capstone project part 1

CAPSTONE PROJECT: Parts of a Capstone Project

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

What a Table of Contents Could Contain

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

What Goes Into Each Section

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Capstone Project Proposal: What It Is And How to Write One

by  Antony W

January 2, 2023

What would be your reaction if you spent months carrying out a school project, only for it to be thrown out on grounds of being irrelevant, inadmissible, or downright outrageous? Not very happy, I would say. To avoid such scenarios and censor the type of projects being carried out, schools require that every student taking this kind of an assignment to submit a capstone project proposal first.

Every capstone project begins with a project proposal. It is submitted to your instructor or school panel that reviews and either approves or rejects it. Thus, you can also think of a proposal as a plan or project blueprint.

Given that the capstone project proposal is integral to your success in the whole thing, we at Help for Assessment are here to show you how to do it properly.

Our expertise in all forms of academic writing includes a specialty in capstone projects, which is why we’re the perfect people to help you. We will also   do your capstone project proposal for you at very affordable prices. Visit our homepage to learn more about us and what we can do for you.

Back to the capstone project proposal guide. This article will cover all the main aspects of how to write it including:

• What is a capstone project proposal
• Qualities of a good capstone project proposal
• How to write a capstone project proposal
• Format of a capstone project proposal

What is a Capstone Project Proposal? 

A capstone project proposal is a brief document that outlines what your capstone project is about, the steps you intend to follow while doing it, the resources you will need, and an outline of the project itself. It is more or less your blueprint for the entire project.

The purpose of a capstone project proposal is to help your instructor understand what your project is about. In the case where you are seeking assistance from the school such as funding or the use of school facilities, the proposal helps to convince them of why those resources should be allocated to you.

The proposal is also a big help to you as a student. Before you commit a lot of time and resources to the project, it forces you to take a look ahead at where you're going, what you want to achieve, and the investment you will need to put in to do that.

Capstone projects vary widely from discipline to discipline, but the proposal follows a standard format. Your instructor might provide you with a template and accompanying instructions, or they may not.

In any case, there are certain qualities you need to aim for if your proposal is to be successfully approved.

Qualities of a Good Capstone Project Proposal

The length of a good capstone project proposal should be between 1 and 4 pages.

Anything longer is discouraged unless your instructor says otherwise. Thus, refine it until it is concise, clear, and direct. 

2. Structured

The information flow should be clear and logical. It should be a document that a person can scan through in minutes and get what you’re talking about.

Thus, present it in an easy to understand manner.

3. Straightforward

The person reviewing your proposal wants answers to questions such as:

What is your project about? How will you do it? What resources will you need, and how will you get them? Who will be involved? 

Provide these answers simply and directly in your proposal and you stand a much better chance of impressing them. The content of the proposal should all aim toward this one goal.

4. Compelling 

The language you use should be convincing. Be confident about what you want to do, be enthusiastic, and share your enthusiasm.

Prove why you think the project will work and how relevant it is in your field.

5. Detailed

Even though the proposal should be brief, include as much detail as is needed to support your points. 

Format of a Capstone Project Proposal

This will be the same title you will use in the capstone project write-up, so take your time to craft a brief, direct, all-inclusive title for the proposal.

One way to come up with a good title is to write down the research problem as a question then craft your title in response to that question.

You should also try to make the title as intriguing as possible to get your readers interested in what you have to say.

In 150-200 words, describe what the project is about. Give the rationale for the project, i.e, why you think it is important and should be carried out.

Also, describe your methodology, analysis, and expected findings.

Think of the rationale as to the social implications of the project you are about to undertake.

How will it help the organization you work for or society at large? Describe the original contributions your project will have to the target group.

Research Problem

This is the problem statement of the project proposal. Give your thesis statement in one sentence, keeping in mind that it is the same statement you will use in the actual project write-up.

In the case of a project deliverable or creative project, describe the product you will develop, and the rationale behind it.

Describe what format your deliverable will be, e.g. a video, website, software, new curriculum, health or education program, policy paper, etc.

You should   write a descriptive literature review of all the sources you have used and cited for your project proposal including books, online sources, and papers. 

You can use these same sources in the project itself or choose to go for another set.

Methodology/Project Design

Explain how you intend to do what you want to do. Start with the method of inquiry which can include textual research, scientific experimentation, statistical data collection, qualitative study, or any other method.

Describe also, in detail, how this data will be gathered, processed, analyzed, and what resources or manpower will be needed to do this.

At the same time, explain the hypotheses and theoretical academic approaches in use which form the backbone of your project.

Detail the steps of your project and state when you expect to do what. This can usually be given in the form of a table with specific dates.

Also, state when you will be meeting with your supervisor/mentor and giving progress updates.

Description of the Final Product/Expected Results

For a research project, explain what results you expect based on existing data about the same.

For creative projects, describe what the final product will be, how you expect it to look like, and how it will work. How will it help/affect the target group? How will you evaluate its efficacy and success?

Such a project will also need specific documentation, usually called a rationale report or just a report. Describe such kind of documentation format.

Resources Needed Including Expected Budget

This is a crucial part. Give a detailed record of all the resources you expect or need to use in the course of your project.

If you need funding, give a breakdown of how the money will be used and how much in total is needed.

State how you expect it to be funded, either through school funding or external sponsorship.

In the same way, state what school resources you need. Laboratory access, data access, support by school personnel, computers, or machines belonging to the school or an outside entity, and everything in between.

Reference list

This is a list of all the citations and sources used while writing the project proposal. 

Tips on How To Write a Capstone Project Proposal

• The capstone project isn't meant to be a mere outline. Make it captivating by highlighting its real-world relevance and how it will benefit the target group. Use data where possible as proof.
• Say something about your motivation for choosing to carry out that particular project. Include some information about your background experience and why it qualifies you to carry it out. That way, your audience can connect with you and the project on a deeper level.
• Be very careful about the resources you wish to use. Restrict yourself to primary and secondary sources with a high academic credibility level. Doing so gives your project more merit.
• Follow the instructions supplied by your instructor faithfully. In many cases, you will be given a template or detailed guide about how you should format the proposal.
• Spend quality time on the title, hypotheses, and research problem. That way, your project will gain focus and have a clear scope.
• Quote sparing. Unless you have good reason to choose a quoted phrase rather than a paraphrase, stick to your own words but make sure you cite sources used.
• Review previous capstone projects and proposals done by students in your school to find out what is expected of you and get an idea on how to format your own.

Get Help With Your Capstone Project

Are you having trouble with your capstone project proposal? We strongly suggest that you get the experts involved. You cannot afford to fail at this stage because the entire project relies on it.

Let Help for Assessment handle your capstone project proposal for you and you will be assured of success. 

Thanks to our student-friendly prices, you are assured of a deal of a lifetime. Check out our service page and grab our first-time discount before it is too late!

About the author 

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

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• Engineering Capstone Project Part 1

Engineering Capstone Project Part 1 (ENGR90037)

Graduate coursework Points: 12.5 Online and Dual-Delivery (Parkville)

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About this subject

• Eligibility and requirements
• Dates and times
• Further information
• Timetable (opens in new window)

Contact information

Electrical students should contact Marcus Brazil - [email protected] Civil, Spatial, Structural and Environmental students contact Murray Peel - [email protected] Mechanical, Mechatronics and Aerospace students contact Bagus Nugroho - [email protected]

Electrical students should contact Marcus Brazil - [email protected]

Civil, Spatial, Structural and Environmental students contact Patricia Sauri Lavieri - [email protected]

Mechanical, Mechatronics, Aerospace students contact Bagus Nugroho - [email protected]

The subject involves undertaking a substantial group project (typically in groups of three students) requiring an independent investigation on an approved topic in advanced engineering design and / or research. Each project is carried out under the supervision of a member of academic staff and where appropriate an industry partner.

The emphasis of the project can be associated with either:

• A well-defined project description, often based on a task required by an external, industrial client. Students will be tutored in the synthesis of practical solutions to complex technical problems within a structured working environment, as if they were professional engineering practitioners; or
• A project description that will require an explorative approach, where students will pursue outcomes associated with new knowledge or understanding, within the engineering science disciplines, often as an adjunct to existing academic research initiatives.

It is expected that the Capstone Project will incorporate findings associated with both well-defined professional practice and research principles and will provide students with the opportunity to integrate technical knowledge and generic skills gained in earlier years.

The project component of this subject is supplemented by a lecture course dealing with project management tools and practices.

Note: Students are to take Engineering Capstone Project Part 1 and then subsequently continue with Engineering Capstone Project Part 2 in the following semester. Upon successful completion of this project, students will receive 25 points credit.

Intended learning outcomes

• 1. successfully complete a distinct engineering project;
• 2. effectively communicate the outcomes of various stages of an engineering project;
• 3. learn and apply standard engineering project management tools;
• 4. identify standard organisational structures, analyse the relative merits of different approaches, and implement and report on the approach taken by the project team.
• 5. describe the role of published research, precedent, prior art, patents, registered designs and standards in the engineering project;
• 6. explore and articulate the impact of activities associated with the engineering profession in the wider community.

Generic skills

• Ability to apply knowledge of engineering science and engineering methods to solve complex problems.
• Ability to comprehend complex concepts and effectively communicate this understanding.
• Ability to undertake problem identification, formulation and solution.
• Ability to plan work and use time effectively.
• Ability to function effectively in multidisciplinry teams, with the capacity to be a leader or manager as well as an effective team member.
• Ability to manage project group dynamics.
• Ability to function effectively in a professional engineering environment.
• Ability to communicate effectively, not only with engineers but also with the community at large.
• Capacity for independent thought

Last updated: 3 November 2022

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1. Pre-Planning for Your Capstone Project

Learning Objectives

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

• Explain the capstone experience.
• Identify soft skills that can be developed/refined throughout the capstone experience.
• Describe the importance of capstone projects for academic and professional career development.
• Identify at least two steps you can take to pre-plan/prepare for your capstone project.

This chapter will guide you through the pre-planning phase of your capstone experience. Examples of capstone formats utilized by various schools and universities are included in this chapter.  General educational goals of capstone projects are reviewed and the importance of a capstone experience for academic and professional career advancement is discussed.  Strategies that can help you prepare for your capstone experience are explained.

Introduction

The amount of stress that accumulates over the course of one’s college experience can be overwhelming.  Understanding what a capstone project entails and using strategies and skills that have been acquired throughout your academic career, will help you pre-plan for relevant and meaningful capstone experiences, while reducing stress.

What Exactly Is a Capstone Project?

A capstone project is a multifaceted assignment for professional students that serves as a culminating academic and intellectual experience.  Therefore, capstone projects can also be referred to as capstone

experiences, culminating projects, or senior exhibitions.   Capstone projects usually occur in the final year of professional academic programs and they may or may not be research based.  Constructed by your school, your professional program within your school or university, and learning experience, capstone projects can take a variety of forms (Refer to Table 1-1:  Examples of Capstone Project Formats).  While capstone projects are in some ways like a college thesis, capstone projects are typically long-term investigative projects that culminate into a final product, presentation, and/or performance (Sabbot, 2016).

Table 1-1:  Examples of Capstone Project Formats

Source:  Moore, J. L. (2021, December 2). Capstone experiences . Center for Engaged Learning. Retrieved July 15, 2022, from https://www.centerforengagedlearning.org/resources/capstone-experiences/ 

Within health professions, the clinical doctorate has been traditionally driven by innovation in practice and the advancement and evolution of the health profession’s field.  Furthermore, clinical doctorate degrees are meant to provide graduates with the skills necessary to engage in direct clinical practice and leadership endeavors, which may influence healthcare program development and policy changes.  Simply, doctoral capstones provide accomplished students with an opportunity for in-depth professional practice within an area of focus (Kemp, Domina, Delbert, Rivera & Navarro-Walker, 2020).

Capstone projects have long been a hallmark of professional education. Capstone projects aim to help you recognize your own growth and development during your scholarly pursuits.  Capstone projects are also an effective method of showcasing attained and refined skills and competencies (Moore, 2021).  Furthermore, capstone projects are designed to encourage you to think critically, solve challenging problems, and showcase  hard and unique soft skills. (Refer to Table 1-2:  Examples of Hard Skills and Soft Skills for Clinical Professionals and Professional Students)

Table 1-2 :  Examples of Hard Skills and Soft Skills for Clinical Professionals and Professional Students  

Sources:  Benz, C., Johns, S., & Team, the R. G. (2022, February 18). What are hard skills? definition & 51 hard skills examples. Resume Genius. Retrieved July 16, 2022, from https://resumegenius.com/blog/resume-help/hard-skills; Coombe, T. (2021, February 25). Soft & Hard Skills for occupational therapy students: How to get them. EduMed. Retrieved July 16, 2022, from https://www.edumed.org/online-schools/occupational-therapy programs/studentskills/; and Kohler, C. (2021, December 17). What are soft skills? here’s how to showcase them on your resume . TopResume. Retrieved July 16, 2022, from https://www.topresume.com/career-advice/soft-skills-and-how-to-showcase-them-on-resume. 

Educational Goals for Capstone Projects

Capstone experiences within some schools and universities are designed to provide students with opportunities to become engaged in some aspect of clinical practice. Consequently, educational institutions will typically have their own capstone-specific goals. Even within a single school or university, the range of capstone-related goals and expectations can differ from program to program. For these reasons, it is important to review your specific program’s capstone project requirements and  capstone syllabi.  By recognizing the general educational goals of capstone projects, you will acquire a better understanding of the capstone process and how it can be used for professional development not only  throughout but beyond your academic career (Sabbot, 2016). (Refer to Table 1-3:  General Educational Goals of Capstone Projects). 

Table 1-3:  General Educational Goals of Capstone Projects

Source:  Moore, J. L. (2021, December 2). Capstone experiences . Center for Engaged Learning. Retrieved July 15, 2022, from https://www.centerforengagedlearning.org/resources/capstone-experiences/.

Importance of Capstone Projects

Clinical doctoral programs are rigorous and demanding practice-focused programs that are designed to prepare students to become experts in clinical practice settings.  In this vein, capstone projects are heavily focused on innovative and evidence-based practices that not only reflect your ability to transfer didactic knowledge and research findings into a practice setting but to also evaluate and disseminate new knowledge to advance evidence-based care (Anderson, Knestrick & Barroso, 2015).  For example, in a school or university students are continually working on theoretical assignments, which allows them to acquire basic knowledge that supports their career path.  However, the capstone project extends beyond textbooks and classrooms as you begin to become immersed in real-world cases in real-life environments. Capstone projects can help you to become familiar with some of the issues professionals in your chosen area of study and/or interest may commonly face in the field.  Consequently, the experiential learning you will gain from your capstone experience is invaluable in relation to your entry into, and advancement in, your respective profession (Russel, 2022).

Capstone projects are considered scholarly pieces of work.  The intent of capstone projects is to create an effective and comprehensive product that will provide you with an opportunity to showcase your academic abilities, skills, and competencies.  In this fashion, capstone projects can be viewed as a springboard for career advancement or an entrepreneurial venture.  By taking a few steps to understand and prepare for your capstone experience, you will be able to effectively integrate learned knowledge into a real-world issue in a manner that is purposeful, meaningful, and marketable (Refer to Table 1.4:  Preplanning Strategies Students Can Use for Meaningful Capstone Experiences).

Table 1.4:  Preplanning Strategies Students Can Use for Meaningful Capstone Experiences

Understanding what a capstone project is and why it is an important component of academic and professional development will help you appreciate your capstone experience and maybe even enjoy it.  This chapter provided you with tips and strategies that will help you preplan for your capstone project.  The development of a meaningful and robust capstone experience requires a demonstration of need coupled with a professional area of interest (Bednarski, Bell & DeAngelis, 2020).  Preplanning can help ensure that your capstone project is relevant and impactful.

Case Study:  Examples

Glynn is an occupational therapist, who currently works in a physical disability rehabilitation setting.   Glynn is currently participating in a post-professional occupational therapy doctorate (OTD) program in an urban university setting.  According to Glynn’s OTD program, she will begin her capstone courses next semester.  In order for Glynn to prepare for their upcoming capstone experience, they will do the following:

• Review their resume and update it, as necessary
• Update their biographical information
• Review the educational goals of capstone projects within their program of study (OTD)
• Review the format of capstone projects within their program of study (OTD)
• Self-reflect on their professional career and consider topics of interest that could be potential capstone projects
• Glynn is taking an OTD course, which addresses health literacy initiatives for low-health literate patients. Glynn is very intrigued with this topic and is considering this topic for their capstone project.

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

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Assignments

Capstone project: part 1.

This assignment can be found in Google Docs:  Capstone Project: Part 1  link

To make your own copy to edit:

• If you want a Google Doc:  in the file menu of the open document, click “Make a copy.” This will give you your own Google Doc to work from.
• If you want a PDF or Word file:  in the file menu of the open document, click “Download” and select the file type you would like to have (note: depending on the file type you select, the formatting could get jumbled).
• Instructions for faculty to paste the content into their LMS are located in the course resource pages.
• Calculus 1 Capstone Project: Part 1. Provided by : Lumen Learning. License : CC BY: Attribution

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2.1: Capstone Project Stage 1 Assignment

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• Heather Karsten & Steven Vanek
• Pennsylvania State University via John A. Dutton: e-Education Institute

Modules 1-3

The diagram below summarizes the topics you will explore in Stage 1 for your region based on what we've covered in Modules 1, 2 and 3. For Stage 1, you will do your data collection on your own, and submit a PowerPoint and your completed worksheet electronically via Canvas.

This diagram outlines the requirements for Capstone Stage 1, Introduction to your regional food system, history and diet/nutrition, as follows:

Introduction to your region

• Describe physical environment
• Describe human environment
• Explore history of food system
• Discuss Diet & Nutrition

What to do for Stage 1?

• Confirm with your instructor which region you will be studying.
• Make a CHNS diagram similar to the one included in this worksheet based on the information you’re gathering about your region. At each capstone stage you will be able to remake it, add more to it, and/or refine it.
• You need to think deeply about each response and write responses that reflect the depth of your thought as informed by your research. Do not just write one-word answers.
• Include questions that you have about your region related to the key course topics covered so far in the Stage 1 worksheet. Be sure to include in this document a record of your efforts to answer the questions so far. Also, there is space at the end to paste in links to any sites you visit that you think might be helpful in the future.
• Create a PowerPoint file that you’ll use to store maps, data, graphs, photos, etc. that you collect related to your assigned region. For every piece of information that you put in your PowerPoint file, you MUST include a citation that clearly explain where that piece of information came from.
• Submit your Stage 1 PowerPoint file and worksheet per the guidance from your instructor. (see rubric below for assessment).

Download the worksheet for Capstone Project Stage 1

Capstone Project Overview: Where do you stand?

Upon completion of Stage 1, you should have started to investigate your assigned region and have added information, maps and data to your worksheets and PowerPoint file.

Upon completion of stage 1, you should have at this point:

• Confirmed which region you will study for your capstone project and identified the members of your group.
• Stage 1: Regional food setting, history of regional food systems, diet/nutrition
• Labeled map of your region
• Soil map of your region
• Precipitation map of your region
• Keep track of all of the resources and references you use. Remember to include at least 3 peer reviewed academic sources.
• Compiled an initial list of questions you have about your region related to key course topics and initiated significant efforts to answer.
• Begun to create a CHNS diagram(s) for your region that illustrates the coupled human-natural systems of your food region.

CPA Capstone 1 – Tips For Part 3 & Presentation (Recorded & In-Person)

Click here to get your free copy of Top 3 Reasons Candidates Failed CFE Day 2

My group submitted our recorded presentation for Capstone 1 for our Waste Disposal Inc case last Friday. Capstone 1 felt longer than it was in reality (8 weeks). I attribute this feeling to the number of meetings (average 1 to 2 per week) and amount of collaboration involved. There was quite a bit of work involved for the last part of Capstone 1 (Part 3 & presentation) and hopefully my tips will help make it easier for you. Also, I will provide my final thoughts on Capstone 1 as a whole at the end of this post.

Read All CPA Capstone 1 Posts Here

Capstone 1 Week 6 to 8 Submissions & Tips (Part 3 & Presentation)

Questions for the facilitator.

For both facilitator calls, even though our group submitted only 3 questions (as per the assignment instructions), we prepared more than 3 questions before the meeting. This is because the facilitator will most likely finish answering the 3 submitted questions before the 30-minute is up. This call will be a great opportunity to ask your facilitator any question regarding Part 3 (your final written submission) and the presentation.

Of course, you can always email your facilitator with your question or ask your questions on the discussion board. Before you make your post, make sure to browse the discussion board first as many questions might have been asked already. This will save your time by not having to wait for the facilitator(s) to respond.

Self-Assessment & Peer Assessment

• self-assessment is pretty straightforward and it took only 10 minutes to complete (if not shorter)
• like last time, do not need to create problems if there aren’t any
• however, this will be your last chance to bring up an issue if it’s serious (trying to resolve with the group member(s) directly first is still recommended)

Part 3 of Capstone 1 Report

• refer to Week #7 instructions and use the task list like a checklist for Part 3
• when there is a discrepancy between the sample report and Week #7 instructions, follow Week #7 instructions
• you are expected to incorporate feedback from your facilitator for your Part 1 & 2 even if revision was not required
• reviewed our work against the feedback guide and check to see if we can remove any content that was not required for marks (e.g., a long introduction that can be replaced with the Executive Summary of Part 3) to save some word count for Part 3 (you will need it)
• revise our parts if they were awarded a RC or lower
• condensing past exhibits from Part 1 & 2
• keeping track of both Word and Excel exhibits as they share the same limit (25 page)
• if you have not read my tips for this from Part 2, click here
• avoid submitting the wrong file at all costs (even if your facilitator allows you to re-submit)
• floater is someone who is not assigned a part or only assigned a small part of the report so he/she can be available to help out when needed and also to put the report together
• I marked this tip as OPTIONAL for Part 2 but I think this role is critical for Part 3 because of the size (7,000 words & 25 pages of exhibits) and importance (no revision opportunity)
• everyone has the same level of responsibility to ensure the report is as accurate and complete as possible
• this is optional as my group started a Google Slide around the same time we started working on Part 3
• however, we did not end up working on the slides much until after we submitted our Part 3

Do you want a guide that answers all of your Day 1 questions?

Recorded Presentation or In-Person Presentation

Recorded presentation.

Note, I took Capstone 1 from May to Jul 2021 when social distancing rules were still in place. Depending on what rules are in place when you take Capstone 1, you might be asked to record your presentation (what I did), present live online on a Zoom call (what CPA Ontario candidates did during the same period) candidates or present with your group in-person.

There are 2 ways your group can record your presentation: record together on a Zoom call or record separately (have the option to either put the clips together as a complete video or submit separately). My group chose to record separately and one of my groupmates put the video clips (~15 short clips) together at the end. We made sure to allocate the time per person beforehand so there would not be any editing/cutting involved. This approach worked out well except for minor hiccups (e.g., introducing the wrong group member). We agreed as a group to not nitpick minor flaws as re-recording will take a long time (no guarantee it will be perfect the next 10 times anyway).

We worked on the presentation slides on Google Slide as it allowed for online collaboration. We then downloaded the file as .pptx (Microsoft PowerPoint file extension) and kept only our own slides. I posted this quick tutorial on my Instagram story if you need assistance with recording.

For the Q&A, your group might be requested to attend a meeting to answer questions up to 3 days after your submission. However, I have not personally come across any group that did Capstone 1 in this format who got the request.

In-Person Presentation

By the time you read this post, hopefully all the social distancing rules are lifted. If so, chances are you will be presenting in-person in front of a panel. This Reddit post written by a previous Capstone 1 presentation marker provided a lot of valuable tips for the presentation. The only thing I have to say is practice enough so you know your materials, get familiar with your group members’ slides so you can help if needed and just relax.

Your group will be asked questions by the panel right after your presentation (both in-person and online live format). To pass, each and everyone of you is expected to answer at least one question. The author of the Reddit post I linked earlier suggested a really great way to ensure everyone gets a chance: assign a leader who is familiar with who did which part so he/she can assign the questions evenly.

Final Thoughts on Capstone 1

Capstone 1 is still quite a bit of work even though it is only a pass/fail.

I have not come across anyone who knows someone who has failed Capstone 1. That means, if you put in the effort and follow the rules (e.g., format, deadlines etc.), you will pass this module no problem. However, that does not mean that Capstone 1 is easy . I was quite lucky with my groupmates as all of them were punctual and responsible. We met online at least once a week (twice towards the end) and most meetings lasted close to 2 hours. I believe not all groups met this often or for this long, however, I found our meetings really productive. On top of that, we communicated in a group chat on Whatsapp regularly.

My biggest tip for minimizing work for Capstone 1 would be to follow the weekly instructions PDF closely so you will not get any NA (not addressed) . We only had to submit revision for our Project Plan and that interrupted our flow for the parts we had to work on next. We learned from our mistakes and did not have to submit revision for any submission after.

Working In A Group Means Compromises

I am not a perfectionist and I tend to prefer efficiency over perfection. It works fine when I am working on my own assignments as I bear all the consequences. This can be a concern if your group members are the opposite. There was no major conflict (or even minor) when I did Capstone 1 but there were times when I wished we would be done already. The key is to find a balance . If it is something truly trivial, I would suggest to my group that maybe we should overlook it. On the other side, if it is something critical, I would respect my group members’ wishes and continue working on it. After all, it is their project as much as it is yours.

Capstone 1 Candidate Guide Addendum

Being familiar with the rules will make your Capstone 1 life easier. Also, when in doubt, contact your facilitator directly. I say this because of the slight variations between how the facilitators interpret the rules and some are more lenient than others (rules are rules after all). Do not forget to be nice and patient to your facilitator as all of the ones I have encountered are helpful and fair.

You Might Resent The Work During The Module But You Do Learn From It

I would be lying if I tell you I did not whine about the “meaningless” work during Capstone 1. I did more than once at several points of the module. I was tired from work, CFE prep and found no joy in analyzing for a waste disposal company (I swear I would have been more passionate if I was working on the hotel case). However, when the final report was coming to fruition towards the end, I understood why Capstone 1 was part of the CPA PEP journey. Thanks to the 7 weeks of hard work, the final report (Part 3) turned out to be more professional than I could have imagined. When I was reviewing it, I thought to myself, “so that’s what CPAs were paid to do.”

It Would Be Quite Challenging to Work On CFE Prep During Capstone 1

I went back to my CFE diary and confirmed that I basically stopped CFE Prep completely towards the end of Capstone 1. The fatigue finally caught up to me. Since I had started my technicals reivew for CFE several months ago (earlier than most and definitely not necessary), I did not force myself to stay on schedule. Keep this in mind if you plan on starting technicals review the same time as Capstone 1.

However, keep in mind that the case for your Capstone 1 is directly related to Day 1 of CFE. That means you are working on CFE Prep just by working on Capstone 1.

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Alumni Profiles

Featured alumni: environmental & natural resources.

Jenna Battson

Organization: Colorado Water Conservation Board Colorado Water Conservation Board

Title: Outdoor Water Conservation Coordinator in the Water Planning Section

Graduation Year: 2023

"On any given day, my position with CWCB requires outreach, research, presentation building, public speaking, grant tracking, project management, team collaboration, public communication development, report writing, data collection, and analysis. Not only are the skills I acquired and honed at MENV extremely transferrable, but an extracurricular policy paper I collaborated with a classmate and the ENRP specialization lead directly connected me with CWCB through an informational interview and fundamentally changed the trajectory of my professional life. Many of my responsibilities in state government mirror what I did inside and outside the classroom at MENV; I felt fully prepared to hit the ground running a month before graduation on my first day of work."

Anna Buongiorno

Organization: Scout Clean Energy

Title: Associate Director, Government & Regulatory Affairs

"In the renewable energy industry, one of the primary challenges for wind and solar projects today is successful siting, including the navigation of local, state, and federal environmental laws and ensuring responsible development with minimized impacts to our natural environment. The MENV program helped me understand our complex policies that govern development on public and private lands in addition to the critical roles of ethical decision making, appropriate governance, and effective community engagement so that I can successfully support the energy transition in my role."

Vince Fuggetta

Organization: City and County of Denver - Office of Climate Action, Sustainability, and Resiliency

Title: Energy Policy Advisor

"The MENV program provided the education and experience I needed to help me reach my goal of working in environmental policy. The knowledge I gained through coursework and the skills I honed during my capstone project have been critical to the success I’ve achieved in my current role. During my time in the program, I also gained friends and mentors that have been an invaluable addition to my life."

Sarah Hamming

David Light

Organization: City and County of Denver

Title: City Planner Staff

"I owe my current career to MENV and the ENRP specialization. As someone who came to the program in the midst of a career change, the foundational policy knowledge, ability to explore electives, numerous networking connections, and the capstone project served as the cornerstone of my experience and made me a competitive applicant in today's job market."

Featured Alumni: Renewable & Sustainable Energy

Bartek Susol

Organization : Scout Clean Energy  

Title : Associate Project Manager  

"While finishing my last semester, I started an internship at Scout Clean Energy, which led to a full-time position as an Associate Project Manager on their Development team. The RSE specialization offered courses on renewable energy development, finance, energy markets, and policy, giving me the knowledge and skills I needed to hit the ground running in my new career. The network of MENV alumni now working in the energy industry gave me the opportunity to expand my personal network and learn more about careers in renewable energy development. Here I am at a Scout's Sweetland Wind Farm in Hand County, South Dakota in August 2023 - the project is now fully operational! "

Willow Urquidi

Organization : The AES  Corporation

Title : Developer: Wind Development

Graduation Year: 2021

"My goal going into MENV was to pivot from a career in city planning to a career in renewable energy. The range of classes offered allowed me to build a compelling curriculum that has prepared me for my next chapter. The faculty in the RSE specialization also emphasized the importance of learning practical and technical skills, which allowed me hit the ground running on my first day of work post- grad . I’m so grateful for my MENV experience! "

Featured Alumni: Sustainbility in the Outdoor Industry

Ximena Alverde

Organization: Stantec

Title: Senior ESG Advisor

" The MENV program equipped me with the tools necessary to advance my sustainability career. Particularly, the Capstone Project provided me with tangible skills and expanded my professional network. Working in a four-person team, we collected water, electricity, and waste data from various stakeholders for annual sustainability reporting. We supported Climate Neutral recertification, which encompasses greenhouse gas (GHG) accounting for Scope 1, 2, and 3 emissions. Additionally, we evaluated the company's B Impact Assessment to identify areas for improvement across all five impact categories. Finally, we created an Employee Education Handbook to enhance employee engagement in sustainability initiatives.  

Courses such as GHG Accounting, Socio-Environmental Systems, Transportation, Mobility and Sustainable Cities, Community Engagement for Resilience, Responsible Business, Supply Chain Management, and ESG Reporting Frameworks were instrumental in preparing me for my current role. Lastly, the MENV program gave me a broad network of professionals whom I am fortunate to call my friends. "

Aviva North

Organization: Coraggio Group  

Title: Associate Principal  

Graduation Year: 2023     

" MENV was instrumental in helping me get the career I was dreaming about. Being in a brand-new specialization like SOI helped me market myself as a newer expert in the tourism field since outdoor recreation has become such a focus since the pandemic. Between the great mentorship of faculty and staff, connections to conferences and internships, as well as capstone, I was able to enter the workforce with relevant experience and connections that will help me for many years!"  

Featured Alumni: Sustainable Food Systems

Taylor Clayton

Organization : Traditional Medicinals

Title: Sustainability Impact Manager

Graduation Year: 2020

" I first applied to the MENV program with the intention of pivoting to work in corporate sustainability, but I was unsure of whether to become a generalist or focus on a particular industry .  During my first semester, I began to realize that Boulder serves as a hub for responsible food companies, food innovation, and B Corp certified brands. Many of these food industry professionals came to speak in our classes or invited us to tour their companies. Aside from its favorable business environment for food brands, Boulder is close to many farms, some of which I had the opportunity to visit as part of my MENV course work. Both the program and its professors provided many opportunities for networking, which helped me to form critical connections in the food and agriculture space. I still encounter and actively collaborate with many of these early connections today! I believe that a focus on creating connections and new learnings in both sustainable business and sustainable agriculture helped to prepare me to succeed in my role today. "

Featured Alumni: Urban Resilience & Sustainability

Bridger Tomlin

Organization: City of Westminster (Colorado)  

Title: Sustainability Administrator   

Graduation Year: 2019

"MENV prepared me well for a career in sustainability program administration. The courses I took provided hands on experience with a diverse set of sustainability projects and topics. For example, through my courses I conducted a greenhouse gas inventory for a local school, completed an economic resilience analysis for the Steamboat Chamber of Commerce, and wrote policy memos. These experiential course were critical in growing my understanding the spectrum of how a sustainability can be applied. The skills and knowledge gained through my MENV education paired with the powerful personal relationships I developed with professors and industry leaders prepared me for finding a career and succeeding in the sustainability field. "

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