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M.A. in Leadership Studies: Capstone Project Papers

The Masters in Leadership Studies Capstone Project Papers were designed to provide Master’s students with an opportunity to demonstrate the integration and application of their learning throughout their program through an applied or research-based project.

Applied projects offer a design, program or process to address a challenge, issue or topic. Applied projects require students to apply the conceptual and practical knowledge they have gained in the program to address a “real-life” problem or issue, without requiring an extensive literature review or research methodology development.

Research projects focus on developing a more in depth understanding of an issue, interest, concern, or phenomenon. The research includes a miniature literature review on the topic and provides explanations of the implications and applications for future practice in the related field.

Project papers were deposited in Digital USD from 2017 to 2019.

Capstone Project Papers from 2019 2019

The Importance of Leadership Development for Elementary-Age Students , Katrina Calvert

Creating Better Bureaucracy Through the Use of Servant Leadership , Charles Davis

The Integration Process of United States Veterans at the University of San Diego , Emily Duncan

Women Not Welcome: A Study of Gender Inequality and Leadership in STEM , Stephanie Eikermann

High School Service Learning as a Student-Directed Club , Jeff Gramme

Bonding Generations Through Team Leader Training , Laela Hannify

Developing Youth Leaders Through Service: An Applied Project to Enhance the Youth Leadership Development for Current High School Volunteers within the Sharp Chula Vista Medical Center Auxiliary , Jamie Inarda

Sexual Violence Prevention Programming for Collegiate Athletes: A Behavior Change Approach to Prevention , Amy Kame

The Correlation Between Online Marketing Strategies and Fundraising Performance of Nonprofit Organizations , Goran Orucevic

Developing Leaders in Schools: Unique Servant Leadership Youth Development Curriculum , Aarti B. Patel

Considering Chaos: Cultivating Change on the Edges of Calamity , Jake Peters

Cultivating Creativity: Leadership, Organizational Culture, and Organizational Support for Design Teams , Nick Porter

Mindful Facilitation - Designing a Workshop Linking Transformative Leadership Theory to Facilitation Techniques to Increase Facilitator Confidence , Cristina Schaffer

Nudge or Puppet? Decision-Making, Ethics, and Leadership in the Information Age , Yihe Yang

The Role of For-profit Educational Leadership Styles in Creating Shared Values , Diyang Yu

Capstone Project Papers from 2018 2018

Re-Imagining Business Enterprise as a Force for Social Good: Exploring Shared Values and the Future of a Sustainable World , Regina Bernal

An analysis of the Effects of Cultural Expectations and Family Obligations on Latina Women Attending College , Valeria Bielma

Self-empowerment of minorities focusing on trans-border communities , Lizbet Carrillo

Volunteer-Reliant Organizations , Andrea Cash

Dreaming Qontigo: Imagining Possibilities , david alejandrx cervantes

Positive Organizational Leadership: Some Recent Findings in Positive Organizational Scholarship , Lawrence Chan

Foster Youth Access to Higher Education , Raul Enciso

Reinventing Mentorship Programs: Values of Co-Mentorship in Organizations , Fabiola Escobedo Torres

Adaptive Leadership and the Maronite Church , Emily Michelle Fattouh

Access and Healthy Communities: How gardening and education can help foster leadership in low-income communities , Alexandria Frazier

Using Leader-Member Exchange Theory and Transformational Leadership to Examine the Cognitive Impact Youth Basketball Participation has on the Development of Children , Patrick Frost

Thought Forge: Investment in Critical Thinking , Christian Hampton

Impacts of Student-Athletes Who Become Pregnant While Competing in Division I Basketball , Maya Hood

Identifying Factors That Impact Female Leadership Presence , Victoria Elizabeth Kendall

Personal and Leadership Development in the Middle School Environment: The School STRONG Initiative , Ashley Kunkle

Generation Z: Utilizing Adaptive and Authentic Leadership to Promote Intergenerational Collaboration at Work , Elizabeth Laudert

Segregation of Student Financial Aid in Higher Education: The Effects on Low-Income Students When EBT Is Not Accepted at University Campuses in San Diego, CA. , Tanisha-Jean Martin

LEAD/HD: A Pilot Leadership Development Workshop , Meaghan McCaughey

For-Profit Educational Institutions , Rogelio McInnis

Culture as a System of Shared Meaning: Exploring Intercultural Leadership Identity Through Practical Application , Emily Patrick

First Generation College Parents: Bridging the Gap Between the American Higher Education System and Latino Families , Georgina Pérez

Mindful Action for Practice of Sustainability , Gary Ransom

Creating a New Culture of Care for Individuals Living With Parkinson's Disease , Dijana Ristic

Native American Education: Building Stronger Families, Communities, and Youth through Cultural Education , Kenia Rodriguez

Natural Athletic Blacks and Intelligent Whites; Race and Sports in the Media , Michel Sproles

Facilitating Conflict Resolution in Organizations: A Curriculum for Managers and Emerging Leaders , Gregory Vega

How Leadership Improves Intercultural Negotiation , Xinrui Wang

Developing Cultural Intelligence and Transformational Leadership Through Participation in Short-Term Study Abroad Programs , Rebecca Whitham

Capstone Project Papers from 2017 2017

Cultivate Conscious Kids: Unique Youth Leadership Development Programming , Ashley Adams

Leadership Style and Employee Turnover A Mythical Relationship or Reality? , Arwa Alkhawaja

Bloom - Youth Empowerment and Development Through a Practice of Emotional Leadership , Andrea Andrade

Ethnic Nationalism and Identity Formation in Cyprus, 1571 to 1974 , Nicholas James Antoniades

The Dynamics of Gender Identity and Implicit Bias Impacting Women's Executive Leadership Development Programs and Female Executive Leadership Coaching , Emelina Belle

Corporate Culture and the Leaderships on the Development of Companies , Jimengmeng Chen

The Vicious Cycle of Mass Polarization and Fear: A Pilot Program Using Comedy and Dialogue to Leverage Political Polarities , Zoë A. Hayman

Turn Off That Device , Kris Iacono

Evenings of Dialogue and Discovery: Am I being an Authentic Woman Leader? , Ashley P. Jones

Examining Hierarchy Structures in Non-Profits; The Keller Model , Scott J. Keller

Transactional and Transformational Leadership and Emotional Intelligence for Athletic Coaches , Justin Maidenberg

Differences in Leadership Between China and US , Xiaomu Pan

It's a Girl Thing Enrichment Club , Jasmine D. Reaves

Retention, Mentorship, and Servant Leadership: An analysis for Retaining 2050’s Generals in Today’s Army , Owen J. Ryckman

Mindfulness Program for Student Athletes , Daniel J. Savory

Toxic leadership in Korea through the case of President Park’s impeachment , Eunho Shin

Nature Unplugged: Cultivating Healthier Boundaries around Technology and Inspiring Reconnection with Nature , Sebastian Slovin and Sonya Mohamed

Community Collaboration: Furthering the Anchor Institution Concept within Linda Vista , Shelby J. Smock

Self Powered: A Guide to Becoming a Self-Leader , Samantha D. Wolf

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5 Organizational Leadership Capstone Project Ideas

• By Jamie B.
• Published June 13, 2019
• Last Updated December 11, 2022
• Equality and Leadership
• Leadership Development in Children and Adolescents
• Intergenerational Leadership
• Emotional Intelligence and Organizational Leadership
• Conflict Resolution from a Leadership Perspective

You have completed the bulk of your organizational leadership degree program. You can see the light at the end of the tunnel, that dream career that you have been working so hard towards. The last big challenge you need to conquer is the capstone project. The most difficult part for many is deciding on the topic of this project. Here are five enticing ideas for an organizational leadership capstone project.

1. Equality and Leadership

Some of the best leaders in society and business have been women of racial minorities. They started in a disadvantaged socioeconomic status. They identify with a minority sexual or gender orientation, and  believe in marginalized faiths. Yet, they still fight a more difficult battle for their earned leadership status. The source and solution for this inequality is a hot topic in organizational leadership right now, and therefore an excellent choice as a capstone project.

2. Leadership Development in Children and Adolescents

That is right, organizational leadership starts early. Children and adolescents who are given guidance on the appropriate ways to enact and comply with leadership are believed to perform better academically and socially. This carries into successful adult careers and personal relationships. Forbes offers an insightful perspective on guiding children and youth towards building a brighter future for themselves and future generations.

3. Intergenerational Leadership

On the other side of the coin is the notion of learning from our elders and allowing them to remain in positions of leadership. In this society so focused on the value of youth, older generations often become ostracized and patronized. They might not be as well-versed in the modern languages of technology and colloquialism. But that does not mean they have nothing to contribute to modern society. There is a powerful, and necessary,  form of leadership which can only come with the wisdom gained through lived experience.

4. Emotional Intelligence and Organizational Leadership

One of the key components of successful leadership is a high level of emotional intelligence. This refers to the ability to appropriately express one’s own emotions and respond to those of others. There is a great deal of research about emotional intelligence and organizational leadership. However, more research is needed to fully understand their relationship to each other. This relationship, therefore, holds a great deal of potential for a capstone project.

5. Conflict Resolution from a Leadership Perspective

It is both difficult and easy to imagine a world free of conflict. Difficult in that we are surrounded by  myriad conflicts every day. Easy in those moments of peace, therefore, shine brightly in between. What is not easy is answering the question of how to resolve and reduce conflicts in our various organizational systems. One thing we know is that it begins with strong leadership by those with good intentions. Parsing out the roles of leaders in conflict resolution, and what is currently missing from those roles, would make a valuable capstone project.

Related Resource: Top 10 Best Value Bachelor’s in Organizational Leadership Degrees Online

Organizational leadership is a highly relevant field of study right now, as most of our society’s systems are hierarchical. Good leadership is therefore essential for the success and health of all individuals and systems. Organizational leadership capstone project topics such as these five will help students contribute meaningfully to the field. In addition they’ll fulfill one of the final requirements for graduation.

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Organizational Leadership Capstone

This course is part of Organizational Leadership Specialization

Taught in English

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Instructors: Greg Holderfield +13 more

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There are 8 modules in this course

The capstone project consists of a case study that must be addressed to complete the specialization.

In the case study, you will be asked to assume the role of the incoming chief executive officer of a fictitious privately held medical device company. From the company’s standpoint, its customers are the clinics that use and dispense its products, rather than the end-users of the company’s products. The company is currently facing a range of challenges, including obstacles to access for world-wide users of the company’s product, as well as internal conflict about the company’s priorities and a new disruptive technology. You will be asked to help the board address key changes in the industry, by developing a strategy to meet these challenges. Specifically, you will submit artifacts responding to a series of challenges related to the case. The artifacts will be peer-assessed on how effectively you applied concepts and skills explored throughout the specialization, assessed your own skills as a leader, evaluated the data to help you make an informed decision, developed a customer-facing design process, and communicated your strategy to relevant stakeholders.

Welcome to the Capstone

This capstone project will put all that you have learned in Northwestern University's Organizational Leadership Specialization to the test by asking you to address a series of challenges related to a case study.

What's included

1 video 4 readings

1 video • Total 1 minute

• Introduction to the Capstone with Dean Blount • 1 minute • Preview module

4 readings • Total 40 minutes

• Steps to Complete This Module • 10 minutes
• Meet Your Professors • 10 minutes
• Capstone Grading & Logistics • 10 minutes
• Module 1 Case Study • 10 minutes

Shaping a Culture that Supports Growth and Innovation

In this module, you will apply the skills gained across the specialization to assess the current culture and devise a plan for shaping a culture that supports growth and innovation for the company in the case study.

2 readings 1 peer review 1 discussion prompt

2 readings • Total 20 minutes

• Steps to Complete this Module • 10 minutes
• Video and Supplementary Reference Materials • 10 minutes

1 peer review

• Shaping a Culture that Supports Growth and Innovation • 0 minutes

1 discussion prompt • Total 10 minutes

• Module Two Discussion Prompt • 10 minutes

Discovering Opportunities

In this module, you will apply the skills gained across the specialization to discover opportunities for growth and innovation for the company in the case study.

• Discovering Opportunities • 0 minutes
• Module Three Discussion Prompt • 10 minutes

Defining and Taking Advantage of Opportunities

In this module, you will apply the skills gained across the specialization to define and take advantage of opportunities for the company in the case study.

• Defining and Taking Advantage of Opportunities • 0 minutes
• Module Four Discussion Prompt • 10 minutes

Communicating with Your Audience

In this module, you will apply the skills gained across the specialization to develop a plan for effectively communicating with the audiences relevant to your primary opportunity for the company in the case study.

• Communicating with Your Audience • 0 minutes
• Module Five Discussion Prompt • 10 minutes

Crisis Response

In this module, you will apply the skills gained across the specialization to create a crisis response plan for the company in the case study.

• Crisis Response • 0 minutes
• Module Six Discussion Prompt • 10 minutes

Leading People and Fostering Collaboration

In this module, you will apply the skills gained across the specialization to address issues regarding leading people and fostering collaboration for the company in the case study.

• Leading People and Fostering Collaboration • 0 minutes
• Module Seven Discussion Prompt • 10 minutes

Capstone Wrap-Up

Congratulations! You have completed Northwestern University's Organizational Leadership Specialization. Please take some time to reflect on your experience and respond to your peers in the discussion forums.

• Conclusion to the Capstone with Dean Blount • 1 minute • Preview module

Northwestern University is a private research and teaching university with campuses in Evanston and Chicago, Illinois, and Doha, Qatar. Northwestern combines innovative teaching and pioneering research in a highly collaborative environment that transcends traditional academic boundaries.

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Frequently asked questions

When will i have access to the lectures and assignments.

Access to lectures and assignments depends on your type of enrollment. If you take a course in audit mode, you will be able to see most course materials for free. To access graded assignments and to earn a Certificate, you will need to purchase the Certificate experience, during or after your audit. If you don't see the audit option:

The course may not offer an audit option. You can try a Free Trial instead, or apply for Financial Aid.

The course may offer 'Full Course, No Certificate' instead. This option lets you see all course materials, submit required assessments, and get a final grade. This also means that you will not be able to purchase a Certificate experience.

What will I get if I subscribe to this Specialization?

When you enroll in the course, you get access to all of the courses in the Specialization, and you earn a certificate when you complete the work. Your electronic Certificate will be added to your Accomplishments page - from there, you can print your Certificate or add it to your LinkedIn profile. If you only want to read and view the course content, you can audit the course for free.

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Yes. In select learning programs, you can apply for financial aid or a scholarship if you can’t afford the enrollment fee. If fin aid or scholarship is available for your learning program selection, you’ll find a link to apply on the description page.

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Applied Leadership Capstone

Course Features

Practice solution-oriented approaches and skillsets and prepare to lead change.

As the concluding course of the Executive Certificate in Organizational Leadership , the Applied Leadership Capstone will challenge you to apply your new skills to complex, real-world organizational challenges. This course brings you together with other capstone participants work in teams, sharing knowledge in collaborative, creative environments facilitated and guided by expert faculty.

Primed with principles and frameworks for leading organizational change in targeted areas like inclusive leadership, you will put concepts into practice and generate actionable solutions and design pragmatic, deliverable steps to success.

You will develop the confidence to bring solutions to life in complex organizational settings, lead change, and advance your career. The capstone includes a reflective leadership and management portfolio, supporting your new goals and providing a personal leadership plan for the future.

All courses include:

Industry-leading faculty, real-world scenarios, practical applications, custom solutions, research-driven results, collaborative learning, program details, what you will learn:.

• How to synthesize, apply, and expand on principles and best practices garnered through your prior certificate coursework
• How to apply new knowledge and mindsets to real world organizational challenges
• How to leverage the power of diverse work teams
• How to collaborate in project teams, activate skills, and navigate team dynamics to generate practical plans for organizational change and growth.

Who should attend:

• Participants who have already completed Foundations of Leadership and Management and one course from within the Manager’s Toolkit
• Managers seeking flexibility, choice, and practical application
• Managers looking to rise to the next level or improve their effectiveness as a leader in a functional area
• Managers seeking the skills and experience to lead change in their organizations

Erik Helzer, PhD

Executive education faculty, carey business school.

Erik Helzer, PhD, develops and applies psychological, organizational, and behavioral science insights to understand the cultivation of practical wisdom for leading in organizations. His research focuses on three facets of practical wisdom: ethical behavior and moral judgment, self-knowledge, and personal agency and adjustment. He is an associate professor of management and organizations at the Naval Postgraduate School in Monterey, CA.

Adriano Pianesi, MBA

Adjunct professor, carey business school.

Adriano Pianesi has 20 years of leadership development, team coaching, and change experience built on capacity development, possibility thinking, and sound strategy. A member of the Society for Organizational Learning, Pianesi holds an MBA in Communication and Group Dynamics from the University of Milan. Pianesi trained at Harvard Business School, Harvard Kennedy School, and the Art of Hosting, where he refined his repertoire of experiential and innovative teaching practices. His consulting practice has helped leaders work for change by harnessing the powers of conflict, diversity, and complexity. Among his clients are Microsoft, Philip Morris International, the World Bank Group, Rotary International, Pan-American Health Organization, U.S. Environmental Protection Agency, NASA, U.S. Marine Corps.

Erin Watley, PhD

Executive education faculty, carey business school associate professor of communication & cinema and an office of diversity, equity, and inclusion faculty fellow at mcdaniel college.

Dr. Erin Watley is a teacher and facilitator whose work focuses on accessible ways to disrupt systems of oppression, encourage intercultural dialogue, and practice community building. She is an Associate Professor of Communication & Cinema and an Office of Diversity, Equity, and Inclusion Faculty Fellow at McDaniel College. Dr. Watley is also the owner of Intersect Consulting LLC, a DEIJ consulting company and is a lover of Black pop culture. Ask her to describe the perfect sandwich, the brilliance of her favorite author N.K. Jemisin, or the problem with panda bears if you want to quickly lure her into a deep and intense conversation.

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Real-World Business challenges

In the Applied Management Research (AMR) field study, you’ll work on a team to address a challenge for a client organization. After a deep dive into research, you’ll present key insights and your recommendations. The Business Creation Option gives you the chance to work with a team of classmates to launch your own business. Students who participate in the Student Investment Fund (SIF) manage a $2 million fund, while visiting leading companies to learn about strategies and philosophies. The Anderson Strategy Group (ASG) is a capstone project that involves a commitment during your first and second years, and gives students focused on consulting a chance to work on and manage a project with classmates. Students who participate in the NAIOP Real Estate Case Competition earn capstone project credit through this six-month assessment of a local property, determining the highest and best use for real estate development. Finally, Anderson has partnered with XPRIZE and their Visioneers program to put students on the front line of designing XPRIZE competitions to address the world’s grand challenges.

In this field study, you’ll work in a team to address a challenge for a client organization. After a deep dive into research, you’ll present key insights and your recommendations.

Bcp gives you the chance to work with a team of classmates to launch your own business..

Students who participate in SIF manage a $2 million fund, while visiting leading companies to learn about strategies and philosophies.  

ASG is a capstone project that involves a commitment during your first and second years, and gives students focused on consulting a chance to work on and manage a project with classmates.

Students who participate in the NAIOP case competition earn capstone project credit through this six-month assessment of a local property.

• Team determines best use for a real site in Southern California
• Case competition against USC + write up
• Fall & Winter quarter of second year

Visit Ziman Center

NEWS RELEASE:

UCLA Excels in Local and National Real Estate Case Competitions

Los Angeles (November 20, 2018) — UCLA graduate student teams won the 2018 NAIOP SoCal Real Estate Challenge and placed second in the 2018 National Real Estate Challenge hosted by the University of Texas at Austin. Both case competitions took place on November 15, 2018, at UCLA and UT Austin, respectively.

NAIOP team (left to right): UCLA Anderson Professor Paul Habibi, Jeffrey Eigenbrood (’19), Daniel Polk (’19), Ben Morrison (’19), Robert Anthony (’19), Nicholas Marino (’19)

The NAIOP SoCal Real Estate Challenge team consisted of Class of 2019 UCLA Anderson MBA students Robert Anthony , Jeff Eigenbrood , Nick Marino and Ben Morrison , and UCLA School of the Arts and Architecture student Daniel Polk. The annual event, sponsored by the National Association of Industrial and Office Properties (NAIOP), presents a specific real estate case challenge to a team of students at UCLA and USC. In addition to providing a rich learning experience that requires participating students to produce high-quality professional work within a limited time frame, the competition is designed to showcase the talents and creativity of the next generation of real estate professionals.

This year, the NAIOP Challenge involved two undeveloped parcels on 11 acres of land located at the southwest corner of Del Amo Avenue and Newport Avenue in Tustin, California. The city acquired the property in 2007 and it has been vacant since that time. The site is a highly visible infill adjacent to the 55 freeway and near the massive Tustin Legacy, the 1600-acre former Tustin Marine Corps Air Station, which is currently being redeveloped. The site sits in an area of the Pacific Center East Specific Plan, which is a major employment center in Tustin that will continue to grow.

UCLA’s team proposed a project they titled Solana (Spanish for solarium or sunny spot) that was inspired by strawberry farming that had once taken place on the site. Solana is a natural extension of the nearby Tustin Legacy project, which involves the transformation of 16,000 acres of raw land into a massive master-planned commercial and residential community.

Video fly-through of the UCLA NAIOP “Solano – Tustin” Development

UCLA’s Solana consists of two select service hotels (305 keys), 240 multifamily units, 10,000 square feet of retail, 75 units of 80 percent affordable housing and more than 150,000 square feet of community space. “I am enormously proud of our NAIOP Challenge team,” said Tim Kawahara, executive director of the Richard S. Ziman Center for Real Estate at UCLA. “Our students proposed a very thoughtful project that provides both commercial value and community benefits to the City of Tustin.”

In its 21st year, the NAIOP Real Estate Challenge celebrates the rivalry between USC and UCLA and illustrates the robust real estate programs at both universities. The winning team is awarded the Silver Shovel, which is inscribed with all past winners’ names. In addition, a $5,000 contribution is made in the name of the winning school to the Challenge for Charity (C4C), benefiting the Special Olympics.

National Real Estate Challenge team (left to right): DaJuan Bennett (’20), Austen Mount (’20), Anne Sewall (’20), James Blake (’20), Robert Walls (’20)

The National Real Estate Challenge team from UCLA consisted of Class of 2020 UCLA Anderson MBA students DaJuan Bennett , James Blake , Austen Mount , Anne M. Sewall and Robert Walls . The challenge, held annually at the McCombs School of Business at UT Austin, is an invitation-only case competition for student teams from the nation’s top-ranked business schools. The case competition involves the analysis of a recent real estate transaction consummated by a leading global real estate firm. Judging panels consist of senior executives from leading real estate companies across the U.S., creating outstanding opportunities for learning, networking and recruitment.

This year, the case centered on a hold/sell analysis for a recently delivered, eight-story office building in “River Valley” (later revealed to be Austin, TX). The property had been a successful 80-percent leased development for the fund. Teams were given the following options: sell the building immediately; hold on to the property with the existing debt; re-finance the property at a higher leverage point (either 65 or 75 percent LTV instead of the 50 percent LTC loan in place); or sell the property and use the proceeds to pursue another office development in “West Hamilton” (later revealed to be Santa Monica, CA). Student teams were prompted to model the two investments to determine the quantitative benefits of each option, but also to look at the national office market, consider the impact of interest rates on cap rates and determine whether co-working and remote working would impact leasing either of the projects.

The UCLA team recommended holding on to the existing property and refinancing the building at 65 percent LTV. The thought process was, while the base case scenario provided was likely to occur, the team wanted to ensure a comfort level with the investment in a downside scenario, which made the pipeline investment and 75 percent LTV financing options too risky. Conversely, the team suggested that selling the property now or maintaining the 50 percent LTC loan were too conservative given the quality of the property and the strength of the “River Valley” market.

“The UT Austin McCombs School of Business National Real Estate Challenge is among the most prestigious real estate case competitions in the nation, so even to place is a huge accomplishment,” said Tim Kawahara. “The team’s success represents the caliber of students at UCLA Anderson and the strength of our real estate curriculum and programs.”

An investment fund managed by student portfolio managers dedicated to the pursuit of favorable risk-adjusted returns.

Applied Management Research

We pioneered practical learning with the applied management research program.

UCLA Anderson launched the first MBA field study program 54 years ago. The AMR program has worked with over 5,000 clients, including Fortune 500 companies, nonprofits, microfinance institutions and startups. You’ll work with a team of peers on a two-quarter project that will solve an organization’s key business problem, while expanding your professional network and experience working in a new field, and inviting you to explore your career options. The AMR program takes place during fall and winter quarters of the second year.

Ballard Metcalfe (’19), Ariel Wang (’19), and Cris Erdtsieck (’19) analyzed how a Peruvian non-profit organization could maximize revenues and lower transaction costs while increasing client satisfaction and engagement.

Global Reach of AMR Projects in 2019–2020

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Student impressions of amr.

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Project Description: BodySpec provides individualized health information to health-conscious individuals. We offer full-body scans utilizing dual-energy x-ray absorptiometry (DXA) scanning technology. These scans provide data about an individual’s muscle mass, body fat and bone density at a more granular, accurate and actionable level than any other body composition technology currently available in the fitness industry. Revenue will primarily be generated through scanning fees from individuals (an average of $90 per scan) and subscription fees from personal trainers to access client data.

Update: BCO project is thriving. They've hit many significant milestones and are enthusiastic about BodySpec and helping out current Anderson students.

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To help teachers better understand their students, SmartestK12 transforms all assignments, assessments or classroom interactions into rich student data that allows teachers, parents and school administrators to track each child’s learning in real time and take actions to ensure academic growth.

SMARTESTK12 (CLASS OF 2014)

Project Description: To help teachers better understand their students, SmartestK12 transforms all assignments, assessments or classroom interactions into rich student data that allows teachers, parents and school administrators to track each child’s learning in real time and take actions to ensure academic growth. We feel that education is the foundation for human progress, and that each student deserves an education custom built to her or his needs. SmartestK12 aims to unleash the individual and create a sustainable, never-ending supply of future scientists, historians, mathematicians, authors, scholars and creative geniuses.

Update: The company is still up and running, rebranded as Formative for a new application the founders created that is proving very promising.

Sportifik (Class of 2014)

Sportifik is a web- and mobile-based league management platform that engages college students in recreational activities. Adopted by over 25 universities across the country, including UCLA, Stanford and UC Berkeley, Sportifik empowers university recreation programs with the ability to effectively coordinate sports leagues and tournaments and engage students in healthy and active lifestyles.

SPORTIFIK (CLASS OF 2014)

Project Description:  Sportifik is creating a community of athletes and changing the way people participate in sports. We are providing amateur athletes and avid sports fans with the best means to easily organize and manage their sporting activities through a user friendly one-stop-shop mobile and web solution. Our platform will enable users to seamlessly partake in sporting activities in a fun and rewarding way while enabling them to meet members of their local communities who share a passion for the same sports.

Update:  Still working on their startup and the project is ongoing in LA. They've raised a seed round, grown their user base and client base significantly. They’re still implementing the pivot they started during BCO and are looking to add another part to their project.

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MPS Organizational Leadership: MPS Capstone Project

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MPS Capstone Project: Start Early

The Library has many resources available to assist you with the MPS Capstone Project.  You should start thinking about potential topics for the project early in the MPS program.  See the "Narrowing Your Research Topic" box below for tips. 

If you have not done many large-scale research projects before, we recommend you check out one (or several) of the books listed below in the "Applied Research books & ebooks" box.

Narrowing Your Research Topic

A research topic must be both broad enough to allow sufficient research but still focused enough to not be overwhelming--this is the most difficult but also most important step of any research paper/project.  There are many resources in your coursework to assist you with this, but here are some basic tips:

1. Topic MUST be focused on Leadership, since the degree is in Organizational Leadership.  (If the degree was in music, you would not research a medical topic.)  If you can direct your research toward a topic relating leadership to your current employment, that is highly encouraged, but not all students are currently in that type of job/role.

2. If your current job does not spark any topic ideas, think about what it is about Leadership that has most interested you during the program.  Then think about how to narrow that idea to a specific type of job/position, type of leader, and/or type of leadership .

3. Consider the following MPS Capstone Project titles.  (These have already been used and are listed for example purposes only--you will not be able to select any of these for your project.)  Look at how they focus on several different ideas to create narrowed topics.

• Developing Ethnic Minority Leadership Through Mentorship (ethnic/minority leader, mentorship in leadership, leadership development)
• Women in Leadership: The Influence of Maternal Self-Efficacy On Daughters (women leaders, influence of mother/parent on a leader)
• Is Transformational or Transactional Leadership More Effective in a Virtual World   (types of leadership, leadership in virtual vs. physical world)
• Leadership Styles: A Qualitative Review of Styles that Can Improve Incident Reporting (specific job/employment focus on incident reporting)

Applied Research books & ebooks

Links to Library & Research Resources

Contact the library.

The Library is open Monday, Tuesday, Thursday,  & Friday from 10AM - 5PM and Wednesday from 1PM - 8PM.

If you need help from the librarian or need to access the library resources outside of those hours let us know!

Call or text 717-728-2500 or email [email protected] to make an appointment.

Remember the Learning Hub is also open with lots of great faculty and staff willing to help with tutoring, advising, and general questions.

Chat with a Librarian

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• Last Updated: Apr 18, 2023 5:31 PM
• URL: https://guides.centralpenn.edu/MPS

• Weill Cornell Medicine

Cornell’s Executive MBA/MS in Healthcare Leadership Program Boasts Impactful Capstone Projects

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Cornell’s Executive MBA/MS in Healthcare Leadership program is one of a kind among the Ivy League. Graduates of the dual-degree program earn credentials from both Weill Cornell Medicine and the Samuel Curtis Johnson Graduate School of Management . However, that is not all that makes the program stand out among the crowd. The industry immersion component ensures students are ready to immediately make an impact on the rapidly evolving healthcare field.

The 22-month-long program culminates with a hallmark assignment—the capstone project—which places student teams with healthcare industry partners to solve real-world issues. These projects marry academic and professional knowledge to produce tangible outcomes for healthcare industry clients and marketable experiences for students.

Andrea Cohen, MPA, MBA, MS

Andrea Cohen (MBA, MS ’19), executive director of strategy & business for clinical research in the Department of Population Health Sciences at Weill Cornell Medicine as well as a former consultant and current project director for INSIGHT Clinical Research Network , guides students through this process as the director of the capstone course.

From completing the program as a student to now curating the experience as a faculty member, Cohen has seen the real impact it has had. “I have been part of this program since its inception and I can say that, without a doubt, our capstone projects have made a significant impact on the healthcare market. Our students have helped change the course for their clients and started a remarkable legacy.”

There is both a team and an individual element to the capstone project. As a team, students work with an industry partner to clearly define the problem, determine the stakeholder relationships and roles, and complete the necessary analysis. Establishing a trusted connection with their respective industry partners, they offer actionable solutions and recommendations. Individually, students identify and fulfill a unique role within the team environment that demonstrates mastery of at least one element of the healthcare leadership curriculum.

The experiential learning course offers three types of industry partners: large established companies focused on strategic questions, medium to large companies focused on operational questions, and entrepreneurship-focused projects (a new partnership between the program and the BioVenture eLab at Weill Cornell Medicine).

Former industry partners have included Salesforce, Sharecare, NewYork-Presbyterian, Mymee, Zocdoc, and more, including pharmaceutical and insurance companies. Through a multitude of impressive outcomes, alumni of the EMBA/MS program have proven their ability to make immediate changes across unique healthcare industry sectors. As industry leaders and healthcare professionals continue to see these impacts, Cornell’s program grows in class size and takes on even bigger challenges. Program leadership encourages any organization interested in becoming a capstone partner to get in touch.

The Cornell Executive MBA/MS in Healthcare Leadership Program is a dual-degree program created by two powerhouses in graduate education—the Samuel Curtis Johnson Graduate School of Management and the Weill Cornell Graduate School of Medical Sciences — that focuses on building general management skills and developing a deeper understanding of the healthcare industry. Learn more about the program here .

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Guide to The Master’s in Communication Capstone Project

Types of Capstone Projects

Independent capstone projects, capstone course, group capstone projects, portfolio and reflection projects, internship capstone.

Many master’s in communication programs that focus on building students’ practical skills and leadership capabilities within communication sectors such as public relations, advertising and marketing, corporate and organizational communication, and even political communication and campaigning require a capstone project as students’ culminating experience. Unlike traditional theses, which are common for academic and research-oriented master’s in communication programs and have a formal, multi-chapter structure, capstone projects vary widely across programs and often afford students a great deal of flexibility to be creative in their research and final deliverable.

There is substantial variance between how master’s in communication programs design their applied capstone project option. For some programs, the capstone is an independent research-based or industry-centric endeavor that students complete individually while under the guidance of a committee (similar to how students complete a traditional thesis). Other programs, in contrast, may have a dedicated capstone project course wherein students meet project benchmarks that they discuss in class, and also benefit from their instructor’s guidance and peer feedback. Additionally, there are group project capstone experiences where students are divided into teams and tackle one or a variety of projects that aim to integrate all the concepts and skills that they have learned during their enrollment in the program.

Added to this diversity amongst program capstone experiences is the diversity of students’ interests, their professional and academic backgrounds, and whether they are working full-time or part-time while pursuing their graduate degree. Students who are working and want to integrate what they have learned in their program directly into their workplace might complete their capstone project with their current employer. On the other hand, students who have minimal professional experience or who wish to change industries might find an organization or complete a project based off of their own interests, with the intention of featuring their capstone project as a centerpiece of their portfolio when applying for jobs.

This Guide to the Capstone Project is designed to help current and prospective students of master’s in communication programs understand the depth and breadth of possibilities for their capstone project. It features detailed descriptions of common types of capstone project options, as well as insights from faculty members and directors of master’s in communication programs nationwide who were interviewed as part of our Faculty Interview Series .

Despite the variance in capstone project options described above, there are several major categories in terms of general types of projects that students can undertake. From independent projects to professional portfolios and client-centric group projects, there are choices that suit every student’s interests and goals.

The independent project, one of the most common capstone experience options, grants students significant autonomy in crafting their final deliverable. The student works with his or her advisor and committee to determine a project topic that is tailored to the student’s academic interests and career goals. These independent projects can be created specifically for a real industry client, or can be designed around a hypothetical client in some cases. Examples of independent projects include an advertising campaign for an agency, an organizational communication plan for a corporation, or a comprehensive fundraising awareness strategy for a non-profit organization. Students may also have the option to complete an artistic or creative final project, such as writing a play, filming a documentary, or choreographing a dance.

The process to successfully completing the independent capstone project is quite similar to that of the traditional thesis , in that students select a committee of faculty whose research expertise aligns with the topic of their project. Students then conduct their research and complete their final deliverable with close guidance and feedback from their faculty advisor and committee.

Hye-ryeon Lee, Ph.D. the Director of Graduate Studies for the Department of Communicology at the University of Hawaii at Manoa, explained her program’s applied capstone project experience in an interview. “The applied project is very flexible in terms of what [students] can do. […] For example, a student is currently in the process of writing a book as her applied project. Another student developed a volunteer training program for the Make a Wish Foundation. This student talked to the administrators, staff and volunteers of the Foundation to develop a thorough understanding about their operation. She then designed and delivered a training program for new volunteers for the Foundation.”

While independent projects are more flexible in terms of their structure and topic, relative to the master’s thesis, they still require a substantial amount of research and are just as rigorous as theses. Students completing a capstone project use the same research methodologies as those who complete a thesis, but instead of applying their findings to conclusions that contribute to the scholarly literature, they use their insights to directly impact an organization or to design a final product that that is more applied or creative in nature.

Michael B. Goodman, Ph.D., Director the Master of Arts in Corporate Communication at The City University of New York’s Baruch College, explained how this program’s applied project uses academically rigorous communication theories and research methodologies. “Similar to the thesis, students are expected to employ and integrate the theories, communication management practices, and methods that they learn in the program to their research and final product. Students who choose this option are also required to present their results at a professional colloquium,” he noted.

The flexibility of the capstone project allows students to bring in topics from their professional or personal lives. Porter Shreve, Director of Administration for the University of San Francisco’s Master of Arts in Professional Communication, explained how many students in the program use the capstone as a way to examine and address sociocultural issues. “Since we are located in San Francisco near the heart of Silicon Valley, tech development and its reshaping of human communication are very much on our students’ minds,” he said, “I had one student who completed a video-based capstone about women muralists in San Francisco’s Mission District and their struggles with gender discrimination. […] We had [another] student who worked at a successful artificial intelligence startup, and he decided to tie his capstone to projects he had undertaken in the AI field.”

Porter Shreve also emphasized the important role that communication theory and research methodologies play in the capstone project, regardless of selected topic or deliverable. “While students can bring the applied into their capstone projects, their work typically utilizes academic research methodologies such as quantitative and qualitative data gathering and analysis,” he said.

Oftentimes, students use the independent project as an opportunity to create a product that will feature prominently in their portfolio once they graduate. Coy Callison, Ph.D., Associate Dean of Graduate Studies for the College of Media and Communication at Texas Tech University (TTU), explained how one of the students of TTU’s Master of Arts in Mass Communication created a project that directly contributed to her securing a public relations management position. “[Our student] developed a crisis communication campaign for one of the local hospitals here in Lubbock, and she dealt directly with how well people at the hospital understood emergency planning,” he recalled, “[S]he put together an extensive campaign that involved all of the constituents from the staff to the nurses, doctors, and vendors. She surveyed all of these teams to learn how they would prefer to receive this information […and] subsequently put together a comprehensive plan that catered to each team, and the hospital was very happy with it.”

After graduating, this student approached a major hospital in Honolulu with her crisis communication plan, which impressed them so much that they created a position for her, and she became the Crisis Preparedness Director. As this example illustrates, the independent project can be a very helpful stepping stone into a new career or promotion at one’s current job.

While some programs have a capstone project option that involves students working largely independently under the guidance of one or more faculty advisors, other programs have students complete their capstone project while enrolled in a capstone course that provides structure, guidance, and feedback. This is relatively common among online master’s in communication programs, and can be particularly advantageous for students who benefit from weekly meetings that hold them accountable for meeting incremental project deadlines. Capstone courses also provide the benefit of peer discussions and feedback in a forum-like setting. Unlike the independent capstone project, which is highly individualized and can be creative or artistic, projects that are completed as part of a capstone course are often more practical and client-focused in nature.

Richard Holberg, Adjunct Instructor and Team Lead for Southern New Hampshire University’s Online Master of Arts in Communication Program, explained how the capstone course that is part of this program provides students with helpful structure and deadlines. “The first week of the course is when students identify what they want that client and campaign to be. As facilitator of the course, it is my job to make sure that their campaign meets the parameters for the program and has a scope that is manageable within the span of the capstone course,” he said, “We also structure in three milestones that students must meet during their time in the course. First students must identify the client and the type of campaign they want to do, and I review all of their proposals. The second milestone requires them to identify what the focus of their campaign is. What’s the communication need or problem that they are trying to solve?”

Capstone courses vary in how they manage the client-student relationship. Some programs require all the students in a capstone course to work on a single project for one client that agrees to partner with the program. Other programs connect students with multiple clients for individualized or small group capstone projects. Still other programs ask students to find their own client but provide guidance and support during the client search process during class sessions and individual mentoring.

Dionne C. Clemons, Ph.D., former Director of the Master of Arts in Strategic Communication and Public Relations at Trinity Washington University, explained how the capstone course for this program connects students with a wealth of regional clients and partners. “We develop relationships with clients and assign students a client that has strategic communication/PR needs that match what we expect students to demonstrate in their final project,” she explained. Dr. Clemons also noted that one of the advantages of Trinity University’s capstone course is that students connect with a wide variety of clients who can serve as useful professional contacts for students. “Most clients that we align with are partners with Trinity, and they often represent the economy here in DC, meaning that they are management consulting, nonprofit, or government entities,” she added.

Group projects have the advantage of enabling students to take on a project of larger scope than would be possible if they were working individually. Whether completed under the guidance of a faculty advisor or as part of a larger capstone course, group projects also give students the opportunity to demonstrate and hone their teamwork skills while working on an intensive project that mimics the work they will complete in their future jobs. Unlike individual capstone projects which can be industry-focused or creative, and may or may not be client-centric, group capstone projects tend to revolve around an existing client need, such as a marketing campaign for an apparel company, an advocacy initiative for a non-profit organization, or an organizational communication revamp for a corporation.

Janet Steele, Ph.D., who is the Director of George Washington University’s Master of Arts in Global Communication program, explained how this program’s capstone experience is designed to be a team effort. “The capstone is a four-credit group project that students complete over the course of a year. The capstone is handled through the Elliott School of International Affairs,” she said, “At the end of their first year, students meet with a capstone advisor, and decide on their work group. The groups usually consist of three to four students, and together they work with real-world clients on an agreed-upon project. At the end of the program, the group is required to present their project to faculty, and to show us the work they did for their client.”

For some programs, the capstone group project is an opportunity for students to flex their leadership and project management abilities. Arabella Pollack, MBA, who is the Deputy Academic Director of the Master’s in Strategic Communication Programs at Columbia University, explained how Columbia University’s program emphasizes team projects from the beginning in order to prepare students for collaborative work on their capstone.

“Throughout all our other courses there is a lot of project work, lots of teamwork focusing on real-life scenarios, whether it is case studies or hypothetical situations from their current place of employment or other organizations. Students are constantly thinking about how they put the concepts they learn into practice,” she said, “When it comes to the Capstone we take it to another level. We work with real organizations that have a communication challenge they’re tackling. And students work in small teams to address this problem through guided independent study over the course of a semester. This includes conducting their own primary and secondary research. They conduct focus groups, quantitative and fully representative surveys, and other assessments and deep dives into data. They’re constantly working with the sponsor in an almost consulting relationship (though sponsors do not pay for students’ work). At the end of the semester, students present their findings and recommendations to the sponsor.”

Just as some master’s in communication programs require students to take a capstone course for their individual capstone project, some programs that have a group capstone project requirement also incorporate the capstone as part of a larger guided capstone course. As noted above, this is quite common for online master’s in communication programs.

Michael Weigold, Ph.D., who is the Director of Distance Education at the University of Florida’s College of Journalism and Communications, explained how the University’s Online Master of Arts in Mass Communication culminates in a capstone class where students are assigned groups and tackle a team project in largely the same way they would do so in an industry setting. “All of the Capstone projects are completed through group work, and this is by design, because all the members of our advisory council have reiterated the importance of people who know how to work optimally in teams,” he said, “During their work on their project, students have the mentorship of the Capstone course instructor.”

Some industry-focused master’s in communication programs require students to complete a portfolio that represents the depth and breadth of their professional skills, experience, and interests. This capstone requirement typically involves students reviewing their work over the course of their enrollment in the program, and selecting assignments from past classes that are representative of the strengths they would like to showcase to potential employers. As a highly industry-focused and functional capstone project, portfolios are typically required to be in online or e-portfolio form (such as a website) for maximum visibility. In addition, most programs with a portfolio capstone also require students to write a reflective essay that synthesizes the concepts, skills, and issues explored during their classes.

Programs tend to vary in terms of their precise parameters for the portfolio. While some programs may be flexible as to what students decide to include, others may have more established requirements to ensure adequate diversity within each student’s portfolio. Sunny Stalter-Pace, Ph.D., the Director of Graduate Studies for Auburn University’s English Department, explained the capstone portfolio requirement for Auburn University’s Master of Technical and Professional Communication. “The portfolio requirements are as follows: a portfolio website of the student’s own design, and which follows best practices for coding, writing, editing, and professional communication ethics; a 2000-word memo that elaborates on the major technical and professional communication issues that the student has discerned based off of his or her coursework, and which makes suggestions as to how to address these issues; five exemplary pieces of print or online content that the student has completed during his or her tenure in the program, accompanied by a 500-word analysis for each of these pieces of content; and an edited resume or curriculum vitae,” she said.

Texas Tech University’s Master of Arts in Technical Communication, on the other hand, has slightly different portfolio requirements. Craig Baehr, Ph.D., Director of this graduate program, outlined the portfolio’s parameters. “The Master of Arts in Technical Communication portfolio is comprised of two key components: learning artifacts and a reflective essay,” he explained, “Students must include three to six artifacts in their portfolio, one of which must be an academic or research paper, while another must be a practical project in technical communication. […] Examples of artifacts students might include in their portfolio include an analytical report or a feasibility study they wrote for a technical reports class, a web-based training module that they developed for the instructional design course, or a visual infographic they developed for the document design or information visualization course.”

The portfolio is an opportunity for students to not only showcase their skills, but to also benefit from mentorship and feedback from their instructors. Frederica Fornaciari, Ph.D., who is the Academic Program Director for the Master of Arts in Strategic Communications at National University, explained how this program’s capstone option is, in many ways, a career workshop course. “During the Capstone Project students reflect upon their chosen career path, analyze the market in their field of choice, and draw the connections between their own learning experience at National University and the skills necessary to successfully enter their career of choice,” she said, “[Students] develop a market analysis for their field of choice, looking at possible job openings, exploring job descriptions, and collecting valuable information about their desired job’s outlook from sources such as the Bureau of Labor Statistics. Then, students complete a reflective journal to reflect upon their learning experience at National University, and start drawing connections between their acquired toolkits and current market needs.”

Internship capstone options are somewhat less common than other types of capstone experiences, due to the fact that many industry-oriented master’s in communication programs have students who are already working either full-time or part-time while completing their degree. However, for students who have the weekly availability to complete an internship, this capstone experience option can be very helpful by immersing students in the work settings that interest them and connecting them with potential employers well before they graduate. Examples of graduate internships in communication include working for a local newspaper outlet, interning in the public relations department of a corporation, or working at a marketing agency.

Nadia Kaneva, Ph.D., who is the Director of the Master of Arts in Media and Public Communication Program at the University of Denver, described this program’s internship option as particularly advantageous for students interested in entering industry. “We believe that research and practice must go hand in hand as they work to address real-world problems,” she said, “[Based] on their own goals and interests, students can choose between completing a professional internship, a master’s thesis, or a substantial research paper as a capstone experience. […] Typically, students who wish to pursue a professional career opt for an internship. Our internship program is highly regarded by employers and we have seen many cases where an internship turns into a job offer upon graduation.”

Master’s in communication programs that offer an internship option for the culminating experience may connect students with potential internship sites and supervisors, or require students to identify an internship site on their own. The internship capstone option is often accompanied by an additional requirement that prompts students to reflect on the relevance of their internship work to their master’s program and future career. “At the end of their internships, students submit a paper or a professional portfolio, and complete an exit interview with the department’s Internship Director,” noted Dr. Kaneva.

Due to the intensive work it requires and its inherent depth and breadth, the master’s in communication capstone project may seem intimidating to many students. However, it is in fact a unique opportunity for students to build a robust bridge between where they are and where they want to be professionally, all within a safe and mentorship-centric environment. The capstone project is designed to give students the resources to build a professional-quality product that is tailored to their interests and goals.

For advice on successfully completing the capstone project, please refer to our Advice for Completing a Master’s in Communication Applied Capstone Project , which features key insights from alumni of master’s in communication programs.

The Capstone Project and Portfolio are the culmination of the TLI curriculum and experience. It is the opportunity for fellows  to integrate the concepts and skills they  have learned in order to address their selected leadership challenge and impact education stakeholders, policy, and/or practice. The Capstone Project promotes exploration of personal leadership skills, problem-solving, collaboration, and self-reflection.

The purpose of the Capstone Project and Portfolio is to demonstrate professional growth along the continuum of teacher leadership as captured by the Teacher Leadership Competencies through three pathways into teacher leadership:

• Instructional Leadership – in placing teachers at the center of facilitating, supporting and improving teaching and learning in their schools and districts;
• Policy Leadership – engaging accomplished teachers in creating, informing, and influencing policy at the local, state, and national levels;
• Association Leadership – preparing current and future association leaders to include an emphasis on advancing the profession of teaching and the professional interests of members into the association advocacy agenda.

Navigating the Executive MBA Curriculum

What do EMBA courses entail? Executive MBA programs offer core courses that go beyond the basic principles and business foundations gained in a traditional MBA program. They are designed for experienced professionals looking to further their business expertise through advanced topics in business.

Executive MBA students develop strategic leadership skills through unique program components such as specialized elective courses, workshops, and international experiences—all geared towards developing personal growth and gaining a competitive advantage in the business world.

Core EMBA Courses

An executive MBA program is an ideal option for those seeking to enhance their business skills, as it offers a well-rounded education through its core courses. These essential components of the executive MBA curriculum lay the foundation for students’ understanding of various aspects of the business world.

The Executive Master of Business Administration program at Pepperdine University is a 19-month program made up of 45 units of course credit. The core courses, which include topics such as management, global economics, and strategic marketing, provide a thorough overview of important concepts and strategies relevant to executives in today’s corporate landscape.

Marketing Strategy & Management

Marketing Management courses focus on the importance of having a market-oriented and customer-centric marketing strategy as part of a comprehensive business plan. Advanced marketing courses allow students to:

• Utilize various analytical perspectives, decision-making tools, and marketing principles in making strategic choices such as product offerings and pricing
• Discuss competitive strategies suitable for different stages of a product’s lifecycle
• Create comprehensive plans for integrated marketing communications that are aligned with overall business objectives and strategy

Corporate Finance & Global Economics

Corporate finance courses cover a wide variety of topics, encompassing investment decision-making in uncertain circumstances, financial instrument pricing, market efficiency, development of corporate financial policies, and managerial finance. Students will study financial theory as well as address unique challenges faced by multinational corporations and startups.

These finance and economics courses provide students with a strong understanding of economic theory, capital structures, the dynamics within the world of finances, and how it impacts business choices. Graduates leave the program with valuable skills to create robust business plans that have a solid grounding in financial accounting principles.

Operations Management

An essential component of the EMBA curriculum is operations management, which focuses on enhancing process efficiency. It covers various topics including business process improvement, supply chain management, and relevant analytics to equip students with valuable skills for driving organizational success in a global economy.

Students gain expertise in streamlining business processes, implementing new strategies, and analyzing their impact on company performance. This ensures that operations management remains aligned with market standards by utilizing practical models and providing necessary insights for effective managerial decision-making.

Pepperdine University's EMBA Program

Pepperdine University Graziadio School of Business is known for its highly regarded EMBA program, which places great emphasis on developing strategic leadership abilities. The curriculum centers around instilling values-based leadership, combining strategy and technology. It offers EMBA students the chance to improve both personally and as leaders through immersive experiences designed to set them up for success—whether running their own business or working for a multinational firm.

Executive Residential Workshop

One notable aspect of the Pepperdine EMBA program is its four-day effective executive residential workshop, which aims to provide students with powerful leadership skills. This workshop provides an immersive experience and introduces students to team-based learning methods as well as experiential learning opportunities.

International Residential Experience

The program also includes an international residential experience. These specialized modules are intensive workshops that offer an up-close look at business practices in rapidly developing regions across the globe. They tackle key global challenges such as effectively managing climate risks, identifying potential avenues for growth, navigating cultural differences, and understanding emerging markets.

Participation in these courses includes international field studies and a mandatory global business week where student teams have the opportunity to travel abroad, connect with leaders in global management and industry professionals, as well as directly observe business operations within their areas of interest.

Applied Strategic Research Project (ASRP)

The ASRP is an essential component of the Pepperdine EMBA program and extends over multiple trimesters. It encompasses a wide range of subject areas including organizational behavior, finance, economics, and marketing.

Aligned with their EMBA curriculum, students complete the ASRP to ensure that they can apply theoretical concepts practically while progressing in their academic journey.

This crucial aspect highlights the hands-on approach incorporated into the program’s teachings to promote a deeper understanding and appreciation among students for all aspects covered by the curriculum.

Dedicated Executive Mentor

Pepperdine University stands out as the only EMBA program to provide a dedicated executive mentor. The role of the executive mentor is pivotal within the Pepperdine EMBA program. They are actively involved with the class cohort for the entire program duration. They offer individual mentorship and group guidance, critique scholarly work, provide professional advice, mediate any arising conflicts, and ensure a consistent educational journey for each Executive MBA cohort.

Capstone Experience For Executive MBA Students

The Capstone Experience, an essential component of the EMBA program’s curriculum, integrates fundamental business principles and techniques to reinforce knowledge through a collaborative team-oriented project. This aspect of the EMBA journey brings together all acquired learnings.

Through capstone projects, students are tasked with navigating real-world challenges in running a business, such as making critical decisions and negotiating relationships within supply chains. This offers practical hands-on experience for individuals embarking on their business endeavors.

Strategic Management Capstone Project

The completion of the EMBA program is marked by the Strategic Management Capstone Project. This project encompasses a range of complex problems, covering aspects such as strategy, operations, technology, and marketing—all reflective of real-world challenges that managers encounter in their day-to-day roles.

Through tackling these issues head-on, students gain valuable experience in handling uncertainty and ambiguity while also developing skills in persuasive analysis and effective communication with stakeholders. This project encourages collaboration across different disciplines utilizing various technologies and organizational structures to find solutions.

MBA Curriculum vs. Executive MBA Curriculum

The MBA and Executive MBA programs both serve as gateways to advanced business knowledge and leadership acumen, yet they are distinct in their curricular design and intended audience.

The MBA curriculum is structured to provide a broad base in business fundamentals, suitable for individuals earlier in their career path or those seeking to switch industries or job functions. This program traditionally accommodates full-time students with its immersive, weekday class schedule that fosters a dynamic and diverse educational environment. The interaction among students with varied backgrounds enriches the learning experience, with an emphasis on theoretical frameworks and foundational business practices.

The Executive MBA curriculum is crafted for professionals who have already achieved a level of managerial experience and are looking to deepen their strategic leadership competencies. The structure of an EMBA program is tailored to the needs of busy professionals, offering classes on weekends or in modular formats that minimize disruption to their ongoing careers.

The content of EMBA courses is more focused on high-level strategic thinking and leadership, drawing on the rich professional experiences of its participants. This results in a curriculum that not only imparts advanced business strategies but also emphasizes the practical application of these strategies in a real-world context.

With smaller class sizes, the EMBA program allows for a more concentrated approach to personal and career development, catering to the needs of seasoned business leaders aiming to propel their careers to new heights.

Benefits of an Executive MBA Program

The advantages of an Executive MBA include opportunities for career advancement, continuous learning, and personal development. The coursework is directly applicable to the student’s work, providing immediate value. An EMBA equips its students with a comprehensive set of skills and experiences that can elevate their careers.

Investing in an EMBA offers professionals valuable benefits such as accelerated growth within their current positions or potential promotions to higher roles. Another advantage is exposure to diverse perspectives from classmates during interactive sessions throughout the program. With these notable benefits at hand, it’s clear why so many professionals see pursuing an Executive MBA as a worthwhile investment for enhancing their careers.

Networking Opportunities

One of the key benefits that sets an EMBA program apart is its ability to provide extensive networking opportunities. Through various avenues such as university events, conferences, engagement with professional organizations, and online platforms, students can build a diverse network of professionals from different industries.

The value of this network should not be underestimated, as many seasoned professionals credit their successful career growth to the connections they made through these networking experiences. The annual leadership conferences in particular have been instrumental in opening up new possibilities for advancement within one’s field or even beyond it.

Skill Development

EMBA programs have a strong focus on developing skills necessary for success. The curriculum is strategically designed to foster a well-rounded leadership skill set that encompasses:

• Training in effective management and leadership
• Technological proficiency
• Advanced communication aptitude
• A deep understanding of diverse global business landscapes

These essential skills are vital for leaders to cultivate professional relationships, promote teamwork, and keep up with rapid changes in the ever-evolving world of business. In addition to these core competencies, EMBA programs also emphasize critical thinking and problem-solving abilities, financial acumen, ethical decision-making, and the capacity to drive innovation and change within organizations. Students engage in various real-world scenarios and case studies that challenge them to apply their knowledge in practical settings, preparing them for the complex and dynamic nature of executive leadership roles.

By the end of the program, graduates are not only equipped with an advanced skill set, but also the confidence to implement strategic initiatives, lead diverse teams, and make impactful decisions that contribute to the success of their organizations.

Frequently Asked Questions

What is an emba program.

An EMBA program is a graduate-level business management program designed for professionals who are further along in their careers and want to continue working full-time while in school, often offering part-time formats like weekend classes. EMBA students typically have 10 or more years of professional experience.

Is an EMBA better than an MBA?

The effectiveness of an EMBA versus an MBA is primarily determined by one’s career objectives and current position. EMBAs are designed for individuals in leadership roles, allowing them to manage their demanding schedules more easily, while MBAs cater to those striving for executive positions.

How long is an EMBA degree?

An EMBA degree from Pepperdine University takes 19 months to complete over a 5-trimester period. With classes meeting once every three weeks on Fridays and Saturdays, the program is designed to accommodate part-time study for executives with significant managerial experience.

What are the core courses in an Executive MBA program?

The core courses in an Executive MBA program usually consist of Marketing Management, Corporate Finance, and Operations Management, covering essential areas critical to the curriculum’s overall strength and relevance.

What does the Effective Executive Residential Workshop involve?

The four-day Effective Executive Residential Workshop aims to enhance leadership abilities through hands-on and collaborative learning. The program is designed with a strong emphasis on developing key skills in teamwork, ultimately nurturing effective leaders.

Discover Your Potential with Pepperdine's EMBA Courses

Are you ready to take your executive leadership skills to the next level? Explore the comprehensive EMBA curriculum offered by Pepperdine University's Graziadio Business School. With a blend of rigorous coursework, practical experience, and transformative leadership training, our program is designed to empower you to make a significant impact in the business world. Learn more about how our EMBA courses can help you achieve your career aspirations and become a visionary leader in your industry.

Don't miss the opportunity to join a network of successful professionals and benefit from a world-class educational experience. Take the first step towards elevating your executive career by reaching out for more information on our EMBA program. Visit our website and request additional details about the curriculum, core courses, program schedule, and more to see how Pepperdine University can help shape your future success.

Learn more about how to achieve your career goals with a degree from Pepperdine Graziadio Business School.

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M.S. in Organizational Leadership requirements

The M.S. in Organizational Leadership curriculum is designed to meet both student and employer needs.

There are three required core courses and a capstone course that integrates learning across this online M.S.-O.L. program. In addition, there are three specialized tracks from which to choose elective courses for a customized learning experience. 

The capstone course, MGT 7815: Strategic Leadership, is taken as part of the last six remaining credits of the program. Students will integrate their knowledge and skills from the required and elective courses taken in the program.

Required three-credit courses (12 credits)

• BA 7040: Managing Organizational Behavior
• BA 7070: Responsible Leadership: Transforming Business & Society 
• MGT 7816: Leading Self and Others: Intrapersonal and Interpersonal Skills
• MGT 7815: Strategic Leadership

Elective coursework

To create a customized learning experience, students take 6 elective courses, for a total of 18 credits, beyond the required courses. Students can choose to select courses from a list of course offerings or they can complete one or more specialized tracks. The tracks require students to complete three courses related to the track. Students can double count courses toward the fulfillment of more than one track but may not double count credits towards the degree. The tracks are advanced courses that build from and integrate the content covered in three of the required courses (BA 7040, BA 7070, and MGT 7816).

Specialized tracks

Strategic thinking and decision making.

• MGT 7620: Leading Complex Organizations
• MGT 7630: Leading and Managing Change
• MGT 7650: Strategic Human Resource Management
• MGT 7730: People Analytics
• MGT 7900: Project Management
• MGT 7950: Business and Sustainability

Communication and Influence

• MGT 7850: Constructive Persuasion
• MGT 7780: Negotiations and Conflict Management
• MGT 8000: Improvisation Skills for Adaptive and Innovative Leadership

Leading a Diverse and Inclusive Workplace

• MGT 7640: Management of Human Resources
• MGT 7750: Managing Employee Relations
• MGT 8000: Equitable and Inclusive Leadership
• M.B.A. concentration
• MS in Organizational Leadership requirements
• Certificate
• Advisory board

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LEAP Projects

The Partnership for Public Service's leadership development programs: Leadership Excellence in Acquisition Program (LEAP) and Excellence in Government Fellows Program (EIG) provide federal government employees premier leadership development training.

Leadership Excellence in Acquisition Program (LEAP) is for federal contracting professionals seeking to develop the leadership and business skills necessary to take on future government leadership roles. As part of the eight month program, LEAP teams embark on capstone projects that enable them to reinforce lessons learned and apply those skills towards an acquisition-related leadership project.

Excellence in Government Fellows program is a year-long leadership development course for federal employees at the GS-14 to GS-15 levels. Fellows remain in their full-time jobs and meet virtually every two months in a series of six multi-day sessions, three virtual sessions and two 1:1 coaching sessions. This program is designed to develop strong leadership skills through application-based learning, highly interactive activities, authentic self-reflection, personalized coaching and governmentwide networking.

In support of those programs, the Federal Acquisition Institute (FAI) has agreed to provide dedicated space on our website to share some of the LEAP and EIG capstone projects.

The information and opinions expressed within these LEAP and EIG capstone projects do not necessarily reflect the policy or position of FAI. FAI assumes no responsibility for errors or omissions in the content provided, and FAI does not officially endorse these projects. For information on specifics pertaining to this content, we direct you to the specific LEAP and EIG team members identified with each project.

For more information on the LEAP and EIG program, as well as other Partnership for Public Service programs for the federal workforce, please visit:  https://ourpublicservice.org/programs/ .

• Federal Contracting Series (GS-1102) Information Brochure  will increase visibility of the 1102 career field and is available for use on the Federal Acquisition Institute (FAI) website under the LEAP page. The brochure contains basic information about the 1102 series to share with college and high school students both in person and virtually. Agencies in the federal government as well as professionals at high schools and colleges will find the brochure useful in introducing students to the 1102 career field and opportunities therein.

Recommended use of the trifold brochure:

• Access the brochure on the FAI LEAP page to download a copy.
• Download and print the brochure to share with college and high school students. The brochure may be distributed at career fairs or shared with career centers as general information about a career in the federal contracting series.
• The brochure may be shared electronically to college and high school students via distribution lists. It could be sent out with newsletters, via email, and to accompany frequent job postings for 1102 positions including interns (USAJOBS.gov).
• The brochure may be modified to provide relevant contact information for specific agencies.
• A Quick Response (QR) code on the brochure links back to a virtual copy of the brochure on the FAI's LEAP page to quickly and easily access links provided on the brochure including those for FAI, Office of Personnel Management (OPM), and USAJOBS.

For specific questions or information on this 1102 brochure, please contact one of the LEAP team members:

• Chad McCormick
• Terri Duenas
• Darrell L Hafer
• Angela Royster
• Kyle Krzywicki

•  Operation Acquisition: College Students Video  The project's purpose is designed to address the challenge of drawing attention to college students to the contracting 1102 job series as one solution to alleviate the future shortage of federal personnel working in this field. The objective is to provide useful recruitment tools to Government Agencies and educational stakeholders through an eye-catching recruitment video and accompanying handout to promote the benefits of working in the job field in order to attract a new generation of young professionals to fill those open positions.

• Accompanying editable Operation Acquisition: College Students Handout to aid in college student recruitment, also available as a PDF or PPTx file.
• Operation Acquisition: College Students Video in MP4 Format

For specific questions or information on Operation Acquisition: College Students, please contact one of the LEAP team members:

• Jacky Jean-Jacques
• LaWanda King
• Anita Proctor
• Jordan Rhoades
• Charlie DeCeasar

•  Federal Contracting Careers 101 . The Contracting Careers 101 guide is a "one stop shop" targeted to college students interested in learning more about the contracting profession in the Federal government. Acquisition professionals in the Leadership Excellence in Acquisition Program (LEAP), Partnership for Public Service created this guide to increase the awareness of this fantastic and rewarding career!  Specific areas of interest and links include:

• FAQ About the Contracting Career
• Hear From Real Contracting Professionals in Video Spotlights
• Search for Contracting Career Jobs
• General Contracting Career Information
• Veterans Information

For specific questions or information on Federal Contracting Careers 101, please contact one of the LEAP team members:

• Jeanette Villa
• Steven Rebholz
• Calvin Payne
• Dawn T. Gresham
• Lisa Siegel

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For specific questions or information on this roadmap, please contact one of the following EIG team members:

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Even OpenAI says its new voice cloning tool has major potential for misuse

By Dara Kerr

All you need is a 15-second recording of someone’s voice to recreate an eerily good AI version using a new tool from Open AI. Even the company says there’s great potential for misuse...

HANY FARID: Here we are driving the train at 100 miles an hour.

KERR: Hany Farid is a computer science professor at the University of California at Berkeley. He says scammers are already having a field day with voice cloning.

FARID: I can create scams where I call somebody’s parents and say, Mom, Dad - sounds like their son or their daughter - I’ve been hurt. You need to send money...

Read the transcript or listen to the podcast episode.  

Hany Farid is a professor in the Department of Electrical Engineering & Computer Sciences and the School of Information at UC Berkeley. He specializes in digital forensics.

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Falls Prevention for Professionals

National falls prevention fellowship program.

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Key Takeaways

The Administration for Community Living (ACL) and NCOA aim to cultivate leaders in the falls prevention network. 

Up to four fellows will each be awarded up to $50,000 to conduct a policy, research, and/or programmatic project that addresses systemic barriers to preventing falls.

The application deadline is May 10, 2024.

The goal of the ACL/NCOA National Falls Prevention Fellowship Program is to cultivate leaders who will explore research and champion systems change solutions focused on mitigating older adult falls, falls risk factors, and fall-related injuries to reduce the personal and financial costs of older adult falls and improve the lives of older adults. 

What are the objectives of the National Falls Prevention Fellowship Program?

• Increase and enhance leadership in falls prevention 
• Increase fellows' knowledge and skills in falls prevention policy, service delivery, and research
• Produce novel practices and systems change solutions that address gaps in knowledge and barriers to reducing falls, falls risk factors, and fall-related injuries among older adults

What is the National Falls Prevention Fellowship Program?

The National Falls Prevention Fellowship Program aims to cultivate leaders in the falls prevention network. Up to four fellows will each be awarded up to $50,000 to conduct a policy, research, and/or programmatic project that addresses systemic barriers to preventing falls. Fellows will be selected based on their: experience; commitment to falls prevention issues; leadership potential; and interest in systems change approaches to reduce falls, falls risk factors, and fall-related injuries, aiming to improve the lives of older adults and reduce the personal and financial costs of older adult falls. The fellowship program has an interdisciplinary focus and seeks applicants who are forward-thinking individuals with diverse backgrounds and interests including addressing the needs of traditionally underserved populations at high risk for falls.  

Core components of the year-long fellowship will include: engagement with a broad range of national experts from public, private, and non-profit sectors to foster collaboration across diverse sectors; development opportunities to enhance fellows’ knowledge around key falls prevention and related issues; mentorship to develop leadership skills and build knowledge and skills that support fellows’ career goals and enhance their ability to affect change; and monthly meetings with the NCOA Policy and Advocacy Team to provide insight into the policy-making process and regulations that impact health and social care concerning falls and injury prevention, aiming to foster systems change approaches and solutions that reduce falls among older adults in the U.S.   

Fellows will create a fellowship plan and individualized learning objectives in collaboration with NCOA to ensure that the fellowship experience supports their current and long-term goals. NCOA will review these plans with each fellow during regular meetings throughout the program to identify areas for assistance as needed.

Fellows will develop and implement a capstone project that identifies and addresses a barrier, problem, or need related to falls among older adults and is designed to have long-term impact and significant contributions to the field. These projects may vary in topic, but all will share the theme of systems change approaches to reduce falls, falls risk factors, and fall-related injuries. They should demonstrate the potential to impact policy, contribute knowledge, build partnerships, develop solutions, and/or identify collaborative strategies encompassing clinical, community, and technological interventions to advance the recognition and management of older adult falls as a chronic condition. Capstone projects may include studies, practical experience at regulatory agencies and/or organizations, workshops, public lectures, or other professional experiences. Capstone project topics will be determined by each fellow in collaboration with NCOA, ACL, and the Fellowship Advisory Committee.

Fellows will present their capstone project plans at NCOA’s National Falls Prevention Summit, Sept. 9-10 in Arlington, Virginia, and submit a paper to a peer reviewed journal on the capstone project process and/or findings.

Eligibility

This fellowship opportunity is open to applicants from diverse backgrounds and interests,including, but not limited to, practitioners, clinicians, academics, and community leaders. The fellowship program seeks forward-thinking individuals who contribute diverse perspectives related to race, ethnicity, gender, and discipline. Candidates from underrepresented groups are strongly encouraged to apply. Applicants must be U.S. citizens or permanent residents of the U.S. or its territories who have career plans and anticipate continued work in the U.S. after the fellowship period. It is expected that, barring unforeseen emergencies, fellows will engage in the fellowship for the full one-year tenure of the award. We seek to award fellows at any point in their career trajectory, with at least 5 years of relevant experience.

Application timeline

Frequently asked questions.

What are the fellowship selection criteria?

Selection criteria are based on experience, commitment to falls prevention issues, leadership potential, and interest in developing systems change that would have a long-term impact on reducing falls, falls risk factors, and fall-related injuries to improve the lives of older adults.

What are examples of fellowship topics you would like to see in the applications?

Fellowship topics may include but are not limited to falls prevention in relation to:

• Age-friendly communities
• Diversity, equity, and inclusion
• Emergency response services/first responders
• Health disparities
• Health systems
• Health technology
• Home and community-based services
• Clinical and community models of care
• Implementation science
• Interprofessional practice and education
• Long-term care and long-term services and supports
• Person-centered care
• Policy and/or regulatory change
• Public health
• Rural health
• Service delivery
• Social determinants of health

Fellows are also encouraged to explore how the field could move toward recognizing and managing older adult falls as a chronic condition. 

What personal qualities, skills, or experiences is the program seeking?

The program seeks forward-thinking individuals who are willing to challenge themselves. They will demonstrate leadership in their work, initiative, curiosity, openness to new ideas, and problem-solving skills. Other preferred qualities include critical thinking, strong written and verbal communication skills, a commitment to their work, and an understanding of the U.S. heath and aging policy landscape.

What is the estimated time commitment each month of the fellowship?

Fellows will devote an estimated 10-15 hours per month of the one-year fellowship plus participation in a two-day National Falls Prevention Summit in Arlington, Virginia, where they will present on their capstone project plan.

How do I apply for the National Falls Prevention Fellowship Program?

The fellowship application consists of three essay questions and supporting documents including a CV/resume and three letters of reference (one from applicants’ current institution or organization and two from colleagues or mentors). Learn more or complete an application .

Applicants should log in to the application portal and familiarize themselves with the online application requirements well before the submission deadline. Please note that in the 24-hour period leading up to the application deadline, staff may not be able to assist all applicants with any system-related issues. Applicants are encouraged to submit their application well before the deadline so that any unforeseen difficulties or technical problems may be addressed in advance.

While late submissions will not be accepted, NCOA may choose, at its sole discretion, to extend the application deadline for all applicants. NCOA strives to give all applicants any support needed to successfully submit their application prior to the deadline. Submission is defined as all sections completed, marked finished, the application “submit” button used, and the application status shows “Submitted.”

How does NCOA work in falls prevention?

NCOA is funded by the Administration for Community Living (ACL) to lead the National Falls Prevention Resource Center. The National Falls Prevention Resource Center (NFPRC) provides leadership, guidance, and technical assistance to the falls prevention network of partners, including ACL-funded Falls Prevention grantees, state and local aging and public health agencies, and community-based organizations to increase public awareness about the risk of falls and how to prevent them.

The Resource Center also serves as a national clearinghouse to highlight and share best practices, resources, and information on evidence-based falls prevention programs and other evidence-based programs and practices. 

The Fellowship Program will support the mission and efforts of the National Falls Prevention Resource Center by exploring gaps in service and barriers to service delivery, identifying solutions, and advancing systems change approaches to address the barriers that many providers encounter in their work to support the health, safety, and independence of the older adults they serve. 

Please email [email protected] with any questions regarding the National Falls Prevention Fellowship program opportunity.

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Jordan Foster Construction Of El Paso, Texas Named Nation’s Safest Construction Company In 2023 By National Contractors Group

Jordan Foster Construction Wins AGC Construction Safety Excellence Awards Grand Prize as 57 Other Companies Win Awards for Quality Construction Safety & Health Programs

Jordan Foster Construction was recognized for having the nation’s top construction safety and health program in 2023 by the Associated General Contractors of America (AGC). The association, which oversees the prestigious Construction Safety Excellence Awards (CSEA), an annual ranking of construction safety and health programs, noted that 57 other companies were also selected as winners for their commitment to safety and occupational health management and risk control.

“ The firms’ commitment to safety is lifesaving and we want to acknowledge and honor that achievement, ”  said Todd Roberts, the association’s senior vice president and president of ERS Inc. in Jackson, Mississippi.   “ They are finding new, innovative and effective ways to overcome the construction industry’s safety and health challenges .”

Jordan Foster Construction was judged and selected as the grand award winner from among 21 first-place winners across six occupational divisions. Roberts noted that there are multiple winners because the awards are distributed for several divisions and categories, based on the amount and type of work performed. He added that the CSEA winners are selected by a panel of five independent safety and health professionals within the construction industry. Finals judging for the awards program took place during the contractors’ association’s annual convention in San Diego, California.

“For over 35 years, WTW has been proud to sponsor the AGC CESA awards and this year we are equally proud to share the sponsorship with Starr Insurance. Our partnership continues to support the construction industry by recognizing construction companies that go above and beyond minimum safety and risk control standards. These contractors are leaders in the construction community,” said Joseph Russo, Executive Vice President, Regional Construction Leader – Northeast, WTW.

View entire  list  of winners. View ceremony photos.

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Women in Intelligence Conference Recap 2024

The Women in Intelligence Conference agenda on March 20th and 21st, 2024, promises a rich and diverse exploration of critical topics shaping our contemporary security landscape. Reflecting Barbara Bush’s wisdom to “believe in something larger than yourself” and to “get involved in the big ideas of your time,” the conference gathers esteemed experts, veterans, and leaders in the field of national security and intelligence to delve into critical issues, historical perspectives, and technological advancements shaping the future.

Day 1 of the conference starts with a historical overview presented by Dr. Ann Todd ’82 and Toni Hiley on the significant contributions of OSS Women. This overview sheds light on often overlooked narratives in intelligence history. Following this, retired CIA Analyst Gina Bennett delves into the complexities surrounding the hunt for Osama bin Laden, providing insights gleaned from her extensive experience in counterterrorism.

Attendees can engage with authors and practitioners throughout the day through book signings and discussions. Ann Todd’s “OSS Operation: Black Mail” and Gina Bennett’s “National Security Mom” offer unique perspectives on intelligence operations and the challenges faced by women in the field.

The day continues with invaluable insights shared by Mary Margaret Graham, former Deputy Director of National Intelligence for Collection. Drawing from her distinguished career in intelligence, she imparts “Pearls of Wisdom from the Field.”

After a stimulating lunch break, NSA Deputy Chief of Strategic Communications Bridget Krasowski takes the stage to explore intelligence priorities amidst global power competition. The day ends with an open meet-and-greet session, fostering networking opportunities and casual exchanges with conference speakers. Krasowski stated during her speech, “We’re very proud of the next generation of people because they are starting to care about these big topics.” 

Day 2 of the conference maintains the momentum with a compelling lineup of sessions. FBI EAD Arlene Gaylord and FBI AD Tonya Ugoretz offer lessons learned from building the FBI’s intelligence program, providing valuable insights into organizational change and adaptation in the face of evolving threats.

The day progresses with a behind-the-scenes look at working at NSA, presented by NSA Analytic and Communications Professionals Bridget Krasowski, Karly Giumento, and Katie Cummins. Attendees gain a deeper understanding of the intricacies of intelligence analysis and communication in today’s digital age. It was understood that the NSA has changed/evolved with the times as time has moved forward. It focuses on future-ready (telework, flexibility) cybersecurity directorate, AI Center, and its public presence. 

After a rejuvenating lunch break, the conference explores technological advancements affecting intelligence, presented by USA Captain Emily Otto and NSA Official Laura Helper-Cox. The session promises to illuminate the intersection of technology and national security, highlighting emerging challenges and opportunities.

The day concludes with a focus on intelligence support for democracy, delivered by former CIA Deputy Director for Analysis Linda Weissgold. Her insights shed light on the critical role of intelligence in safeguarding democratic institutions and values.

Throughout the conference, attendees are encouraged to engage in dialogue, exchange ideas, and forge connections with fellow professionals. As Director of National Intelligence Avril Haines aptly sums it up, the conference serves as a platform to believe in something larger than oneself and actively engage in the big ideas shaping our time.

The Women in Intelligence Conference of 2024 epitomizes a collective commitment to advancing knowledge, fostering collaboration, and addressing the complex challenges of our ever-changing security landscape.

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Empowering healthcare graduates through capstone excellence

At the Doctor of Occupational Therapy program at University of the Pacific, the capstone project represents the culmination of our mission to prepare students to be competent, socially conscious practitioners who harness the power of occupation as a therapeutic tool. Our student-centered curriculum emphasizes the significance of occupation from multiple dimensions, including biological, psychological and social, fostering a deep appreciation for its value across the lifespan. The capstone experience encapsulates these principles and serves as an example of our commitment to compassionate, client-centered, science-driven and interdisciplinary care.

Introduction

One of the most significant differences between a doctoral level program occupational therapy and a master’s level program in occupational therapy is the addition of the 14-week capstone experience. The goal of the capstone also known as a doctoral capstone experience (DCE) is to provide in-depth exposure to an area of focus (ACOTE, 2018). Students complete the experiential field requirement during their last trimester in the program. Students in the University of the Pacific OTD program will participate in a 10-credit course consisting of 560 hours (14-week internship) that must be completed prior to graduation.  Prior Level II Fieldwork experience may not substitute for this capstone experience.

Students will work closely with a faculty mentor and a community mentor in developing an individual plan to integrate new knowledge gained in OTD courses into their project.  Through the capstone project, students demonstrate their understanding of advanced occupational therapy concepts and the ability to lead and practice at the highest level of professional practice. 

The capstone provides the student with an opportunity to demonstrate skills as an innovative leader and scholar-practitioner at the doctoral level. The capstone project an individually mentored project that is the culmination of the capstone experience course. Students disseminate their findings based on the area(s) selected for the capstone experience.

An Occupational Therapy Capstone student presents a unique opportunity for any organization seeking to integrate diverse perspectives into their workforce. These students, through their rigorous education and practical experiences, bring fresh insights and innovative approaches to problem-solving. Capstone projects are innovative and typically in emergent practice areas.

Program development for community sites can be tailored to suit the specific needs of the company. By collaborating with these students, organizations can tap into their expertise in designing and implementing initiatives aimed at enhancing productivity, efficiency and overall employee well-being.

Scholarship

Contact information.

Capstone Coordinator

Noelle Haight Assistant Clinical Professor [email protected] 916.520.7496

Clinical Specialist – Clinical Education

Aimal Naeemi Administrative Assistant [email protected]    916.325.4683