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Office of Institutional Diversity & Equity > Education > BUILD Diversity Certificate > Reflection Paper and Capstone Project Guidelines

LEVEL I: GUIDELINES FOR FINAL REFLECTION

Reflection formats differ depending upon learning styles. However, for the most part, a reflection paper cites your reactions, feelings, and analysis of your BUILD experience. This reflection will allow you to gain a deeper understanding of your values, goals, and actions in light of this program.

Paper Requirements:

The final paper should be approximately 3-5 pages long. If you have gone to workshops that included readings, feel free to integrate the material into your reflection. In addition, we hope that you will relate the content of the workshops to your observations of your environment, work, family, society, and yourself. We hope this reflection will focus and challenge you to consider the next steps in your DEI journey.

LEVEL II: THE CAPSTONE EXPERIENCE

The BUILD Diversity Certificate's capstone project is the culminating experience of the program. It is designed with the participant's specific goals to apply what they have learned in the workshops to their work and personal lives. The purpose of the capstone is to bring the participants' life experiences into the learning process.

This capstone project allows students the opportunity to explore a problem or issue of particular personal or professional interest and to address that problem. The project allows for the synthesis and application of knowledge and skills acquired through the BUILD workshops to real-life issues and problems.

This capstone project allows participants the opportunity to explore a problem or issue of particular personal or professional interest and to address that problem. The project is the synthesis and application of knowledge and skills acquired through the BUILD workshops to real-life issues and concerns.

To provide participants with the opportunity to apply DEI knowledge and skills acquired through the program to a specific problem or issue.
To allow participants to expand their learning into areas of personal interest, working with new ideas and issues, internal and/or external organizations, and individuals.
To encourage participants to think critically and creatively about diversity, equity, and inclusion issues and further develop their analytical and ethical leadership skills necessary to address and solve issues of interest to them.

Outcomes: DePaul's commitment to diversity is stated in the university's mission and history. DEI continues to be an important goal of the last two strategic plans, and operationalizing this commitment is evident by, among many other things, the creation of the BUILD program. Consistent with this mission and goals, participants of the capstone will:

Apply conceptual foundations of organizational DEI
and best practices to a problem/issue of their choosing
Think critically
Communicate effectively
Display a commitment to social and ethical responsibilities
Display a commitment to leadership and service

LEVEL II: PROPOSAL REQUIREMENTS FOR BUILD CAPSTONE PROJECT

Project Definition: Provide a one or two-sentence description that defines your project. Explain the big picture.
Project Setting: Provide the location and the “where" of your project. If it is appropriate, discuss any key agencies, departments, or parties involved. Is your project mainly analytical or investigative (e.g., analyzing an organization), or problem-solving (e.g., creating a diversity awareness project at your place of worship)?
Project Rationale: Why have you chosen this project? What is the problem or opportunity you see? What importance does this project have for you? How will it exemplify the BUILD goals?
Project Objectives: What are your goals and outcomes for this project? What are you going to acquire, accomplish, produce, and/or deliver? What are the specific and concrete, measurable objectives/accomplishments intended for your project?
Project Methodology: How are you going to proceed? What research must you do to complete your goals for your project? Do you have a timeline? Who might be resources for you in this project? What do you need to learn before beginning? Project Examples:
Setting up diversity training for your place of worship.
Research the various diversity programs at the Department of Aging.
Create a brown bag lunch symposium for your unit regarding a specific topic of diversity.
Research current diversity “best practices" in nursing.
Write a grant application for a DEI project.
Analyze an existing DEI initiative.
Write a program evaluation.

Distance Learning

Reflections on my capstone project.

by Guest Author

Guest Blog by Britain Willcock

The Capstone experience in my final quarter of the Master’s in Information Design and Strategy program was the perfect culmination of the skills and ideas learned throughout my time at Northwestern. We were challenged to reflect on the various classes and projects completed in the program and develop a Capstone that aligned with our passions while showcasing the various lessons we had learned.

Finding the Focus

In brainstorming for my project, I realized that there was a consistent theme I had grasped onto throughout the program: the power of information was only as potent as our ability to communicate it . Having spent the first part of my professional career in theatre, I have grown to understand that no matter how well crafted a story may be, if it doesn’t connect with the audience then the work is incomplete . Using this idea as a filter, I examined the theories and concepts presented in the program and noticed there was a gap between how virtual communication is often utilized and how our brains are wired to receive and comprehend information. In everything from standard daily emails, to the presentations presented in the boardroom, we are stuck in older models of communication that weren’t created with virtual mediums in mind, and thus keeping us from using them to their fullest potential to improve comprehension. While I had numerous ideas around the matter, combined with powerful research to support them, I was struggling to find the “center” of my project. Something that could ground the ideas around a solid foundation of clarity. In a one-on-one video call with Dr. Noffs, my Capstone instructor, we discussed various ways this could be approached. At one point the idea of a conceptual model was presented and it served as a moment of clarity that became the bedrock of my Capstone.

Developing the Model

From there everything fell into place. Through my research, I realized that communication had become almost a product, due to the necessary translation into a digital form and ultimate “deliverable”. While most products are carefully designed, digital communications are often created haphazardly with little to no thought to structure and aesthetics. This is where I developed the Intentional Design Model of Digital Communication . With the idea that communications should be created with the audience at the center, focusing on empathy, and intentional choices should be made around three component phases: the message , the medium , and the design , before reaching the decision point .

Figure 1. The Intentional Design Model of Digital Communication

Since every communication revolves around the sharing of ideas, it is important that the message be constructed in a way that aligns with the audience and helps clarify an idea. This requires intentional choices around the structure of the story, words used, and the overall tone. This focus can help direct whether the information is best shared through prose, a bulleted list, an infographic, etc. Considering the medium allows us to choose which method is best for the delivery of the message. It also helps us break away from the stagnant conceptual models created around the written word and allows us to consider the various tools that each medium provides. For example, email platforms now often include more dynamic text options (bold, italics, bullet points, text colors, highlighting, etc.) that could be used to help draw the reader’s eye and connect thematic elements. These possibilities lead us to the third component… the design . Continuing with the email example, most are sent with no intentional design and thus arrive as a large block of text with similar weight and visual appeal. This creates a monotone message that doesn’t help the reader to understand the message. Instead, various elements of the email could be designed to improve comprehension such as chunking sentences together, titles, various font weights, and colors, etc (based on Gestalt Principles of visual perception). These simple changes, which require little time, can drastically change the overall feel and efficacy of the digital message. Finally, we reach the decision point , where the communication is reviewed and an intentional choice is made to either deliver the message to our audience or address the design components once more in an iterative process.

The Capstone Process

The power of the Capstone Process for me was that chance to synthesize the information from the program with my own perspective through the creation of the project. It provided me the opportunity to take an important observation and expand it into a fully realized conceptual model through a structured process that kept me both accountable and motivated. The invaluable guidance from my instructor, combined with the support and input from my peers, allowed me to create a final project that demonstrates the power of the IDS program and can serve as a portfolio piece that I am proud to share with future employers.

About the Author

Britain Willcock is a professional storyteller and communication specialist. After earning his M.F.A. in Acting he has spent the past 12 years working in professional theatre as an actor, director, and fight choreographer. Looking to apply his skills in other areas of communication he recently earned his M.S. in Information Design and Strategy in Communication with Data, from Northwestern University. His passion lies in taking ideas and insights gained through data and breaking them down into accessible information. At the heart of this approach is an intentional design method that shapes information to align with how we think and learn, improving comprehension and building a connection between communicators. He is currently shifting his career towards an information design role.

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Ch. 8 “All our dreams can come true if we have the courage to pursue them.” – Walt Disney, Animation Industry Pioneer

As you are working to complete your capstone project, you’ll want to remember to use these project sections for your finalized format:

Section I Introduction

The introduction should identify the focus of your project and explain the relevance to your major and connections with your applied field of studies that you have built upon in your B.S. Applied Studies Option in Management. Are you submitting to a supervisor, a board? Be sure to identify your intended audience.

Section II Project Outcomes

List your project outcomes that you developed in the Project Analysis phase of your work.

Section III Literature Review

Present your literature review noting best practices in the field, as well as the conclusions you’ve drawn from the literature review.

Section IV Project Content

Describe your project and include all materials associated with it so that the reader develops a good sense of what the project entails. Show your implementation and evaluation plans.

Section V Conclusions and Reflection

Appendix This section will contain any supplementary information and/or supporting documentation.

At this point in your capstone project work as you are finalizing content, tweaking evaluation plans, and for some of you getting ready to roll out new business plans, it is important to also take time to reflect on all that you have accomplished through your research and your innovative approach to accomplishing your capstone project objectives. Reflection involves engaging with your work in a manner that incorporates your knowledge with your experience and articulating that in a meaningful way.

As you develop your conclusion, consider your process, the lessons you have learned, what went well and what you may have done differently given the opportunity to repeat the process. Consider your capstone project development as a professional development opportunity that you will bring with you into your organization, your career and your approach to personal growth and enrichment.

Reflect on your accomplishments in a manner that brings perspective around achievement, success and continuous improvement. Utilize your critical and strategic thinking skills to analyze how your project work synthesizes your academic journey with your professional goals. Reflection is a powerful tool that helps us to recognize how we’ll utilize what we’ve learned to support our present and future goals and challenge ourselves to be innovative.

In her article, Time to Reflect – Why Does it Matter in the Workplace , Karen Liebenguth educates us on the empowering ability of reflection to help us make better decisions, decide on a course of action and broaden our thinking.

Congratulations on your accomplishments, not only in your capstone work but in completing your journey toward degree completion. As the 50 well-known entrepreneurs share in their advice in the following video, finding work that you are passionate about, that brings you great personal reward and motivates you is priceless. My wish for each of you is that you dedicate yourself to lifelong learning and you recognize great personal and professional success in whatever form brings you the greatest joy!

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Center for Engaged Learning

Capstone experiences.

Capstone experiences aim to facilitate students’ sense-making of their growth and development across their major or general educational studies and have been a hallmark of undergraduate education in one form or another for at least as long as higher education has existed in the United States (Levine 1998). Historically, capstone experiences took the form of a culminating examination, testing a student’s accumulated knowledge. In the 1800s, a seminar model emerged, often taught by the college president (Levine 1998). Beginning in the early 1900s, course-based capstone experiences became a final opportunity to instill university values and reinforce learning (Kinzie 2013). They continue to be integrative and transformative learning experiences that mark the transitional nature of the final year (Kinzie 2013; Levine 1998).

Capstone experiences can take the form of:

A problem-based learning experience in which students work to apply their knowledge in a discipline to a problem (e.g., Brooks, Benton-Kupper, and Slayton 2004; Butler et al. 2017; Dunlap 2005).
An undergraduate research experience sometimes but not always structured as the writing of a thesis (e.g., Julien et al. 2012; Nelson-Hurwitz and Tagorda 2015; Upson-Saia 2013).
A service-learning or community-based learning approach in which students work with community members to put into action the skills and knowledge they acquired over their college career (e.g., Collier 2000; Nelson-Hurwitz and Tagorda 2015).
A collaborative learning approach in which students tackle problems and apply their learning in groups, simultaneously navigating interpersonal challenges and learning from one another (e.g., Brooks et al. 2004; Collier 2000; Julien et al. 2012; Upson-Saia 2013).

Capstone experiences may even be developed as some combination of the above practices.

Even within a single university, the range of practice in capstones can be significant, and for good reason. Capstone experiences may occur as the culmination of a disciplinary major or mark the integration of interdisciplinary learning across a core curriculum. In either case, there is no universal way students might synthesize and apply their learning. In a study across capstone experiences at University of La Verne, Peggy Redman (2013) shares some examples:

The marketing student may identify growth through the complexities of developing a marketing plan in partnership with a local business or nonprofit organization. The education student sees learning in the development of a unit including lessons that cut across many disciplines, preparing him or her for the multiple-subject classroom.

A student in psychology completes a senior project that takes the student and faculty member to a conference where they are major presenters. All of these pathways can be part of the capstone, a critical force in integrating classroom learning and practical application. (Heading 6, par. 1)

What makes it a high-impact practice?

Capstone experiences are designed to “provide students a host of opportunities to be engaged in educationally purposeful practice” (Kinzie 2013). Much of that design incorporates the qualities Kuh, O’Donnell, and Schneider (2017) specify as essential elements of High Impact Practices (HIPs). The following section reviews these elements in the specific context of capstone experiences.

Performance expectations set at appropriately high levels . Strong capstone experiences recognize the deep learning students have done over time and continue to challenge students in their application of those skills and sets of knowledge. One example of this is Julien et al.’s (2012) assessment of capstone courses in which students participated in “authentic research experiences” in advanced physiology so as to be prepared for future study or work in health sciences.

Significant investment of concentrated effort by students over an extended period of time. The semester-long class can harness this element of HIPs by structuring students’ development of a common goal or focus over the entire course. Projects in which students develop and conduct their own research are good examples of this. But extended capstone structures that carry over multiple semesters or even years (Nelson-Hurwitz and Tagorda 2015; Rash and Weld 2013; Redman 2013) could potentially be even more impactful for students.

Interactions with faculty and peers about substantive matters. Many of the examples of capstones involve collaborative learning among students (e.g., Brooks et al. 2004; Julien et al. 2012). It is worth noting the significance of student-faculty interactions within capstones as well. The most successful capstones embrace this key opportunity for students and faculty to reshape their relationship by “reframing the faculty–student relationship such that faculty become mentors, and students are both comfortable with coaching and highly motivated as they take on primary responsibility for their work” (Paris and Ferren 2013, Heading 2, par. 1; see also Rash and Weld 2013). Research suggests the relationships developed in college, especially with faculty, are one of the most significant and potentially transformative elements of higher education (Felten et al. 2016).

Experiences with diversity; wherein students are exposed to and must contend with people and circumstances that differ from those with which the students are familiar. Many capstones involve some kind of service-learning, community-based learning, or internship experience (Butler et al. 2017; Collier 2000; Nelson-Hurwitz and Tagorda 2015). These are not only grounded opportunities to apply learning, but they are also often good opportunities for students to interact in meaningful ways across difference. Even capstones with collaborative learning without this experiential component show evidence of improving students’ interpersonal skills (Brooks et al. 2004), which may be connected with students working in diverse groups.

Opportunities to discover relevance of learning to real-world applications. This feature is most apparent in capstone experiences that involve service-learning, community-based learning, or internship experiences (Butler et al. 2017; Collier 2000; Nelson-Hurwitz and Tagorda 2015). The relevance of learning to real-world applications can also come in carefully structured undergraduate research experiences. Brooks et al. (2004) in particular found that capstones structured as student-led multi-disciplinary team projects were especially well equipped to help students bridge their personal, professional, and public worlds.

Public demonstration of competence. Several capstone experience examples include oral presentation components (e.g., Brooks et al. 2004), and Redman gives one example of a student who shares research with her professor as a major conference (2013). Half of the thesis examples in Upson-Saia’s (2013) study require some kind of public presentation or defense. However, an in-class presentation is very different from contributing to a disciplinary conference. It is unclear from this research how significant a public demonstration needs to be to have a positive impact on a student. It would also be worth exploring the impact of this practice in capstones that offer more creative or flexible forms of public demonstration of confidence, such as curating a gallery, leading a teach-in, or performing creatively.

Periodic, structured opportunities to reflect and integrate learning . There are multiple examples that explicitly highlight reflection and reflective activities or projects as a key element of the capstone experience (e.g., Brooks et al. 2004; Butler et al. 2017; and Redman 2013). Reflection provides an opportunity to synthesize and, as in one example, ask the key questions: “Who am I?, How can I know?, and What should I do?” (Brooks et al. 2004, 283). However, reflection must be intentionally facilitated, rather than assumed as a natural element of capstones. The examples that best showed students making gains in their reflective learning were those like Brooks et al. (2004) that included reflection as a driving goal of the capstone course.

Research-Informed Practices

Upson-Saia (2013, 12-15) offers three overarching suggestions for the development of capstones:

Think locally
Think holistically
Reassess periodically

While her recommendations were written following study of discipline-specific capstone experiences (in her case, in religious studies), they are broad enough to be both relevant and highly applicable to interdisciplinary capstones as well.

Think Locally: Upson-Saia (2013) describes the first recommendation as a reminder that capstones should be context specific. In the case of disciplinary capstones, this means the capstone should be tightly woven with departmental missions. Even for interdisciplinary capstones, focusing on just one culminating goal will give the capstone direction and focus (2013). A backwards approach to design, keeping one top priority in mind for what students will accomplish or take away from the experience, will help the experience be most impactful for students. Lee and Loton’s (2017) study of capstone purposes across disciplines may help those designing capstones prioritize goals. This focused and context-specific approach to design can help reign in the overwhelming possibilities as well as reinforce courses and projects that feature a significant investment of effort by students over an extended period of time (Kuh et al. 2017).

Think holistically: This recommendation addresses the institutional factors that will make or break capstones. With the number of features HIPs need to include, and the goals some researchers have suggested of shifting the role of teaching to mentoring (Paris and Ferren 2013; Rash and Weld 2013), instructors have a difficult job facilitating successful capstone courses. Several researchers emphasize that the time and resources required are substantial, and they suggest administrators acknowledge and support faculty in this work (Lee and Loton 2017; Upson-Saia 2013). In addition, Lee and Loton (2017) describe capstones as “high risk activities” due to the high expectations both students and faculty place on these experiences. These expectations make administrative support imperative, but it also means that if an instructor wishes to deviate their capstone structure from the institutional norm, they will need to offer substantial justification due to the existing pressure on these courses and projects.

Reassess periodically: Upson-Saia reminds us that because there is such a wide variety of possibilities, the form of capstone an instructor settles on may not remain appropriate as departmental cultures, curricular structures, and students all change and evolve over time. She describes the special topics seminar form of some capstones in her study as minimally different from other upper-level courses in the department and a holdover from the senior seminars of the 1800s (Upson-Saia 2013) and questions whether that model is still the most appropriate way to culminate a student’s experience. It is worth checking in and evaluating the efficacy of a program or project no matter what. Brooks et al. (2004) offer a helpful example of how to assess a capstone experience; they found that while their capstone did not meet some goals they assumed it would, it was successful in a number of other areas and did broader curricular work for the department that was otherwise missing. Without pausing to assess their program, they would not have understood whether its form was successful for their departmental goals.

Embedded and Emerging Questions for Research, Practice, and Theory

Several characteristics of high impact practices need to be researched more deeply in the context of capstone experiences, including in particular: interaction with faculty and peers about substantive matters, public demonstration of competence, and frequent and timely feedback. Recent research has revealed the mentored relationship to be one of the most impactful of a student’s undergraduate experience (Lambert, Husser, and Felten 2018). Writings on capstones recommend spending time developing these mentored relationships in the capstone, but few explore the particular impact of relationship and mentorship in capstone experiences. Future research on this topic could contribute enormously to scholarly conversations about course-embedded mentorship and relationship building. Current research doesn’t specify how public demonstration of competence need be to make a capstone high impact. It would be worth exploring, for example, the impact of the demonstration of competence in capstones which have more creative forms such as curating a gallery, leading a teach-in, or performing creatively. Finally, frequent, timely, and constructive feedback—a key element of high impact practices—remains unexplored in the context of capstones and could make a valuable new direction for research.

Like the qualities of high impact practices, writing about the benefits of capstones often doesn’t do enough to highlight the unique impacts of the qualities of capstones. Research on capstones highlighting their benefits often center on elements of capstones that are other HIPs—such as collaborative learning, problem-based learning, service- or community-based learning, or undergraduate research. This practice makes distinguishing the benefits of capstones from the known benefits associated with these other HIPs nearly impossible. And this challenge raises an important question: would a capstone without these elements be equally successful in promoting deep and engaged learning?

While capstones share admirable goals and purposes, it has been more difficult to tell how much they are actually meeting those goals. Some interesting analysis of capstones has emerged of late that found that capstones were a significant positive predictor for only one element of liberal learning (“need for cognition”—or one’s propensity to engage in lifelong learning) and in fact was a significant negative predictor for critical thinking (Kilgo et al. 2015). The authors of this study specify that more research on capstones is needed, but a previous 2004 case study found similar results (Brooks et al. 2004). In Brooks, Benton-Kupper, and Slayton’s (2004) assessment of a university (interdisciplinary) capstone, they were surprised to find that though they expected the university capstone to significantly support students’ critical thinking development, “the students did not identify the course as meeting those common threads of the University’s goals to a great or moderate degree” (Brooks et al. 2004, 281). Instead, students who took a discipline-specific capstone reported higher levels of critical thinking development. Both of these studies noted a number of other strong benefits to capstones—so it may be that in conjunction with the other coursework students engage in, they do not need to have a strong critical thinking focus. It is also possible that capstones that look different from these—perhaps those with more of an undergraduate research focus—may do a better job developing this skill. More research is needed in this area to make sense of these findings.

Key Scholarship

Butler, Des, Sandra Coe, Rachael Field, Judith McNamara, Sally Kift, and Catherine Brown. 2017. “Embodying Life-Long Learning: Transition and Capstone Experiences.” Oxford Review of Education 43 (2): 194-208. https://doi.org/10.1080/03054985.2016.1270199 .

About this Journal Article:

This case study describes the first of six principles , which informed the development of a capstone design for Australian legal education, and according to the authors, should inform the development of any capstone. The authors focus on Transition–the first of their selected principles–as a theoretical framework for the pedagogical design they develop. They extend Kift’s Transition Pedagogy, an adaptation of Schlossberg that focuses on first year students, to inform final year practices—viewing final year students as students in transition, too. The authors identify three areas in which the incorporation of transition pedagogy can enhance a capstone experience and help students manage uncertainty, complexity, and change; develop a professional identity; and career plan. While the case study doesn’t cover the implementation of the capstone design, the study can offer a useful model for capstone development. Additionally, the transition framework does a helpful job of linking student development theory (and Schlossberg’s theory of t ransition) with pedagogy and ends with qualitative data from students as evidence of the necessity of the framework.

Collier, Peter J. 2000. “The Effects of Completing a Capstone Course on Student Identity.” Sociology of Education 73 (4): 285-299. https://doi.org/10.2307/2673235 .

Collier’s article studies the effect of participation in a capstone experience on undergraduate students’ identification as a college student. He proposes that the increased identification with this role by capstone students over time indicate capstones’ effectiveness in socialization. Using different identity theories around role identities and role-identity acquisition as theoretical frameworks, Collier developed a longitudinal study of 26 senior capstone students (multidisciplinary and across the university) of one year’s capstone at a university, with a nonequivalent control group (n=26). Using pre- and post-measurements, Collier found that the nature of the capstone as a grounded and experiential course contributed to its transformative impact on students. Students connecting with the community in a capstone context were pushed to work more collaboratively, and this social aspect of their learning and work helped them to associate more strongly with the role of a college student. The development of identity as a student is a potential strength of capstones. However, Collier fails to discuss why developing a student identity–especially in the senior year–is a worthwhile or positive practice, nor does he discuss how that student identity intersects with other social identities a student may hold. Collier does offer several practical implications for curriculum and specifically capstone development.

Dunlap, Joanna C. 2005. “Problem-Based Learning and Self-Efficacy: How a Capstone Course Prepares Students for a Profession.” Educational Technology Research and Development 53 (1): 65-83. https://doi.org/10.1007/bf02504858 .

Dunlap employed a mixed methods approach to study the self-efficacy of 31 students in a required undergraduate capstone course. She analyzed guided journal submissions and triangulated those responses with student responses to a survey tool called the General Perceived Self-Efficacy Scale, a 10-item scale that “assesses optimistic self-beliefs to cope with a variety of difficult demands in life” (73). Her findings — that students’ participation in a p roblem- b ased l earning environment impacts students’ sense of capability, especially looking forward to career prospects and their sense of professional identity — offer data to support why capstones serve as a powerful facilitator of transition for students. While her findings are most specific to problem-based learning, a related high impact practice, their basis in a capstone context may help support the development of positively impactful capstone experiences.

Julien, Brianna L, Louise Lexis, Johannes Schuijers, Tom Samiric, and Stuart McDonald. 2012. “Using Capstones to Develop Research Skills and Graduate Capabilities: A Case Study from Physiology.” Journal of University Teaching and Learning Practice 9 (3): 58-73. https://doi.org/10.53761/1.9.3.6 .

This case study describes two physiology capstones that culminate the Bachelor of Health Science at La Trobe University. The authors describe the student assessments involved in the capstones and evaluate the program itself based on student performance, student feedback, and faculty perceptions of the course. The authors found that final grades for students were significantly higher in 2011 , following the implementation of the capstone course than final grades in the previous two years. Students reported positive skill development and satisfaction, and instructors noticed a higher degree of student-centered learning along with a “vastly increased workload” and “greater need for infrastructure services” (11). The value of this case study is not only the model it provides for capstone development, but also the consideration of staffing and resource needs to support strong capstone experiences. Other institutions looking to launch or revise capstone experiences would do well to recognize this resource challenge.

Ketcham , Caroline J, Anthony G Weaver, and Jessie L Moore. 2023. Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning. Sterling, VA: Stylus Publishing.

About this Book:

Cultivating Capstones introduces higher education faculty and administrators to the landscape of capstone experiences, offers research-informed models that institutions could adapt for their own contextual goals, and suggests faculty development strategies to support implementation of high-quality student learning experiences. The edited collection draws primarily from multi-year, multi-institutional, and mixed-methods studies conducted by participants in the 2018-2020 Center for Engaged Learning research seminar on Capstone Experiences; this work is complemented by chapters by additional scholars focused on culminating experiences.

The collection is divided into three sections. Part one offers typographies of capstones, illustrating the diversity of experiences included in this high-impact practice while also identifying essential characteristics that contribute to high-quality culminating experiences for students. Part two shares specific culminating experiences (e.g., seminar courses in general education curricula, capstone experiences in the major, capstone research projects in a multi-campus early college program, capstone ePortfolios, etc.), with examples from multiple institutions and strategies for adapting them for readers’ own campus contexts. Part three offers research-informed strategies for professional development to support implementation of high-quality student learning experiences across a variety of campus contexts.

Learn more at Cultivating Capstones – Center for Engaged Learning

Kilgo, Cindy A, Jessica K Ezell Sheets, and Ernest T Pascarella. 2014. “The Link between High-Impact Practices and Student Learning: Some Longitudinal Evidence.” Higher Education 69 (4): 509-525. https://doi.org/10.1007/s10734-014-9788-z .

This study used pre- and post-tests to estimate the efficacy of the 10 high impact practices supported by AAC&U and found that overall, the high impact practices do, in fact, support student learning. They found that active , collaborative learning and undergraduate research were especially effective in promoting critical thinking, cognition, and intercultural effectiveness, while capstones (among other HIP s ) had more mixed effects. For capstones in particular, the authors found a negative link to critical thinking, “but positive net association with four-year gains in need for cognition” (519). The authors highlight several other specific positive gains in student learning as a result of capstones, and this data can be especially helpful in advocating not only for the value of capstones themselves, but in the value of intentionally designed capstones. The multi-institutional results help generalize the benefits, and even more importantly point to areas where negative links occurred, suggesting that administration and facilitation are key in capstones actually having high (positive) impact.

Lee, Nicolette, and Daniel Loton. 2017. “Capstone Purposes across Disciplines.” Studies in Higher Education 44 (1): 134-50. https://doi.org/10.1080/03075079.2017.1347155 .

This literature review analyzes the purposes of capstones as presented by faculty involved in capstone design and instruction. This review is valuable in offering a broad overview of capstone literature and present understandings— for example, capstones are frequently linked to development of employability skills and personal student attributes. In addition to a review of the literature, Lee and Loton conducted an online survey of 216 capstone educators internationally (with just over three – quarters originating from Australia, the authors’ base). Here, they found the 20 most highly rated purposes for capstones were similarly rated across disciplinary groups — implying they serve a common purpose regardless of discipline. The survey responses echoed what has been focused on broadly in the literature and adds some nuance that will be useful to readers seeking to understand capstones at an introductory level. Finally, the purposes raised may help designers of capstones identify shared purposes from which to backward design the capstone experience.

Paris, David, and Ann Ferren. 2013. “How Students, Faculty, and Institutions Can Fulfill the Promise of Capstones.” Peer Review 15 (4). https://www.aacu.org/publications-research/periodicals/how-students-faculty-and-institutions-can-fulfill-promise .

This article offers a useful analysis of the capstone experience broadly, offering some recent historical context for capstones as well as recommendations for where they are headed today based on practice examples found across the United States. For American readers in particular, this analysis will offer some helpful comparisons to programs in a more familiar context. Unlike some of the heavier and formal research-centered pieces, another benefit of this article is its accessibility, due in large part because it serves to introduce a whole issue of Peer Review focused on capstone experiences. Paris and Ferren’s focus on the faculty-student relationship within capstones may be especially useful to readers, as it’s a lens of capstones not frequently seen in other literature and may be a key element in what makes capstones a high impact practice.

Rash, Agnes, and Kathryn Weld. 2013. “The Capstone Course: Origins, Goals, Methods, and Issues.” PRIMUS 23 (4): 291-96. https://doi.org/10.1080/10511970.2013.775203 .

This is an introduction to a special issue on capstone courses, which describes a range of models, common goals across capstones, popular teaching methods used in capstones, the value of capstones as a way to assess a curricular program, and issues related to faculty development. The curricular focus, mathematics, is somewhat unique and so may be especially useful for instructors who come with a strong disciplinary connection and are unsure of how capstones may fit into or enhance the content they hope to impart on students. An interesting and also unique aspect of this piece is the acknowledgement of capstones’ value in program assessment. For administrators in particular, this may be a helpful argument for an added benefit of capstones beyond student learning directly associated with the course. This article , as with several others, is explicit in framing the teaching of capstones as more of a mentorship relationship–an idea that would be worth following up on in future research.

Redman, Peggy. 2013. “Going beyond the Requirement: The Capstone Experience.” Peer Review 15 (4). https://www.aacu.org/publications-research/periodicals/going-beyond-requirement-capstone-experience .

This case study describes capstones across the curriculum and educational levels (bachelors, master’s, and doctoral) at the University of La Verne in southern California. By looking at the 127 capstone projects that students produced (41 undergraduate), Redman analyzed student writing and learning. As a result of the findings associated with this analysis, the university adapted a more integrated and reflective process across all four years to prepare students for their final capstone. This piece serves as a valuable model for thoughtfully embedding and scaffolding the capstone experience not only in the final year, but from a student’s first experience on campus. Additionally, the piece offers innovative ideas for linking capstones to other high impact practices such as community partnerships (service-learning) and ePortfolios .

Upson-Saia, Kristi. 2013. “The Capstone Experience for the Religious Studies Major.” Teaching Theology & Religion 16 (1): 3-17. https://doi.org/10.1111/teth.12001 .

This study examines capstone experiences for religious studies majors at 29 different U.S. institutions. Upson-Saia not only explores the strengths across these experiences, and the factors that set apart especially successful programs, but also takes an explicit focus on “the most frustrating aspects of the capstone” and “how some departments avoid such frustrations” (4). Unlike Lee and Loton (2017), who found strong consensus among the top purposes of capstones, Upson-Saia found little consensus among religious studies capstones beyond “culmination” in their educational objectives. This may be a difference in scale–on a smaller scale, more variation is visible–or in context . P erhaps authors have similar ideas about what should be talked about in published articles, but in practice , there may be more variation in purpose. Interestingly, Upson-Saia discusses one of the themes Lee and Loton raised about the pressures put on the capstone: suggesting that frustrations about the capstone as not going well , or doing as much as it could , stem from those pressures for capstone to be doing everything. She takes a historical lens in her response to this, exploring the evolution of capstones and their purposes through history to think through how capstones may be positioned today. Her resulting list of best practices for religious studies capstones may be adapted across disciplinary contexts and offer a useful starting point for people designing and developing capstones.

Young, Dallin George, Jasmin K Chung, Dory E Hoffman, and Ryan Bronkema. 2017. 2016 National Survey of Senior Capstone Experiences: Expanding our Understanding of Culminating Experiences. Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition.

This publication reports on the 2016 National Survey of Senior Capstone Experiences conducted by the National Resource Center for The First-Year Experience and Students in Transition. The survey previously was administered in 1999 and 2011. It reports on capstones in curricular and co-curricular higher education programs, including objectives for the capstone experiences, types of capstone by field of study, and percentage of seniors participating in capstones.

See all Capstone Experiences entries

Model Programs

The University of Oregon has several strong capstone examples based around community engaged learning. Their Environmental Leadership Program (ELP) serves as the capstone experience for environmental studies majors and other interested students, and involves matching student “teams with non-profit organizations, governmental agencies, and businesses to address local environmental needs” ( Lynch and Boulay 2011 ). Similarly, the University of Oregon’s Master of Public Administration program matches students to local clients to “solve real-world policy and management problems” ( IPRE Blog 2020 ). In 2020, students in this program focused on supporting vulnerable populations, developing resilience, and supporting sustainability. The real-world and problem-based nature of these capstone experiences allow students to apply their learning to projects that matter.

The University of Leeds has a culminating research experience as the capstone for its honors bioscience students. The department specifies that “all honors degree students are expected to have some personal experience of the approach to practice and evaluation of scientific research,” and that “it is expected to include an element of novelty satisfied by work that is hypothesis-driven or which leads to formation of an hypothesis” ( University of Leeds and D.I. Lewis 2019 ).

The College of Wooster in Ohio has a robust final year research project as its culminating experience. Wooster works to set the foundation for this work early, through opportunities like the Sophomore Research Program , which funds students as paid research assistants to Wooster faculty and encourages students to connect with faculty on independent research projects in other spaces as well. The final capstone experience is called the Independent Study , and pairs every student with a professor for a one-on-one mentored experience. This deep, synthesizing, sustained, and highly mentored experience checks off each of the key qualities of high impact practices.

Additional programs are featured in Cultivating Capstones (forthcoming from Stylus Publishing).

Designing an Interdisciplinary Capstone, Part 1: Faculty Perspectives

Limed: Teaching with a TwistSeason 2, Episode 7 Designing an interdisciplinary capstone course is a challenging task that presents an opportunity to innovate. Lina Kuhn and Kai Swanson from Elon University join the show to get some advice on how…

ePortfolios as Capstone Experience

Making College “Worth It” – Season 1, Episode 7 In this episode, we visit with Carol Van Zile-Tamsen, associate vice provost for curriculum, assessment, and teaching transformation at the University at Buffalo, about UB’s ePortfolio capstone requirement for general education….

View All Related Blog Posts

Featured Resources

Elon statement on capstone experiences.

From 2018 to 2020, twenty-two scholars participated in the Center for Engaged Learning research seminar on Capstone Experiences, co-led by Caroline Ketcham (Elon University), Jillian Kinzie (Indiana University), and Tony Weaver (Elon University). The seminar fostered international, multi-institutional research on capstone…

“2020 Capstone and Oregon Policy Lab Project Launch.” Web log.  IPRE Blog (blog). University of Oregon, February 20, 2020. https://blogs.uoregon.edu/cscenter/2020/01/28/2020-capstone-and-oregon-policy-lab-project-launch/. 

Brooks, Randy, Jodi Benton-Kupper, and Deborah Slayton. “Curricular Aims: Assessment of a University Capstone Course.”  The Journal of General Education  53, no. 3/4 (2004): 275–87. http://www.jstor.org/stable/27797996.

Covington, Owen, Leo M Lambert, Jason Husser, and Peter Felton. “The Conversation:  Mentors Play Critical Role in Quality of College Experience.” Today at Elon. The Conversation, August 22, 2018. https://www.elon.edu/u/news/2018/08/22/the-conversation-mentors-play-critical-role-in-quality-of-college-experience/. 

Felten, Peter, John N Gardner, Charles C Schroeder, Leo M Lambert, and Betsy O Barefoot.  The Undergraduate Experience: Focusing Institutions on What Matters Most . Wiley, 2016. 

Kinzie, J. “Taking Stock of Capstones and Integrative Learning.” 2013.  Peer Review; Washington 15, no. 4: 27–30. 

Kuh, George, Ken O’Donnell, and Carol Geary Schneider. “Hips at Ten.” 2017.  Change: The Magazine of Higher Learning 49, no. 5: 8–16. https://doi.org/10.1080/00091383.2017.1366805. 

Lynch, Kathryn A., and Margaret C. Boulay. 2011. “Promoting Civic Engagement: The Environmental Leadership Program at the University of Oregon.”  Journal of Environmental Studies and Sciences 1, no. 3: 189–93. https://doi.org/10.1007/s13412-011-0028-x. 

Levine, Arthur. 1998. “A President’s Personal and Historical Perspective.” In  The Senior Year Experience: Facilitating Reflection, Integration, Closure and Transition,  ed. John N. Gardner, Gretchen Van der Veer, and Associates. San Francisco: Jossey-Bass.

“Microbiology Society.” Homepage | Microbiology Society. PIXL 8 Group, 2021. https://microbiologysociety.org/. 

Nelson-Hurwitz, Denise C., and Michelle Tagorda. 2015. “Developing an Undergraduate Applied Learning Experience.”  Frontiers in Public Health 3. https://doi.org/10.3389/fpubh.2015.00002. 

The Center thanks Sophia Abbot, our 2018-2020 graduate apprentice, for contributing the initial content for this resource.

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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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Maker Foundations

Capstone project: feedback and reflection.

Congratulations! You’re in the last stages of the project now. After you’re finished up with the project you’ll need to complete a Project Reflection portfolio entry. At the Showcase, you’ll have your portfolio on a computer next to you, so be prepared to show your entry to attendees. For this reason, you’ll want to make sure to plan enough time to make a polished reflection entry that includes photos and well-organized text, and even a video if it’s appropriate for your project.

Project Reflection

In a Project Reflection post on your portfolio website, you will be writing about how your project turned out. This is written to reflect on your project, your new learning, new skills you gained, and anything else about the process you would like to share. A Project Reflection post is written when a project is completed (or when a version of a project is completed).

When you write a Project Reflection, please answer ALL of the following questions in a few paragraphs:

What was the project prompt?
What is your project
Why did you make this project?
How did you make it? What was your process? What steps did you follow?
What problems or challenges did you face? How did you overcome these?
What new skills or concepts did you learn through this project?
What would you do differently next time?
What would you tell someone else who was going to make this project?

Username or Email Address

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Consortium to Promote Reflection in Engineering Education

Campus: cal poly state university, 11. reflecting on senior capstone.

Educator: Peter Schuster, Professor, Mechanical Engineering Context: Out of class; Senior Design Mechanical Engineering Keywords: capstone/cornerstone, design projects Student Activity Time: 1 hour

Throughout a senior capstone project, students reflected on their experience.

Introducing the Reflection Activity

In a year-long senior design course, students worked on industry proposed problems. Students engaged in six different reflection activities throughout the course (this field guide entry focuses on the first and second reflection assignments). While each of these reflection assignments was guided by specific prompts, they all included the question: “What was it about this experience or event that got my attention?” The purpose of these reflections was for students to look back on their senior design experience, learn from it, and make any necessary adjustments for finishing their project.

Before the first reflection assignment, the educator spent time talking to students about the value and purpose of reflection. In the first month of the senior design course, students spent time with their industry partner trying to understand the design problem they were addressing. After this period, students wrote a project proposal that included a reflection component. The goal of this reflection assignment was for students to think about their role on the project team and their role in the project. At the end of the project proposal students had the opportunity to reflect on their proposal using these questions/statements.

What kind of designer are you?
Reflect on how you view yourself as a designer.
Include comments on what skills you currently possess and on any additional you would like to develop.

The second reflection in this six reflection series engaged students in thinking about their interactions with their sponsor, client, or end user so far in the project. Students reflected on their interactions by responding to these questions/statements:

What were your assumptions about the sponsor, client, or end user before you met them and how have they changed through your interactions?
Please also comment on the amount of time, frequency and through what mode your interactions have taken place (i.e. face to face, phone, Skype).
Finally, please comment on how interactions with the sponsor could be improved.

After students submitted their reflections, the educator graded the reflections using a credit/no credit approach.

In terms of outcomes, after reflecting on their identity as a designer, students may have better understood who they were as a designer, their skills, and their role on the project team. They may also identify specific skills that they would like to enhance through their work on the project. After reflecting on their interactions with their sponsor, client, or end user, they may better understand these interactions and how to communicate with such stakeholders in the future.

Recreating the Reflection Activity

< back to cal poly state university.

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Capstone Project: Part III Reflection Paper

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The following design case illustrates the approach a group of advanced graduate online-design students, two design coaches, and an instructor used to design an online instructional intervention as a service-learning project for parents interested in improving their parenting skills with their pre-teens. This design case is distinctive in that it explores the online collaboration for this service-learning project using email, instant messaging, Google Hangout, Google Documents within Google applications and Skype.

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This study examined the case of the instructional teacher leader and how teachers in these roles negotiated their identity as they dealt with the responsibilities and constraints of their duties. The research drew upon a series of semi-structured interviews with ten instructional teacher leaders from Alberta enlisted to work with and lead their colleagues in three year school improvement initiatives stemming from district and site-based projects sponsored by the Alberta Initiative for School Improvement (2000-2013). The ten participants, who worked as lead teachers and instructional coaches, came from a variety of leadership roles and contexts. Specifically, the research asked: “Is there an adaptive process that instructional teacher leaders go through as they reflect upon their work and relationships, adjust their approach, and adapt to their circumstances?” A review of current and relevant studies on teacher leadership suggested that an adaptive process does exist and, based upon the data and emergent themes from this study, a conceptual model was advanced to describe this process. This dissertation uses the Instructional Teacher Leader Adaptive Process Model as a frame to describe how teachers negotiate their roles and identity and work through the process of supporting and leading through instructional change. Observations and anecdotes from instructional teacher leaders were used to substantiate previous research, identify emergent themes, and develop the adaptive process model. The resultant Instructional Teacher Leader Adaptive Process Model incorporated four interrelated and concurrent sub-processes: 1) clarifying leadership purpose and identity, 2) engaging the faculty in strategic change, 3) responding to organizational and relational challenges, and 4) reflecting on the work and reforms. Using excerpts from teacher interviews to support and contextualize them, these sub-processes are fully described and elaborated - each in a separate chapter of the dissertation. As a result of this multiple case study research, suggestions could be made regarding: considerations for prospective and continuing instructional teacher leaders, strategies for leading educational reforms from within a shared leadership model, and considerations for school and district leaders who would like to encourage and support instructional teacher leadership. In addition, a number of recommendations regarding the selection, training, support, professional growth and ideal contexts for instructional teacher leadership were also shared.

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Engineering students collaborate with industries on capstone projects

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May 8, 2024 : By Ted Allen - Office of Communications & Public Engagement

Capstone, also known as senior design, is the culminating academic experience for Liberty University School of Engineering (LUSE) students and a significant résumé-enriching achievement as they prepare to transition to professional careers.

“Each student works on a team of four to six to design a new product or process or make significant design improvement on existing systems,” said Dr. Howie Fang, a professor and chair of the mechanical engineering department and director of LUSE’s capstone program. “It’s a creative activity, and students do that for their client, who works with the student team over the period of two semesters.”

That creativity and collaboration was on display during Thursday’s Engineering Capstone Expo in the Montview Alumni Ballroom. For this academic year, LUSE offered 22 capstone projects to 97 engineering students with 18 projects from industry partners. Area businesses included Automated Conveyer Systems Inc., Centra, Delta Star, Framatome, Harco Fittings, Lawrence Companies, and Master Engineers & Designers. Students also worked with multi-industry companies such as Textron, and government agencies like NAVAIR, who have provided funding for and benefited from students’ innovative capstone projects. (See the full list of industry sponsors below.)

“It is very important for our students to learn real-world engineering problems and how to find solutions to those problems before they go out and get into industry as engineers,” Fang said. “Then, they are prepared and comfortable applying what they have learned in the classroom to real-life engineering challenges in their new jobs.”

Capstone teams involved students from all five engineering programs: mechanical, electrical, computer, industrial & systems, and civil engineering.

“Dr. Howie Fang is a world-leader in design optimization methodologies and has taught that in the context of the Creationeering process to the senior students while integrating it with real-world engineering problems,” School of Engineering Dean Mark Horstemeyer said, with Creationeering referring to his coined term for the interface between business and engineering and the creative inspiration from God in students’ research and design. “I am so proud to have Howie Fang in the LUSE as his leadership has raised the standard for the school.”

Such was the case for Tanner Randall, who will start this month at Framatome in its thermal hydraulics and component testing center after leading a team of six mechanical engineering students who worked under the supervision of Framatome mechanical engineer and software developer Greg Troyer to analyze the natural frequencies of nuclear reactor vessel internals (RVI), which facilitate fission in extreme environments. Christopher Pace, an electrical engineering student who worked on another Framatome-sponsored project, has also been hired by the company, which has its North American headquarters in Lynchburg, Va.

Katherine Rioux and fellow mechanical engineering students Fady Fayek, Caleb Schaible, and Logan Drawbaugh worked with Dr. Andy McIntosh from Leeds University in England to develop a Biomimic Novel Spray System, using the bombardier beetle as its model for extinguishing fires. She has landed a job working on E2D Hawkeye Airborne Command and Control Aircraft at NAVAIR in Patuxent, Md.

“It’s been a steep learning curve, but the cool thing about being tossed into the deep end is you either sink or swim, and I didn’t want to sink, so I learned,” said Rioux, who had internships with NAVAIR over the past two summers.

At last spring’s Expo, Josh Ingram and his team won the Capstone Legacy Award for their best product design for NAVAIR, a small tool that can be used to repair the engine of the V-22 Osprey tiltrotor aircraft. Ingram was hired by BWXT last May while Zach Deluth, another member of this team, was hired by NAVAIR.

“The team worked with NAVAIR really well, and the product the students delivered to them is ready to be made for them to use to maintain these aircraft, so they were really happy,” Fang said.

Due to the quality of work produced by the engineering students on that capstone project, NAVAIR’s Cherry Point, N.C., location sponsored two capstone projects for Liberty’s engineering students this year.

Several of the seniors said the capstone projects stretched them more than any other class they had taken toward their degree, challenging them to put what they have learned in the classroom into practical application.

“It’s hands-on, working with a real customer, solving real problems, and it really made them think through, identifying what the problem is, coming up with solutions to that problem,” School of Engineering Lab Manager Marc Jantomaso said. “They built really good relationships with the clients.”

In recent years, as the School of Engineering has grown — both in number of students and faculty and in reputation in the Lynchburg, Va., area and around the nation and the world — more and more connections have been made between graduating seniors and area engineering companies.

“Through the capstone program, we have built up some very good relationships with industry that will tremendously benefit our engineering students, as well as the industry, providing the students with opportunities to refine their learning and open doors for employers to hire highly skilled graduates,” Fang said. “It’s a win-win situation. We can have more impact for students if we bring real-world applications, real-world projects from industry and let students work with industry people directly in these projects.”

This year, the projects received more than four times the total amount of funding as last year, allowing the seniors to develop more elaborate projects with greater functionality.

“They have more financial resources now, so they can do more,” Fang said. “When you go out to industry, your project can run anywhere from hundreds to thousands of dollars. That is the scale type of work from industry, and that is very beneficial to students if you can have a project with that complexity. So, from that perspective, we try to attract as many industry projects as possible.”

With genius inspired by God, and plenty of direction from faculty advisors and the clients they are doing their capstone projects for, the student teams “make miracles happen,” said Liberty President Dondi Costin, who attended the Expo.

“I was blown away at every single station, and I couldn’t believe it,” he said. “This is a true testament of your education … (and) exactly what Liberty University is all about. It’s taking young men and women who have natural talent and who have been raised with character and who are brought here by God, who have an individual ability and skill and passion and motivation and coming together as a team and using that skill in concert with the skills of others who are just as intelligent and passionate and gifted.”

2023-24 Engineering Capstone Industry Sponsors

Automated Conveyer Systems (ACS) Inc.

Centra Health

Corvid Technologies LLC

Delta Star, Inc.

Energy & Automation, Inc.

FarmBot Inc.

Harco Fittings

Kapstone Projects LLC

Lawrence Companies

Master Engineers & Designers

McKee Foods Corporation

U.S. Navy’s Fleet Readiness Center East (NAVAIR)

Textron Specialized Vehicles

81-year-old veteran earns master’s degree in aviation from Liberty

Dr. Beth Koss receives CUSA’s 2024 Faculty Achievement Award

Liberty University honors over 6,000 military graduates at special ceremony

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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., this set of capstone options is more tailored to students' various career paths and interests, and includes: global social impact consulting entertainment & sports analytics early stage investing a/b testing marketing behavior change in marketing.

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.

Students with Peruvian non-profit on a hill

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

Project Industries

Student impressions of amr.

From The Blog

Sustaining Effective NCD Screen in a South Africa community Requires an Ecosystem of Strategic Partners

Improving the Quality of Sustainable Coffee Production in San Martín, Peru

Prestigious Awards for UCLA Anderson Class of 2017 Field Study Teams

BCP Team KPOP Foods (clockwise from top left): Alex Kim (’17), Ryan Kennelly (’17), Mike Kim (’17), Theo Lee (’17), Erica Suk (’17).

BCP Success Stories

BodySpec (Class of 2014)

BodySpec provides individualized information to health-conscious individuals. We offer full-body scans utilizing dual-energy x-ray absorptiometry (DXA) scanning technology.

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.

SmartestK12 (Class of 2014)

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.

Student entrepreneur taps into UCLA resources to 'grow' his news website

No Guesswork, No Guilt: Goodbye Hangry, Hello officebites

AMR: Business Creation Option (BCP) Spotlight on GOshopping

BCP Mentors

Internet, Business and Intellectual Property Attorney Cohen Business Law Group

Investor Upfront Ventures

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Grant Project Reflections: Brooks Finby on his Escher-inspired Musical Staircase

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The blog post below was written by Brooks Finby, Trinity '24. In the spring of 2024, he was provided a Co-Lab grant to work on this project.

PHASE 1 - CONSTRUCTION (January - March):

Inspired by a music theory video explaining the circle of fifths, I decided to create a life-size, interactive piano staircase that mimics the impossible Penrose stairs for my Visual Media Studies Capstone Project. The concept was to create a structure that functions as an instrument to be played with one’s body, thus embodying the music-making creative process. I began the project by 3D-printing a miniature model of the Penrose stairs for size reference. Then, I extrapolated the scale to a roughly 4’x4’x3’ design (LxWxH). Next, I cut and screwed the wood under the supervision of Stephen Hayes to create the staircase scaffolding, divided into four sections. Once the scaffolding was complete, I used the shopbot router in the Innovation Co-Lab to carve the note names into 10’x10’’ square steps. I made 13 steps, spanning the whole octave scale from C3 to C4. After making the steps, I enclosed the scaffolding with masonite to hide the insides. Then, I sanded and painted the entire structure. Finally, I used black-tinted epoxy to fill in the routed notes.

PHASE 2 - ELECTRONICS (March - April):

After the construction of the staircase was complete, I worked with Daniel Davis on the engineering and programming aspects of the project. I began by purchasing the Raspberry Pi’s, breadboards, resistors, AC adaptors, and ultrasonic sensors. Next, I created a simple distance-measuring device from those materials. I then incorporated pygame.mixer sound files and if/then statements so that the music note would play if the sensor detected an object within the step range. This was accomplished by screen recording music notes off YouTube, cutting down to just the note in Premiere Pro, and downloading it onto the Pi itself. I also programmed the Raspberry Pi’s so that if multiple notes were triggered, the corresponding chord would play. Next, I moved on to the hardwiring portion of the project. Using prototyping boards, I hardwired the Raspberry Pi’s to the ultrasonic sensors to prevent the wires from coming loose. Once this process was complete for all five Raspberry Pi’s and thirteen sensors, I began the troubleshooting process again to squash the bugs that arose.

PHASE 3 - Exhibition (April):

With the staircase built and the electronics working properly, I merged the two together. I housed the electronics within the four staircase sections. Each Raspberry Pi was responsible for 2-3 steps, translating to 3-7 total notes/chords per Pi. I drilled holes into the thin planks between the steps so that the ultrasonic sensors could rest snugly into them. Placed above each step, the sensors detect the hand/foot that touches the step below and trigger the note/chord to play. The steps themselves were removable so that the electronics inside could be easily reached and adjusted. I also ran power through the whole structure by snaking extension chords into the scaffolding. The staircase was made stable by bolting the sections together. I had a time-consuming troubleshooting process with the sensors detecting phantom objects due to interference from the physical structure itself. Also, I successfully created the infinite staircase illusion by suspending a camcorder at the exact vantage point and connecting it to a projector.

The exhibition went quite well! Participants enjoyed how interactive the exhibit was. Students had fun experimenting and playing around with the structure, seeing what they could create musically. It was a uniquely kinetic, body-forward experience. It was also visually striking as a life-size 3D piece featuring an optical illusion. Despite some minor issues with sensor bugs, the exhibition was a big success!

REFLECTION:

student soldering parts together for a project

On a personal note, this project was a deeply empowering experience. I set out on an ambitious project timeline that required me to learn completely new skills in just a few weeks, such as engineering and programming. Although I had been very involved in math and science in high school, my college experience has been fully in the humanities. Thus, this project was a way for me to gain a knowledge set that I feared I had lost and reconnect with my hands-on STEM abilities. Starting as a complete novice, I quickly gained a basic understanding of Python and the Raspberry Pi operating system. The experience has inspired me to further pursue coding. I want to teach myself Python in my free time and use it for further creative projects with the Raspberry Pi’s. I’m excited to see what I will create in the future. The woodworking and hardwiring portions of the project were very fulfilling, as I got to see the vision in my head come to life. Stephen Hayes and Daniel Davis were incredible mentors, and I am so thankful to them for their dedicated instruction. I gained a new level of confidence in myself by tackling an outside-the-box project that was far outside my comfort zone. I wasn’t sure if I would be able to complete the project in time, but my hard work paid off in seeing my friends interact with my exhibit. I’m so grateful to Michael Faber and the Co-Lab for all their support and guidance. Thank you!

Early small scale 3d-printed prototype.

Ultrasonic sensors tested on a breadboard before being installed.

Setting up at the Exhibition.

standing on top of the musical staircase

View from the top stair.

looking down at musical staircase with projection in the background

Setting up the camera in order to create the optical illusion in the projector.

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Jersey State Fair - Cole Zucker

Jersey State Fair is a song about a protagonist who confesses his love at the top of a Ferris wheel

Cole Zucker

Cole Zucker is a video photographer, editor, and guitarist who explores topics including self-reflection. He recently completed a photography series of neighborhoods in Boulder. He graduated in 2024 from The University of Colorado, Boulder, and will pursue his study of language acquisition at the International University Center in Yokohama, Japan.

Jersey State Fair

Jersey State Fair is a song about a protagonist who confesses his love at the top of a Ferris wheel. This backfires as the protagonist is rejected, leading to an awkward rest of the day. Cole Zucker wrote the guitar parts, and his friend provided the drums.

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Reflection Paper and Capstone Project Guidelines
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Jersey State Fair
Cole Zucker is a video photographer, editor, and guitarist who explores topics including self-reflection. He recently completed a photography series of neighborhoods in Boulder. He graduated in 2024 from The University of Colorado, Boulder, and will pursue his study of language acquisition at the International University Center in Yokohama, Japan.

Reflection Paper and Capstone Project Guidelines

LEVEL I: GUIDELINES FOR FINAL REFLECTION

LEVEL II: THE CAPSTONE EXPERIENCE

LEVEL II: PROPOSAL REQUIREMENTS FOR BUILD CAPSTONE PROJECT

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Grant Project Reflections: Brooks Finby on his Escher-inspired Musical Staircase

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Jersey State Fair - Cole Zucker

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Jersey State Fair

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