Plasma Physics and Fusion Energy

111. Quantum Field Theory Investigations

112. Advanced Materials for Space Exploration

113. Black Hole Dynamics and Research

114. Advanced Quantum Optics Experiments

115. Nanotechnology Applications in Physics

116. Quantum Cryptography and Secure Communication Systems

Tips For Completing The Physics Project Efficiently 

Here we discuss some tips to completing the physics projects efficiently: 

1. Choose The Physics Project Idea

Pick a physics project topic that you find interesting and exciting. When you like what you’re studying, it makes working on the project easier and more efficient.

2. Make a Proper Plan

Start by making a proper plan and the techniques that are needed. Write down what you need to do, what materials you’ll need, and when you’ll finish each part. Planning helps you stay organized and avoid last-minute rushes.

3. Find Good Information

Before you start, find good information about your topic. Use books or trusted websites to get the facts. Good information is like a strong foundation for your project.

4. Be Careful with Experiments

Be careful while performing the experiments for the projects. Follow the instructions closely, measure things accurately, and do the experiments more than once if needed. Being careful makes sure your results are trustworthy.

5. Organize The Collected Information

Keep your data neat and tidy. Use tables, pictures, or charts to show what you found out. When your information is organized, it’s easier for others to understand.

We discussed various physics project ideas, students can choose according to their interests and requirements. We started by explaining what physics is all about, its meaning, and how it helps us understand the world. Then, we explored the 5 main branches of physics to give you a clear explanation of what this subject covers.

But the real fun began with the 110+ project ideas we shared, suitable for beginners, intermediate, advanced, and college students. These projects are your chance to get hands-on with physics and learn in a practical way.

To help you succeed, we also shared some useful tips. So, in 2023, explore all these project and choose wisely which one will continue. All the best for your physics projects.

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2024 Capstone Festival

Each year, seniors at Mary Baldwin University pick research, creative, or community engagement projects and work with faculty advisors, alumni, and partnering businesses, agencies, and organizations to bring them to life. 

Exemplary students are invited to share their results with the Mary Baldwin community at the annual pre-commencement Capstone Festival , which was held on April 22.

Best Social Sciences and Humanities Paper

Teegan Lewis “A Comparative Analysis of the Awareness and Utilization of Department-Provided Mental Health Resources Amongst Sworn Police Officers”

Best Social Sciences and Humanities Poster Matt Nocco “Pitch Clock, Bigger Bases, and Banned Shifts; Analysis of MLB’s 2023 Rule Changes”

Best STEM Awards I Lauryn Faulkner-Sitton “Factors Affecting Cryptosporidium Infection in Cattle”

Lukas Brown “Measuring the Effects of Temperature”

Best STEM Awards II

Chloe Beasley “An Alternative Approach to Air Quality Measurement and Analysis Through the Development of a Mobile Arduino Multisensor”

Best Q-Awards Olivia Gagne “The Effects of Kernel Functions on Support Vector Machines for Handwritten Digit Recognition”

Anastasia Bunting “LL-37 (CAMP) Gene Expression Induced by Vitamin D3”

Best Visual and Performing Arts Award

Maria Sarri “Love and Longing Through Different Musical Genres”

Best High Impact Practice Award Autumn Stipe “Passion Project: Mental Health Curriculum Working With Low Income Teenagers”

Congratulations to the 2024 Capstone Festival award winners and all participants for their research, preparation, and presentations.

An investigation into wireless infrastructure in the cloud researcher for Capstone project

$30-250 usd, about the project, place your bid, benefits of bidding on freelancer.

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